Collaboration and the Value of Assessments

Name: Nicdao, Jocelyn

Topic: CO

Citation: Moreillon, J. (2019). Co-planning and co-implementing assessment and evaluation strategies for inquiry learning. Knowledge Quest, 47(3), 40-47. Retrieved from

Summary: Moreillon discusses the importance of school librarians to work in “comprehensive collaboration” with classroom teachers and/or learning specialists in order to be valuable in the academic partnership. In such collaborative efforts, both school librarians and classroom teachers and/or learning specialists actively work together in the planning, implementation, assessment, and evaluation of a unit. More specifically, Moreillon emphasizes the value and use of assessments especially from both the school librarian and classroom teacher and/or learning specialist. Assessments coming from the collaboration of two or more adults allow for reliability and for different perspectives in practice and in the learning process. Assessments guide in the co-planning of learning throughout the unit, focused on the “what?” and the “how?” students learn in the process and the quality of that learning. Further, assessments allow for the co-implementation of further academic supports such as small groups or one-on-one for students who may struggle or the co-implementation of lessons to reteach with examples or to  re-frame for the whole class. Moreover, assessments inform the evaluation of the unit itself, with both the school librarian and classroom teacher and/or learning specialists seeing its successes and needs for improvement and thereby, planning for the next unit.

Evaluation: I find that Moreillon is basically encouraging school librarians to be a valuable part of the collaboration process, using assessments as tools to collaborate successfully with the classroom teacher and/or learning specialist in the planning, implementation, assessment, and evaluation of a co-taught unit. With that, she includes in this article examples of forms that can be used in the collaboration process. As she points out the many benefits and examples of co-assessments from both librarian and classroom teacher and/or learning specialist, I realize how much rich input school librarians can provide in co-teaching a unit and thus, become a prolific part of the academic partnership.

Piloting the Learning Commons

Jay, Jessica


Murray, E. (2015). Piloting the learning commons: Coteaching and collaboration between a classroom teacher and a teacher librarian. 43(1), 18-24.


This article focused on the collaboration efforts of a 3rd grade classroom teacher and a teacher librarian.  The media center was changed into a learning common area with the classroom teacher and the teacher librarian collaborating together to teach students.  This article detailed a successful coteaching plan between a teacher librarian and a general educator. This study proved to be academically advantageous to students, as well.  


The results of this study were inspiring to me as a future teacher librarian.  To have a space that isn’t set aside just once a week for ‘library class’, but instead is transformed into a common, easily accessible learning area, is very exciting.  The students benefit, as well as the teachers. I’d love to try this model when I am officially a teacher librarian!

Voyage on the S.S. Library Leadership

Gomez, Kaitlyn


Kaplan, Judith L., & Ballard, Susan D. (2012). Voyage on the S.S. library leadership: Collaboration in teaching and learning at the University of Vermont.(FEATURE). Knowledge Quest, 40(4), 14-19.
A look at one example and review of the school that solely focuses on co-teaching. It goes in depth at what the teachers did and how it ended up working out for them.
This particular article was special as it had a different way of framing the subject and how it ultimately worked it out. It really looked at how co-teaching could happen even when both are out of state. Both teachers worked relentlessly and found different ways to communicate in order to properly figure out what they were going to do and how they proceeded.
What was so different as well is that they framed the article as a list as if they were about to set sail. They really did end up setting sail and in the end were able to value their work a lot more. This article in particular really also helped to frame the class and think about the “Big Think” portion. It fully set out what they were doing, what the plan was, how it was executed and how they walked away with an overall positive experience. Learning really isn’t just for students as the instructors are learning constantly in order to better lessons and the class experience as a whole.