Scenario

Librarian - Jordan Carrion Both
 * Classroom Teacher- Victor Montes

The Classroom Teacher was approached by the Librarian about collaborating on an upcoming lesson taught by the Classroom Teacher. The Librarian had heard that the Classroom Teacher was teaching a lesson about Greek mythology and thought it would be a great idea to collaborate with the Classroom Teacher, being able to offer the use of many new resources and technologies that could update the lesson, as the Classroom Teacher had expressed once that he needed a new form to present the lesson. The Librarian used the school e-mail to set up a meeting during the Classroom Teacher's conference time. They agreed to meet in the Classroom Teacher's room for the initial meeting. **

This is a likely and non-threatening scenario that has potential to develop an instructional partnership. Bravo for reaching out and respecting the classroom teacher's autonomy. (I wonder: how did the librarian "hear" about the lesson?)

** Initial Meeting : The Libriarian meets with the Classroom Teacher during the Classroom Teachers's conference period. There the Librarian informs the Classroom Teacher about suggestions that would help the Classroom Teacher and get the students more excited about their lesson involving mythology and the Greeks. The Librarian tells the Classroom Teacher about resources available in the library that would help to improve his teaching methods. The Classroom Teacher tells the Librarian that he is using a book called __Mythology__ by Edith Hamilton, and that he hopes to introduce the students to mythology as well as the Trojan War as presented by the book. The Librarian tells him that there are many books that could expand on the small stories told in Mythology, as well as a set of ebooks and comics about the Trojan War. Brilliant! The Classroom Teacher feels that this would be very helpful, get the students interested in the subject, and offer a new way for him to present the lesson. The two also decide that the students should retell one of the stories found in __Mythology__ by Edith Hamilton, and present it in a new way to the other students and could possibly set up an exhibt in the library about "Mythology and the Greeks". Using technology to complete a required task is the another motivation for both the Classroom Teacher and the Librarian. Instructional goals for both parties were discussed as well as brainstorming about the lesson in general.**

Excellent goals. I expected to see the objectives in the form of TEKS and AASL indicators.
 * **Grade Level:** **8th Grade**
 * ** Content Area: English/Reading discussing Greek mythology **
 * **Initial Goals and Objectives:** **to inform the students about Greek mythology, help students to expand on information learned from the text, allow students to present information learned in a new way, to use technology and resources not previously used or known about**

**Future Collaborative Planning Sessions:** ** In-person meetings between Classroom Teacher and Librarian once a week during the teacher's conference period for the two weeks prior to the collaboration as well as on-going e-mails between the two parties. The week of the collaboration a final face to face meeting discussing the final points of the lesson and getting ready for the collaboration. Afterwords the classroom teacher and the librarian work together on the lesson of Greek mythology, having the classroom teacher introduce the lesson and having the students read Mythology by Edith Hamilton. The students visit the library on multiple dates as they work on the rest of the lesson. **

This is a likely planning scenario. I also expected to see your own schedule for completing A.4.3 for LS5443.


 * Planning Form: from Iowa City Public School (Junior High) - - Blank Form

Strengths brought to partnership by Librarian: Although the Librarian does not have the benefit of having taught the lesson in the classroom, she does have experience in using technology to present new information and ways to find information to the students in the school. Another strength for the partnership is the benefit of having two teachers working together create a lesson that is beneficial to all students; more perspectives means more students will be reached by the lesson.

Strengths brought to partnership by Classroom Teacher: The Classroom Teacher brings in knowledge about the lesson as he has taught it before. Knowing the lesson and what needs to be taught offers a structure that can be molded by both the librarian and classroom teacher. The classroom teacher is eager to work with the librarian and update the lesson to make it more interesting for the students.

Administrator Involvement: Campus principals were informed of collaborative work between the Classroom Teacher and the Librarian. In an effort to encourage future collaborative lesson with other teachers, the Librarian will make a short presentation to the principals when the lesson is over. The presentation will include pictures as well as work samples and any corresponding test data that is relevant to the lesson that was taught. **

Whether or not your administrator actually attends a planning meeting, it is wise to keep him/her abreast of your collaborative activities. This can be followed by an invitation to observe the lesson being taught – either informally or as a formal evaluation. If district policies allow, school librarians should always be evaluated while coteaching. It is important to help administrators value both the process and products of classroom-library collaboration