1. OLA 2004: Astute Observers Librarian Teaching Mentors Pam Kessinger Reference Librarian Portland Community College pkessing@pcc.edu

2. “To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving their goals and objectives.” --Thomas Angelo

3. Peer coaches Focus on what you want to improve Report clearly and objectively Support development of your “instructional awareness” (Mestre)

4. Learning “is growing new structures in the brain….We learn only what we grow the new dendrites, synapses and neural networks for.” --Rita Smilkstein

5. Learning happens when: New information is connected to something we already know The experience is authentic We practice Negative emotions are limited Our learning styles are addressed

6. Learning begins When students trust you to meet their needs and expectations

7. Three vantage points 1. Is the environment conducive to learning?

8. Learning environment Physical: configuration of room, lighting, temperature Emotional: relationships between students, students and their teacher, teacher and librarian; rapport between librarian and class; mood of the class

9. Three vantage points 1. Is the environment conducive to learning? 2. What is the learning activity? 3. Is the teaching performance effective?

10. Performance Attitudes: energy, humor, spontaneity Skills: timing and pausing, voice tone and projection, body language and movement, use of space, gestures

11. With new eyes, Look first inwardly. What do you want to do with your teaching? Watch other teachers Invite “specific, comprehensible feedback” of a librarian or teacher you trust. Tell them what to look for.

12. One minute assessment Did you get an ah-ha!? What was unclear or not covered? Your name and e-mail if you want an answer to your question(s)

13. Bibliography Angelo, Thomas. K. Patricia Cross. Classroom Assessment Techniques: a handbook for college teachers. San Francisco: Jossey Bass, 1993 Kessinger, Pam. Make It More Than “Just” 50 Minutes: Improving Instruction Through Peer Mentoring. LOEX 2003. http://spot.pcc.edu/lrc/pam/LOEX03/ http://spot.pcc.edu/lrc/pam/LOEX03/ Mestre, Lori. The peer mentoring/coaching process. http://www.library.umass.edu/instruction/librarians/peer/ http://www.library.umass.edu/instruction/librarians/peer/ Smilkstein, Rita. “Acquiring Knowledge & keeping it,” Gamut: a Forum for Teachers and Learners [Seattle Community College]. 1992-1993 Smilkstein, Rita. “The natural human learning process,” Journal of Developmental Education. 17: 2 p.2-10. Syracuse University Library. Peer coaching at SUL: Information and Guidelines for participation. http://libwww.syr.edu/instruction/staff/peer_coaching/peercoach.htm http://libwww.syr.edu/instruction/staff/peer_coaching/peercoach.htm Vidmar, Dale. Improving teaching through peer coaching and mentoring. http://home.sou.edu/~vidmar/teachtable2003 http://home.sou.edu/~vidmar/teachtable2003

14. OLA 2004: Astute Observers Pam Kessinger Portland Community College pkessing@pcc.edu