I found this chapter extremely helpful...but I think I said that about all the chapters! :-) What I like the best was Buzzeo's definition of Web 2.0. Very succinct and direct. I also liked her discussion of digital natives on page 118. We all know our students are techno-savy, but her line, "They may be digital natives, but their knowledge is surface level, and they desperately need training in real thinking skills." I know we say this over and over again, it was nice to have validation.
I thought the sample projects were great, and already have plans to incorporate a couple into my plans for next year. The orientation Wiki on page 120 had great merrit. I also want to do more with my website and student reviews...maybe a wiki or blog is the way to do it. I tried a blog years ago and it did not fly, maybe now that blogging is more main stream it would work better?
This is our last chapter for this discussion. I have to say I think this book was probably one of the most helpful professional books I have ever read...really! So many good ideas, I am excited about my collaboration log for next year, using Data Mentor, integrating some Web 2.0 technologies...etc. I will send Garry Stone my extra copy of this book!
Wednesday, May 26, 2010
Chapter 9: Evidence of Student Achievement
I thought this chapter really summed things up for me...yes, yes, yes, there have MANY state studies that conclude that there is a positive impact of libraries on student achievement. In fact, I chuckled on page 110 where Buzzeo quotes Lance, et al,in response to these studies, "Enough Already!" I agree with Mike Eisner, later on that page, when he states, "...we need to do more than simply 'say' we make a difference. We need to focus on making changes that will demonstrate the effect." I couldn't have said it better myself, and I think that has been the biggest lesson learned from this collegial project!
This chapter was only a few short pages, but what an impact. I loved the bullets on page 115...steps we can take to address the deficits in our collaborative practice:
*First, learn to read the test
*Second, identify areas where your students need to strengthen their skills
*Third, think deeply about ways to embed student learning into collaborative units of study
*Fourth, approach your teachers with a plan that will benefit students and proe your value as a collaborative partner who can produce demonstrated improvement in student achievement.
Simple?! If only! But, having it articulated in step-by-step instructions works for me...even if it is a daunting task.
This chapter was only a few short pages, but what an impact. I loved the bullets on page 115...steps we can take to address the deficits in our collaborative practice:
*First, learn to read the test
*Second, identify areas where your students need to strengthen their skills
*Third, think deeply about ways to embed student learning into collaborative units of study
*Fourth, approach your teachers with a plan that will benefit students and proe your value as a collaborative partner who can produce demonstrated improvement in student achievement.
Simple?! If only! But, having it articulated in step-by-step instructions works for me...even if it is a daunting task.
Tuesday, April 20, 2010
Chapter 8: Advocacy for Collaboration
As I read this chapter I thought to myself, "Alison would not like this!" :-)
Overall, I thought this chapter had a lot to offer. But, I have to admit, I came away thinking, if we did all this we'd be exhausted...it is overwhelming. Burnout comes to mind when I read of all that we should be doing. I think the best approach is to select one or two areas to focus on and work on just that...small, manageable chunks at a time. Later, on page 106, I was relieved when Buzzeo talked about choosing 5 items to target, and giving ourselves a timeline and action plan to accomplish this. Sounds like a plan to me. I am glad she recognizes that this chapter is overflowing with ideas, but reading it reminds me just how essential advocacy is!
I also liked breaking down the ways one can be an advocate: inform, engage, support, enlist and lead.
Marcia and I were leaving the last board meeting when Garry said to us to be sure and keep getting the accolades we've been getting. We've always been good advocates for our program, I believe it is now more important than ever.
Personally I need to be better at advocating and leading at my building. I think the suggestion to get involved and doing in-service training (esp. in technology) is a good one, but one that I don't relish doing. I worry about keeping myself up on all the technology!
Perhaps Ellen or Marcia can remember what Ross Todd said about advocacy? He made a comment about it at the start of his workshop, it was a good point, but darn if I can remember what is was??? Help!
Overall, I thought this chapter had a lot to offer. But, I have to admit, I came away thinking, if we did all this we'd be exhausted...it is overwhelming. Burnout comes to mind when I read of all that we should be doing. I think the best approach is to select one or two areas to focus on and work on just that...small, manageable chunks at a time. Later, on page 106, I was relieved when Buzzeo talked about choosing 5 items to target, and giving ourselves a timeline and action plan to accomplish this. Sounds like a plan to me. I am glad she recognizes that this chapter is overflowing with ideas, but reading it reminds me just how essential advocacy is!
I also liked breaking down the ways one can be an advocate: inform, engage, support, enlist and lead.
