1. Teacher/Librarian Collaboration
The Perfect Pair:
Teacher/Librarian Collaboration
Amy Slaughter, Teacher Elliot Lunsford, Teacher
Tammy Young, Media Specialist
Charles D. Owen High School,
Buncombe County Schools

2. Begin the workshop by asking the participants to create a list of terms, words, phrases, drawings based on what they know about school libraries/librarians.
Next prioritize and organize the ideas based on their perceptions as a teacher. Place the major topics in some relationship to the central idea (library/librarian). Organize the thoughts by drawing connections (arrows, straight lines, question marks, etc) between the phrases. This should allow them to determine what they know (or think they know about libraries).
Reveal the images one (or pairs) at a time and use this as a springboard to discuss the items participants included in their list. Look for “21st Century skills” “Information Literacy” “Web 2.0” “Global perspectives” “Collaboration”

3. LEVELS OF COLLABORATION
Resources provided to support classroom.
Lessons support classroom objectives as students are scheduled for instruction.
Level 1 meets occasionally with classroom teacher to plan cooperatively -- a combination of fixed classes, as well as times for open access.
Fixed Classes:
Assures every pupil assess to the LMC on a regular basis.
Class sized groups of pupils are accompanied by the teacher for an assigned period of time. Time for returning books, selecting and checking out other books, and perhaps to engage in a literary activity. Flexible scheduling time is limited. This is not the best time for library skills instruction, research, and other learning activities. These activities work best using the Flexible schedule because adequate time can be scheduled.
Open Access: Time throughout the day for individuals and small groups to pursue their various interests and needs. This may be any time during the school day, with teacher permission. It may also be before or after classes, without teacher permission, if pupils have access to the building.
Level 2 meets with teachers regularly to plan (after initial min. meeting subsequent planning can take place via s, phone calls, Google Docs for collaboration for a NEW lesson), and there is both fixed and flexible access times for instruction in the media center.
Collaboration offers:
opportunities for teachers to instruct smaller groups in the classroom while other student groups work with media and technology staff.
media and technology staff to co-teach sections or lessons of a unit.
Flexible access:
is beneficial -- helps create students excited about learning, able and eager to complete assignments.
multiple activities co-exist in the media center or computer lab, and more than one grade level or class can access resources simultaneously.
allows any student, teacher, or staff member to access the school library media center and the computer lab and their resources with a positive impact on student achievement.
provides time to plan collaboratively for instructional purposes.
Level 3
As an instructional partner, the library media coordinator and teacher collaboratively plan, implement, and evaluate formal units of instruction and learning experiences in a flexibly scheduled environment as well as co-teach with classroom teachers. The library media coordinator also provides:
instruction that focuses on student achievement with the learner involved in self-directed problem solving and self-assessment to promote life-long learning
instruction based on learning styles with media coordinators trained in literacy strategies that reach across the curriculum.
instruction in locating, gathering, selecting, synthesizing, and evaluating relevant information in all curricular areas
integration of educational technologies
professional staff development – Media Specialists act as curriculum specialists working with Literacy coaches, Title I, AG, ESL etc.
guidance in designing authentic learning tasks and assessments
collaborative working model for students
Weave expertise of support specialists into curricular units including music, art, dance, foreign language, PE with cross-curricular units.
more effective use of both resources and teaching time and a reduced teacher/student ratio
It is not always possible to remain at Level 3.
This information came from Impact for Teachers on NCWiseOwl web site.
Cross-curricular lessons and units are planned, delivered and evaluated
jointly.
The Perfect Pair:
Teacher/Librarian Collaboration

4. New Jersey WHY COLLABORATE? 20
19 states and 1 province can’t be wrong!
New Jersey
Research since 1990 shows a positive relationship between school libraries and student achievement.
Measured in terms of reading scores, literacy, or learning more generally.
2011 New Jersey study 3-year study investigated stake-holder attitudes/beliefs about school libraries.
Study found that research-rich school libraries, staffed by state certified library media specialists, contribute to high student achievement and academic success.
educators believe the library is a center for learning
Librarians shape how learning takes place by helping teachers push the boundaries and innovate.
Libraries shape school culture.
Educators value how the library is different from the classroom, through the diversity and breadth of their resources – electronic and print.
Library brings people together.
2007 Indiana study revealed elementary … and high schools averaged better test results where teachers initiated collaboration with the library media specialist and believed they were better teachers when engaged in design and delivery of instruction.
2003 Missouri study found school library services exert a 10.6% statistically significant impact on student achievement.
2003 NC study found school library programs in all grade levels have a significant impact on student achievement—as measured by scores on standardized reading and English tests.
NC standardized reading and English test scores tended to increase when libraries in the schools had newer books, and were open and staffed more hours during the school week.
“School Libraries Work!” Scholastic Research and Results,

5. Used/New Car Library Research
New car notetaking guide
Used car notetaking guide
Students select a car that has been in production at least 5 years.
Used car must be within the last 3 years.
Students must complete notetaking guide 1-new car, 2-used car using Cars.com and Comsumer Reports (annual guide and current copy)
Students make phone contact with 3 local lending agencies in order to complete “Shopping for a new/used car loan”

6. Mathematical Professions Project
Pre-Calculus Honors
Mathematical Professions Project
Keep this sheet. You will need to turn it in with your project.
_________Profession/Occupation that involves math (10 points)
_________What math topic(s) does this profession use? (10 points)
_________Educational Requirements (What type of degree? What type of school?) (10 points)
_________Average Yearly Salary for this profession (5 points)
_________ Where would you have to live to have a job in this field? (5 points)
_________Describe a little bit about this job and the responsibilities it includes (10 points)
_________Presentation/Effort/Bibliography in MLA style (10 points)
_________Total Points (A: 60 – 55; B: 54 – 51; C: 49 – 45; D: 44 – 41; F: 40 or less)
This project will be a quiz grade for the last six weeks.

7. Musician
Military
Examples
Chemist

8. THINGS YOU SHOULD KNOW ABOUT SCHOOL LIBRARIES
The library belongs to the school and should serve as an “intellectual gymnasium.”
The librarian will be your partner and can help design your students projects including effective assessments. 
Recognize that the library provides access to print and electronic information and instruction in accessing these resources.
The library can help improve your students’ test scores. 
The librarian can help evaluate resources and apply this 21st century skill.
The librarian can be your technology support  center. .
All students should have a reason for being there – either for academic purposes or personal use.
Librarians can: help plan a project, solve a technology problem, answer a reference question or find out who can. Helping others gives the professional a huge sense of satisfaction so please never hesitate to ask for assistance.
I can determine which resources suit you and your students’ needs and instruct so that students and staff develop the skills to successfully use the resources.
Research has proven that students who are effective and efficient users of ideas and information will improve in problem-solving and higher-level thinking abilities.
Project-based learning and evidence-based practice require 21st century skills rather than an objective test. Let’s work together to make your students’ learning experiences as meaningful as possible.
Let me help you and your students with technology applications, equipment and applying Web 2.0 tools. Even though I’m not a technician, I can sometimes help you locate that kind of help too.

9. Once the presentation is over, have the participants revise their list to build on previous perception of school libraries.
Questions/discussion