D2db1 Curriculum And Collaboration

The process I used to create the advocacy video provides evidence of how my core values as a school librarian can positively affect the students and teachers around me. Based on the Texas Education Agency’s SBEC School Librarians Standards for the initial Preparation of School Librarians the following standards were met:

Long, M. (2007). School media librarians as transformational leaders (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 329321)

Collaboration between the two teachers begins with a mutual goal. Co-teaching is defined as a "service delivery model in which two educators . . . combine their expertise to jointly teach a heterogeneous group of students" (Friend 118). Team teaching is one way to co-teach. In teaming, the two teachers need to have built a strong collaborative relationship. In doing this they will share the instructional responsibilities of the entire class. Teaming has the potential to influence and include all the students and does not categorize the students into groups based on their ability. Teaming is a great method but generally needs to be combined with another co-teaching method. In some cases teaming could be paired with the One Teach, One Observe method. These can be paired because the teaching could go either way depending on the population of children with special needs in that specific classroom. In the one teach, one observe method of co-teaching, the general education teacher will be able to take control of the entire class, while the special education teacher takes notes and documents what is going right and what is going wrong. In doing this each teacher can hold the other accountable and work together in deciding how to better educate the class as a

My first area of collaboration this coming school year is with my administration team and teachers. By collaborating with these teams, I can help them understand the importance of special education, legal and policy and educating all students. Next, is the collaborating with the district office and making sure that they understand what is going on in the schools so that they can better support leadership and teachers in the school. Last, and most importantly is the collaboration with the students and their families. By being up front and clear with families and students about the student performance and what work is needed to help the student, the better prepares the whole team is in supporting the student.

The library is run by Ms. O'Donal-Cook who is a teacher-librarian. A Teacher librarian is responsible for the task of working with students and staff to develop collections that are both engaging and helpful to the staff and students. In order to provide this service for staff and students some of the day to day tasks that a teacher librarian must handle are the organizing and managing of the library's collection, organizing mini lessons, story time and other activities for the children, guide students to appropriate reading materials, checking books in and out of the library, help both the staff and students to find and understand information, help the students to become critical thinkers especially when doing research, help students to become good readers, help students to become good researchers, help students to learn and practice digital citizenship, advocate the library program throughout the school and at school board meetings, teach the students and staff members how to properly use the technology that is available at the library, deal with any complaints from parents, deal with reconsideration of materials requests, keep up to date with district school board policies on materials in the library, and collect and analyze data collected from the library A teacher librarian may also be expected to create and carry out special events

Collaboration between the teacher librarian and teachers results in the creation of real life tasks and carefully structured learning experiences. These inspire students to research and find information they need and develop problem solving abilities along with skills for lifelong learning that support them to “become successful learners, confident and creative individuals, and active and informed citizens” (MCEETYA

Collaboration among all stakeholders - administration, faculty, staff, parents, and students is essential for student achievement. The strategies and action steps in place all require the effort

Prior literature targeted the effects of teacher collaboration improving results that improved results on a teacher-level. This study is the first one conducted that shows a correlation between students improving in significant areas of academics when teachers improve their collaboration skills, but further research should be conducted on a larger scale. As a result from this study, it showed that there was an increase in student achievement when there were teacher collaboration, especially in the areas of mathematics and reading (Y. Goddard, R. Goddard, & Tschannen, 2007, p.

All staff members as well as students should try and build trust to allow for easy communication and assistance when needed. Librarians offer a lot of insight for both teachers and students and help make learning newer technology less daunting. Furthermore, librarians can impart their expertise for students to learn how to access information in the most comprehensive and efficient way. At my school it is important to work with students, other teachers, administration and staff members. We all have skills that aid in making our school a warm and welcoming

Teacher collaboration is a must to help grow teachers in content and best practice strategies. No longer can teachers be isolated, but need to work with other teachers to focus on what material and instruction needs

As a principal, I will be a curriculum leader on my campuses, especially classroom instruction. I will spend a high percent of my time walking the hallways, devoting the majority of my efforts to evaluate, and coaching and supporting my teachers in doing their job. I will serve as an expert in curriculum and exercise my expertise by providing professional development, providing specific feedback, and modeling lesson in the classrooms. I believe I have a strong background in curriculum, and I will continue professionally developing my curriculum

Working with other teachers provides a teacher with many opportunities to build a support network and relationships with other co-workers (Towson University, 2012). Co-teaching also allows teachers to monitor their students’ progress more closely and make accommodations based on how much their students are progressing (Towson University, 2012). Collaborating with other teachers allows teachers to create a curriculum that provides support for a diverse group of learners (Towson University, 2012). Having more than one teacher instructing students on a concept confirms that the content is covered effectively to ensure student learning (Towson University, 2012). Co-teaching allows teachers to work with each other and communicate which concepts or teaching methods that are working best. Open communication allows teachers to receive feedback, which is effective in creating curriculum changes to meet the needs of the students they are teaching (Towson University,

My current job title is classified as a program specialist with a focus on communication systems strategies. I am responsible for directly supporting the Department of Integrated Learning’s communication efforts which entail leading social media planning and implementation work and furthermore, the visualization of data collected from individual participants who attended one or more of our professional learning services offered. In the ten years, I have been with ACOE, I have experienced the leadership of two Superintendents of school and a gradual organizational and departmental culture shift as we adapt to the vision brought with new leadership in addition to responding to the needs of our constituencies.

In the next few decades, I see myself being successful in my career and family life. I will be active in community organizations and church activities. Likewise, I am interested in joining the academic field teaching college students. I’ll probably visit my hometown more often to visit family and friends.

Fundamentally the role of the classroom teacher is to implement strategies to support, engage and extend the learning of all individuals. In order for this to occur we need to also consider how we involve, collaborate and communicate with parents, fellow colleagues and specialised teachers. Ashman and Elkins (2008) state that teachers need to make themselves aware of the support systems they can access or create to support the needs of all students. This in turn will ultimately enhance teaching potential allowing teachers to fully maximise learning for all. I personally believe that collaboration is not only essential to the professional growth of teachers (Cramer & Stivers, 2007), but a vital key when acting in the best interest of the students and their families.