Marcia and I were leaving the last board meeting when Garry said to us to be sure and keep getting the accolades we've been getting. We've always been good advocates for our program, I believe it is now more important than ever.
Personally I need to be better at advocating and leading at my building. I think the suggestion to get involved and doing in-service training (esp. in technology) is a good one, but one that I don't relish doing. I worry about keeping myself up on all the technology!
Perhaps Ellen or Marcia can remember what Ross Todd said about advocacy? He made a comment about it at the start of his workshop, it was a good point, but darn if I can remember what is was??? Help!
Chapt. 7: Roadblocks to Collaboration
This chapter was, for me, was both extremely helpful, but yet a bit uncomfortable. I know there are roadblocks, I deal with them all the time, as we all do. But it was almost as if we articulate them, they become more real? Does that make sense? As I read through the page I started to think- "Yes, yes, I know all this..." but then I got to page 92 and thought, "Yes, Finally, how to fix it!" I liked Buzzeo's comment, "Rather than wallow in the difficulties posed to us by the four major road blocks..." Wallow was right...I find myself indulging in wallowing on occasion, especially given the recent budget situation. But having attended Buzzeo and Todd's workshops recently, and having read the section on "Methods to Overcome Roadblocks" I feel empowered. As I read through these lists I felt that even if I did just a few of these things I would be helping rather than wallowing! I like concrete answers...give me steps and a list and I'm on it.
As I read thought the list of things to do to garner administrative support I thought, we do a lot of this. But, I know we talked about this before, and I can't stress it enough- we need to be better about keeping monthly reports, collaborative logs and copies of projects and units. Personally my goal for next year...collaborative logs! I plan to use Suzanne's template as a model and keep track for the year. This has got to help (I hope) if our support staff comes under scrutiny again. Also, the emphasis on expectations. Alison Zmuda and Ross Todd both talk about this as well. If administrators have the expectation that teachers collaborate, they will. Hmmmm....
The school culture list also made me think. I am not good about attending dept. meetings in the high school. I know you guys are much better than I about that...another goal for next year.
But I thought the most intriguing category were the roadblocks created by testing mandates. I am very glad that we are tackling this issue this year, showing an interest in, and investigating, Data Mentor, reading this book, discussing ways to assess, monitor etc...are all great steps, and being proactive can only help! We all know we impact student achievement, but if we can focus on data-driven collaboration we will have more visible/concrete evidence of our role in achievement. I thought she articulated the steps to over come these roadblocks very well.
I am anxious to see what everyone thought!
As I read thought the list of things to do to garner administrative support I thought, we do a lot of this. But, I know we talked about this before, and I can't stress it enough- we need to be better about keeping monthly reports, collaborative logs and copies of projects and units. Personally my goal for next year...collaborative logs! I plan to use Suzanne's template as a model and keep track for the year. This has got to help (I hope) if our support staff comes under scrutiny again. Also, the emphasis on expectations. Alison Zmuda and Ross Todd both talk about this as well. If administrators have the expectation that teachers collaborate, they will. Hmmmm....
The school culture list also made me think. I am not good about attending dept. meetings in the high school. I know you guys are much better than I about that...another goal for next year.
But I thought the most intriguing category were the roadblocks created by testing mandates. I am very glad that we are tackling this issue this year, showing an interest in, and investigating, Data Mentor, reading this book, discussing ways to assess, monitor etc...are all great steps, and being proactive can only help! We all know we impact student achievement, but if we can focus on data-driven collaboration we will have more visible/concrete evidence of our role in achievement. I thought she articulated the steps to over come these roadblocks very well.
I am anxious to see what everyone thought!
Monday, March 15, 2010
Chapter 6: Assessment
Well, the chapter that talks about the most challenging aspects of collaboration! I know, as a department, we have had several conversations about this topic. And, once again I think Buzzeo does a great job of articulating what needs to be done, and gives us the tools to do it! She does not disappoint, some great ideas here.
I felt the discussion of summative vs formative assessment very valuable. And, I agree, that we do need to be more involved in formative assessments. Page 66 really outlines our need for this type of assessment. Once again I found myself highlighting and taking margin notes!
I usually do conference with each student for their sophomore research paper, I am now going to revise this conference to be more of a formative assessment. If I am taking the time to meet individually with each student it should be more meaningful than just helping them find sources! I am also now considering something like the checklists on page 67 and 69 for the freshmen project. I like the idea that these both encourage self-reflection on the part of the student as well as a formative assessment by the librarian. Both of these would provide a chance for us to assess progress, and then perhaps reteach a topic if needed.
