Utilizing the Future Ready Framework as recommended by the DPI, Kenosha Unified ...
Utilizing the Future Ready Framework as recommended by the DPI, Kenosha Unified School District aligned the results from the various surveys and resource audits to establish the goals listed in this plan.
The purpose of this collective case study was to develop an understanding ...
The purpose of this collective case study was to develop an understanding of why California K12 public school administrators distribute instructional leadership responsibilities to either instructional coaches or teacher librarians and how the two roles compare within the context of the implementation of the California Common Core State Standards in ELA/Literacy. The study addressed the following research questions: Why do administrators select instructional coaches/teacher librarians to help them provide instructional leadership? How do administrators and instructional coaches/teacher librarians work together to provide professional learning within daily instructional practice? How do administrators evaluate the effectiveness of the instructional coaches’/teacher librarians’ instructional leadership roles? Participants were district administrators who oversee the population, site administrators who directly supervise site-based instructional coaches or teacher librarians, and the corresponding instructional coaches and teacher librarians. Data were collected from multiple sources, including documents, interviews, observations, and focus groups with participants. Within-case and cross-case analyses were conducted to develop a naturalistic generalization of what was learned about how the coach and teacher librarian contributed to instructional leadership. Results demonstrated that administrators’ personal values influence their decisions to select and utilize instructional coaches or teacher librarians to provide instructional leadership. Instructional coaches are considered to be extensions of administrators as instructional leaders in ELA while teacher librarians are considered to be resources that can be called upon to provide occasional instructional support in ELA.
Bibliography created by the librarians at the Cooperative Children's Book Center (CCBC) ...
Bibliography created by the librarians at the Cooperative Children's Book Center (CCBC) that includes sample policies and procedures, as well as educational materials related to them
This is a Future Ready School Library Plan tracker. It will support ...
This is a Future Ready School Library Plan tracker. It will support your priorities, goals, and actions to help your plan come to fruition. There is a tab for tracking and for a timeline. This can help organize your plan, as well as keep vital evidence of your progress to use with your stakeholders.
Simply make a copy of this template to be used in meetings ...
Simply make a copy of this template to be used in meetings when you are highlighting work you are doing. Just describe the project or task in the wedge(s) to which it applies. By filling out one of these templates at each meeting, you can gather evidence about what wedges have been focus areas. This could give you insight on future areas of work or help identify priorities.
Collaboration between teachers and teacher librarians (TLs) faces fundamental challenges in the ...
Collaboration between teachers and teacher librarians (TLs) faces fundamental challenges in the high school setting. Studies of professional library organizations have suggested that collaborations between teachers and TLs are effective in improving student learning, encouraging personal reading, and raising digital citizenship awareness. The conceptual framework and structure of the teacher and librarian collaboration model (TLC-III) is based on the notion that robust collaboration efforts involving groups of teachers have positive effects on students. Researchers have validated the TLC-III model in studies with various groups of teachers and TLs as instructional partners, but have not done so at the high school level. The aim of this study was accordingly to validate the TLC-III model at this level with various high school teachers across disciplines and to determine why some choose to collaborate with TLs while others do not and the factors that influence the formation of a collaborative environment at a large, comprehensive high school. This mixed-method study relied on 62 anonymous surveys and 22 face-to-face interviews to assess what is needed to improve collaboration as part of the learning environment at this school.
A guide to amplify the wide variety of initiatives that put the ...
A guide to amplify the wide variety of initiatives that put the library learning commons at the center of teacher and learning in a school. The acronym stands for Literacies, Information, Inquiry, Instruction, Innovation, Technology, Expertise, Service.
Bibliography adapted from the October 2018 WLA Program: "No One Checked It ...
Bibliography adapted from the October 2018 WLA Program: "No One Checked It Out: Transforming Perceptions of Diverse Books" given by librarians from the Cooperative Children's Book Center (CCBC)
This is the Future Ready Library Plan for the Portage Community School ...
This is the Future Ready Library Plan for the Portage Community School District. It lays out the 8 gears (and central gear of student centered literacy) individually. Each gear page discusses the focus, highlights what we are already doing to address the gear, and future plans to address areas of weakness. The plan is meant to be fluid in its website form that we will re-evaluate yearly to best meet our district needs.
Information literacy skills are needed to help solve real-world problems, but K–12 ...
Information literacy skills are needed to help solve real-world problems, but K–12 students lack these skills. The purpose of the study was to use Michael Fullan’s (2007) Change Theory initiation phase to investigate teachers’ perceptions of their own openness to change and about collaboration between a school librarian and a teacher in the context of information literacy instruction. An explanatory sequential mixed-methods study was used to analyze teacher perceptions by means of a quantitative survey and school librarians’ qualitative reactions (gathered in interviews) to the results of the survey. Classroom teachers indicated a belief that teaching information literacy skills was the role of both school librarians and teachers. However, grading, assessing students’ progress, and teaching content-related information were the role of the teacher. The classroom teachers and school librarians both reported collaboration by dividing the lesson instead of working together on standards, planning, and assessments. A key finding that could contribute to successful implementation of change is gathering input from individual teachers by means of surveys and discussions in department meetings and communicating educational changes through faculty and department meetings.
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