Reading+Notes,+Module+1.4

__My Notes, 1.4__

From: //**Coteaching: A Pathway to Leadership**//

...well, I could have quoted the ENTIRE article here...
 * This article clearly outlines the benefits of collaboration/coteaching between teacher librarians and classroom teachers.

"One sure way to develop as leaders in our schools is through cultivating instructional partnerships" (Moreillon and Ballard, p. 6).

"Through building relationships, discussing and developing curricula, and coteaching with our classroom teacher colleagues, we can blaze a trail that will put school librarians on the map as essential contributors to 21st-centruy learning and teaching and leadership" (Moreillon and Ballard, p. 6).

"Improvements in literacy instruction to address the complex needs of students and teachers in the ever-changing 21st-century landscape cannot spread throughout a learning community unless educators work together" (Moreillon and Ballard, p. 6).

"The organic nature of the classroom-library collaboration model offers onsite, job embedded, professional development integrated at the point of need" (Moreillon and Ballard, p. 6).

"The opportunity to learn alongside a colleague as an equal improves teaching practices for novice as well as veteran teachers" (Moreillon and Ballard, p. 7).

"Coteaching lowers student-to-teacher ratios at the point of instruction. More students have opportunities for individualized attention, and differentiation in both process and product is more effective" (Moreillon and Ballard, p. 7).

"School librarians' effectiveness as educators may hinge on being considered a peer by classroom teacher colleagues and coequals with classroom teachers by administrators. Coteaching with colleagues is one way to demonstrate and document our contributions to the academic programs inour school" (Moreillon and Ballard, p. 7).

"Instructional partnerships are on pathway to achieving a leadership role in our schools; they are a way to positively impact student learning" (Moreillon and Ballard, p. 7).

"Through collaborative planning, codeveloping lessons and interventions, and scoring and analyzing student outcomes, teachers and school librarians can make a positive impact on both student learning and educator proficiency" (Moreillon and Ballard, p. 8).

From: //**Empowering Learnings: Guidelines for School Library Programs:**//


 * The librarian's role and expectations as a collaborative partner for coteaching

"The school library program promotes collaboration among members of the learning community and encourages learners to be independent, lifelong users and producers of ideas and information" (AASL, p. 20).

"The teaching of 21st-century skills requires that all aspects of teaching and learning are built on collaborative partnerships" (AASL, p. 20).

"These collaborative partnerships require creativity, an openness to trying new approaches, and a willingness to take risks" (AASL, p. 20).

"Together with the classroom teacher, the school librarian empowers students to take an active role in shaping their learning. The school librarian also plays a role as learner, absorbing knowledge from students, classroom teachers, and other educators" (AASL, p. 20).

"Collaboration also takes place beyond school walls. The school librarian links the school library with the greater school, library, and education community through collaborative programs, cooperative collection development, and interlibrary loans" (AASL, p. 21).

Works Cited

AASL. //Empowering Learners: Guidelines for School Library Programs.// Chicago: American Association for School Librarians, 2009. Print.

Moreillon, Judi, and Susan D. Ballard. "Coteaching: A Pathway to Leadership." //Knowledge Quest// 40.4 (2012): 6-9. Web. 9 Feb. 2016