A.4.3+Course+Content

1. State, Technology and AASL standards, 2. Student needs (specific learning styles), 3. Student interest, 4. Short term, as well as long term goals, and 5. Individual strengths of each educator (by knowing these, each educator will effectively contribute to the lessons, while complementing each other in the best way possible) Mrs. Snooper also believes in using a collaborative planning form to organize and assist in the initial planning process. The below form is an example of a possible collaborative planning form taken from //[|www.greenville.k12.sc.us/beck/mediacnt/collab.doc]// Collaboration is a great adventure! Working with a partner provides learning experiences for both educators, as well as opportunities to truly meet the needs of students. Mrs. Snooper can’t wait to work with YOU!
 * Introduction to Collaborative Planning: ** Mrs. Snooper is open to working with any educator on campus! She knows, as well as anyone else, that planning is probably the most important step in creating meaningful and engaging lessons for 21st century learners. In order to plan effectively Mrs. Snooper believes both educators should be well aware of:

Coteaching Approaches Mrs. Snooper is open, and ready to work in //any// of the above approaches! Each technique has unique ways of adhering to the unique needs of students. Based on her experience, Mrs. Snooper would recommend **team teaching**. In this approach, she feels that both educators will be contributing the most to student learning.
 * Introduction to Lesson Implementation ** : According to Judi Moreillon’s //Collaborative Strategies for Teaching Reading Comprehension// there are five different approaches for implementing collaborative lessons. The following is a description of the 5 approaches. (figure 1-2, page 5)
 * One Teaching, One Supporting || One educator is responsible for teaching the lesson while the other observes the lesson, monitors particular students, and provides assistance as needed. ||
 * Station or Center Teaching || After determining curriculum content for multiple learning stations, each educator takes responsibility for facilitating one or more learning centers. In some centers, students may work independently of adult support. ||
 * Parallel Teaching || After collaborative planning, each educator works with half the class to teach the same or similar content. Groups may switch or reconvene as a whole class to share, debrief, and reflect. ||
 * Alternative Teaching || One educator preteaches or reteaches concepts to a small group while the other educator teaches a different lesson to the larger group. (Preteaching vocab. Or other lesson components can be especially valuable for ELSL or special needs students.) ||
 * Team Teaching || Educators teach together by assuming different roles during instruction, such as reader or recorder or questioner or responder, modeling partner work, role playing or debating, and more. ||

AASL Lesson Plan Database: [] Grade 5: [] Kindergarten: [] Grade 3: []
 * Examples of Collaborative Lesson Plans: **


 * Benefits of Coteaching: **


 * **// Teachers //** ||  **// Administrators //**  ||
 * Knowledge of students; teachers get to know students well through daily interactions, librarians know students well through interactions throughout entire elementary education (i.e. learning styles, differences, and trends) ||  Media specialists are effectively contributing to the overall success of students; this can be seen through an increase in student achievement (grades and standardized testing) and student interest and intrinsic motivation  ||
 * Expansion of ideas through planning and implementation process; “two heads are better than one” mentality ||  Increase in sense of community throughout the school; improve school atmosphere and working environment for educators  ||
 * More individualized instruction with two educators in the classroom/library ||  Proof that funding (for additional resources) is being used in the most effective ways possible  ||
 * Shared workload; educators can share responsibilities, tasks, and lesson preparation ||  ALL state and national standards are being met; TEKS, NETS, and AASL  ||
 * Different sets of expertise; the librarian will know and be more familiar with technology and additional resources to complement content curriculum ||  Professional Development; opportunities for all staff members to learn, grow and continue their own education. Plenty of outside resources that support and encourage coteaching  ||
 * Coteaching models effective communication skills, collaboration skills, and teamwork skills for students; all modeled between the 2 educators ||  Teacher mentoring; new teachers will benefit from working with veteran educators. Support for having “highly qualified” teachers  ||
 * "Ordinary lessons" will have a new feel with two educators, and will spark student interest and motivation ||  Lifelong learners and successful 21st century learners; students will leave their school ready to succeed as they continue their education and enter the working world  ||

// Improving Access to the General Curriculum for All Students through Collaborative Teaching // September 14, 2006 by Dr. Amy Klekotka and Dr. Stacia Rush []
 * Possible Inservice Presentations: **

// AASL webinar presents co-teaching as an essential skill tool for school librarians // April 10, 2012 by AASL, registration required []

Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your// Impact. Chicago: American Library Association, 2007.
 * Works Cited: **