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 https://files.eric.ed.gov/fulltext/EJ1201075.pdf

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

CO

Murray, E. (2015). Piloting the learning commons: Coteaching and collaboration between a classroom teacher and a teacher librarian. 43(1), 18-24.https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa433385848&context=PC&vid=01CALS_SJO&search_scope=EVERYTHING&tab=everything&lang=en_US

Summary

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.  

Evaluation

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!

Effective Co-teaching

Bader, Devorah

CO-Collaboration

Pratt, S. (2014). Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1-12. Retrieved from https://www.sciencedirect.com/science/article/pii/S0742051X14000249

Summary/Abstract: This grounded theory study explored how secondary school co-teachers in an urban Eastern Iowa school district resolved challenges to co-teaching relationships. Five partnerships participated in focus group interviews, interpersonal behavior questionnaires, classroom observations, and individual interviews. The resulting theory, Achieving Symbiosis, explains how co-teaching partnerships became effective in their collaboration through using personal differences and strengths to become interdependent. This theory provides helpful strategies grounded in the field for co-teachers as they seek to begin or improve collaborative teaching relationships, for administrators as they support co-teachers, and for teacher educators as they prepare students for collaborative partnerships.

This was a good article discussing the challenges with co-teaching and how to work with different strengths and weaknesses.  I particularly liked how it connected with the stages of group development that we learned about in INFO 204 and gave direction on how to relationship between the co-teachers is as important as the content they are trying to teach.