And, I liked the discussion of TRAILS. I have used this in the past and agreed with many of the comments. I agree, it is more summative, but it does provide a base-line and helps up to focus on skills that are weak. I heard that they are trialing a version for 3rd grade.
I jump in the conversation after everyone has had a chance to weigh in.
I felt the discussion of summative vs formative assessment very valuable. And, I agree, that we do need to be more involved in formative assessments. Page 66 really outlines our need for this type of assessment. Once again I found myself highlighting and taking margin notes!
I usually do conference with each student for their sophomore research paper, I am now going to revise this conference to be more of a formative assessment. If I am taking the time to meet individually with each student it should be more meaningful than just helping them find sources! I am also now considering something like the checklists on page 67 and 69 for the freshmen project. I like the idea that these both encourage self-reflection on the part of the student as well as a formative assessment by the librarian. Both of these would provide a chance for us to assess progress, and then perhaps reteach a topic if needed.
And, I liked the discussion of TRAILS. I have used this in the past and agreed with many of the comments. I agree, it is more summative, but it does provide a base-line and helps up to focus on skills that are weak. I heard that they are trialing a version for 3rd grade.
I jump in the conversation after everyone has had a chance to weigh in.
Chapter 5: Unit Planning Templates
Chapter 5 was short and sweet...but it was just what I needed to get myself in gear. Plus Suzanne's inspirational email about her template from the print shop didn't hurt. I love the rational behind having this type of template, I wonder how I have managed so long without one. Well, when I was younger the mind was a steel trap and I remembered things...now, not so much. Now I liken my mind to a sieve. So, for that reason, and the reasons Toni Buzzeo outlines, I am on board.
I perused the sites she recommends, and looked at the templates in the book, and am trying to decide on a final format. But, I really have been thinking about putting this online. Buzzeo, on page 57, discusses the advantages of using an electronic version on either a wiki or googledocs. This would facilitate collaboration. And, as discussed on page 58, "An electronic file of collaborative planning forms is a valuable log of teaching efficacy and student learning in the library and the school." Given our economic times, this would be helpful in justifying our program.
What does everyone else think about the electronic vs print format?
Does anyone already use one of these? I know we created something via the LSTA grant a few years ago...but once again I put off using it. Not anymore.
Perhaps we could all have something pulled together for our next meeting to show Rob?
Looking forward to hearing from you.
I perused the sites she recommends, and looked at the templates in the book, and am trying to decide on a final format. But, I really have been thinking about putting this online. Buzzeo, on page 57, discusses the advantages of using an electronic version on either a wiki or googledocs. This would facilitate collaboration. And, as discussed on page 58, "An electronic file of collaborative planning forms is a valuable log of teaching efficacy and student learning in the library and the school." Given our economic times, this would be helpful in justifying our program.
What does everyone else think about the electronic vs print format?
Does anyone already use one of these? I know we created something via the LSTA grant a few years ago...but once again I put off using it. Not anymore.
Perhaps we could all have something pulled together for our next meeting to show Rob?
Looking forward to hearing from you.
Tuesday, February 16, 2010
Chapter 4: The Instructional Partnership Continuum
Truthfully, I was a bit skeptical of "data-driven collaboration." I wasn't sure what it was, but envisioned circulation stats or attendance as the data to which they were referring. So, I was very impressed with the chapter once I realized the data they meant. I liked how Buzzeo stats that if we are going to be true collaborative/teaching partners, we too must carry the responsibility for our students gaps in learning! Put up or shut up..
I loved this chapter...I felt that the role of the LMS, for the first time, was really outlined in regards to impacting student achievement. But...where/how do we find out what the gaps/deficiencies are for our students??? At the end of the year does Fil compile a list: First graders- deficient in inferencing; second graders- deficient in identifying main ideas. Do you get this feedback at the elementary levels? Marcia? Knowing this would be an ideal way to initiate collaborative projects. As a class room teacher I would welcome the opportunity to share the burden of addressing these deficits. I think this is something we should explore. Perhaps bring it up at our next dept. meeting with Rob?
Once again the model projects were very good...and "do-able!"
Did anyone else have an epiphany with this chapter??? Looking forward to every one's thoughts on data-driven collaboration.
I loved this chapter...I felt that the role of the LMS, for the first time, was really outlined in regards to impacting student achievement. But...where/how do we find out what the gaps/deficiencies are for our students??? At the end of the year does Fil compile a list: First graders- deficient in inferencing; second graders- deficient in identifying main ideas. Do you get this feedback at the elementary levels? Marcia? Knowing this would be an ideal way to initiate collaborative projects. As a class room teacher I would welcome the opportunity to share the burden of addressing these deficits. I think this is something we should explore. Perhaps bring it up at our next dept. meeting with Rob?
