Mini+Case+Study+Draft

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__** Introduction **__
** Collaboration is a wonderful theory with significant academic literature to support its use in schools. However, when put into practice, it might seem to be more hassle than it is worth. F or a librarian to initiate collaboration, she has to do a significant amount of planning beforehand to identify potential team members who will work well together and who are receptive to the idea of collaboration. Then there is more work to prepare the workspace and the time to collaborate. It is truly difficult in the beginning. But, when practiced effectively, collaborative efforts reap great benefits for the teacher, librarian, administrator and most importantly, the students! **

**‍‍Benefits for Students ‍‍** ====Collaborative planning and teaching allows students to recieve more " "more individualized attention" (Kindergarten Teacher). It also creates an extension of the classroom with a plethora of resources. In Moreillon's book, she reiterates the points made in the teacher tube videos. Co-teaching allows for "more individualized attention, better lessons," more resources and materials and a chance to go further with inquiry(need page). In reflecting on the collaboration Ashley does with her staff, this reading made her realize she needs to more effectively co-teach and guide teachers into the mind-set of "co-teaching." Co-teaching is not having a librarian lead the lesson while the teacher sits and grades papers. Maybe a new teacher librarian could lead a mini in-service on what co-teaching should look like, and how it benefits not only the teachers but the learners as well.  Co- teaching and collaboration empowers students and equips them with "more knowledge" (Zmuda & Harada, 37). It is also a "vital skill that students need to learn. When their teachers collaborate, this skill is clearly modeled for them" (Hylen). This makes it even more important for teachers to realize the importance of working together to accomplish what we can not accomplish alone. ====

**‍Benefits for Teachers ‍ **  Collaboration allows teachers to get more done! As we saw in the Teacher tube videos, the teachers were appreciative of collaboration because they were not only able to plan more, but they felt like the librarian "expanded" instruction (Elementary Art Instructor). Zmuda and Harada reiterate this point by explaining that "productivity is increased by utilizing two heads instead of one" (Zmuda & Harada, 33). Librarians are also connected to more resources than the teacher would have on his or her own (33). This allows the teacher to be more thorough in planning and instruction. The readings and discussion board helped us realize that the key to great collaboration is to **start with one small group and make great strides with them so that they will talk you up to other teachers who may have been hesitant about working with you. Hopefully, their excitement is contagious and others are going to want in on the progress you're making as a team.**

The teacher tube videos presented as an advertisement for collaboration, did a wonderful job of explaining collaboration and how beneficial it can be from an administrator's point of view. In a learning community where the teacher-librarian is a collaborator, administrators become an advocate for the library and for everything they do for the school and its learners. The administrator from the Teacher Tube video mentioned how the teacher-librarian is the ONLY other person on campus who affects EVERY student on campus and a direct link to student achievement. To have the administrator speak about the teacher-librarian's crucial role on campus conveys that she is highly valued. Administrators also value librarians for staff development. In Moreillon's book she quotes Haycock as saying, "principals value both formal and informal staff development." Moreillon also encourages teacher-librarians to use informal staff development meetings as an "entree" to real curriculum collaborations. This small introduction to resources is a great way to open doors to working with teachers. Not only do teachers benefit from the added knowledge of the teacher-librarian, but they also benefit from the added hands and resources they have to offer.
 * Benefits for Administration**

It is important to be prepared, but when collaborating it is also important to know and understand the individuals you are working with. So many times teams get together and have great ideas and instead of communicating effectively and working with the groups strengths and weaknesses, they find themselves wasting time and not uses their resources. With collaboration, comes trust and building trust with others in the collaborative groups. Strong collaborators usually listen more than they speak and they work smarter not harder. Through collaboration, the teacher-librarian stays connected with the rest of the learning community. It is crucial for the teacher-librarian to know and understand not only the teachers but the students as well. This happens best when they are working collaboratively with teachers. Once the teacher-librarian understand the strengths and weaknesses of those they work with, the teacher-librarian will effectively have the group of teachers and/or students working in groups using their strengths and weaknesses as their cohesive glue.
 * Benefits for Librarian**

Clearly, we know that collaboration //works//. We know that it should work in theory, but in practice it is extremely difficult. It may be hard to find the time, hard to get out of your comfort zone, and hard to find someone who is receptive to it. But, all the benefits to all involved should make it easier to continue the tedious effort. Once teachers and librarians start collaborating effectively, they will reap the benefits of the library resources, innovative planning, and the expertise of the classroom teacher.
 * Conclusion **

=**Works Cited **=

====“Elementary Art Instructor.” Interview by Judi Morellion. TeacherTube. 2009. Web. 4 Feb. 2012. ====

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“Kindergarten Teacher.” Interview by Judi Morellion. TeacherTube. 2009. Web. 4 Feb. 2012. =====

===="Principal." Interview by Judith Moreillon. TeacherTube. 2009. Web. 4 Feb. 2012. ====

====<span style="background-color: transparent; color: #1c4587; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">“3rd Grade Teacher.” Interview by Judi Morellion. TeacherTube. 2009. Web. 4 Feb. 2012. ====

Moreillon citation (need)

<span style="color: #00ff00; font-family: 'Arial','sans-serif'; font-size: 14px;">McGregor, J. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S. (eds.), //<span style="font-family: 'Arial','sans-serif';">Curriculum Connections through the Library //. Westport, CT: Libraries Unlimited, 2003. 119-219. (pdf file)

"Leadership from the Middle: Building Influence for Change" by Ken Haycock (pp. 1-12)

Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Zmuda, A. and Harada, V.H. (eds)., //Librarians as Learning Specialists: Meeting the Imperative for the 21st Centruy.// Westprt, CT: Libraries Unlimited, 2008. 23-43

Hylen, Jan. 2004. "The Top Ten Reasons a Library Media Specialist is a Teacher's Best Friend." //The Cleoring House 77.// no. 5 (May/June), 219-21

FINAL DRAFT