Once again the model projects were very good...and "do-able!"
Did anyone else have an epiphany with this chapter??? Looking forward to every one's thoughts on data-driven collaboration.
Chapter 3: The Instructional Partnership Continuum
Once again, I like how Buzzeo continues to stress the important role of cooperation and coordination as essential elements in the delivery of library services and instruction. She recognizes the importance, and does not undermine these lower levels of the taxonomy. And, as always she keeps student learning at the root of all we do.
I appreciated her discussion of and definition of collaboration and the role of comprehensive joint planning between teacher and LMS. I also thought her examples were good, and realistic. Often times in these books the examples are so far reaching they discourage rather than inspire. All of the examples described her, I felt, were attainable. I especially liked the freshmen orientation project on page 33-34. This has potential for us at the HS, as this book is part of the curriculum. Was anyone else able to see themselves using the examples?
The quote on page 32, "Whether the LMS or the teacher initiates it, collaboration is deeply valuable to the essential collegiality that contributes to effective schools." I thought this was a very insightful and wise comment, especially effective and meaningful in buildings were perhaps morale is low. Collaboration can be a very powerful tool on many levels.
And, as Ellen mention in regards to a previous chapter, the concept of a continuum is fitting.
I must confess, I found the section on "Collaboration at Higher Levels" on page 35 somewhat confusing. Can anyone shed light on the three models for LMS assessments? What do you think? However, I did like the comment at the end of this section, "The more fully engaged you are in collaboration with the majority of your teachers, the more likely you are to be serving the school's leaning goals and thereby improving student learning and achievement."
The section on "Support for Collaboration" was very good. Others responded to this in earlier chapters...and I need to hear it again and again. Our support staff should handle circulation of materials and routine student assistance. I often get so wrapped up in the minutia that time for collaboration and planning becomes scarce.
We have also talked about, at dept. meetings and through this blog, the importance of building administrators setting the expectation that all members of the teaching staff will work collaboratively with us. Glad Rob is reading the book too. Anxious to hear what everyone thought.
I appreciated her discussion of and definition of collaboration and the role of comprehensive joint planning between teacher and LMS. I also thought her examples were good, and realistic. Often times in these books the examples are so far reaching they discourage rather than inspire. All of the examples described her, I felt, were attainable. I especially liked the freshmen orientation project on page 33-34. This has potential for us at the HS, as this book is part of the curriculum. Was anyone else able to see themselves using the examples?
The quote on page 32, "Whether the LMS or the teacher initiates it, collaboration is deeply valuable to the essential collegiality that contributes to effective schools." I thought this was a very insightful and wise comment, especially effective and meaningful in buildings were perhaps morale is low. Collaboration can be a very powerful tool on many levels.
And, as Ellen mention in regards to a previous chapter, the concept of a continuum is fitting.
I must confess, I found the section on "Collaboration at Higher Levels" on page 35 somewhat confusing. Can anyone shed light on the three models for LMS assessments? What do you think? However, I did like the comment at the end of this section, "The more fully engaged you are in collaboration with the majority of your teachers, the more likely you are to be serving the school's leaning goals and thereby improving student learning and achievement."
The section on "Support for Collaboration" was very good. Others responded to this in earlier chapters...and I need to hear it again and again. Our support staff should handle circulation of materials and routine student assistance. I often get so wrapped up in the minutia that time for collaboration and planning becomes scarce.
We have also talked about, at dept. meetings and through this blog, the importance of building administrators setting the expectation that all members of the teaching staff will work collaboratively with us. Glad Rob is reading the book too. Anxious to hear what everyone thought.
Friday, January 1, 2010
Chapter 2: The Instructional Partnership Continuum
Once again I appreciate that fact that the author reminds us that coordination/cooperation can and frequently does imply an instructional role. And, she makes the idea of moving to an instructional role very simple and straightforward, but recognizes that it may (often?) take longer...and hence the tickler file. I love this idea. I appreciate the step by step process she is taking us through to reach these higher levels of taxonomy.
The role of coordination is discussed and defined, and the examples given on page 19 are great...and I would venture to say we all work at this level. Though these examples made me realize I could/should be doing more.
By far, the best part of this chapter for me, was the section titled, "Moving Forward: Cooperation becomes Coordination." This was very easy to follow and extremely helpful...with excellent examples from the trenches. I also liked the lines on page 23, "While coordination is an essential step, it is, once again, important to remember that it is not collaboration. It is the second step on the instructional continuum that will occupy a share of the LMS's time but not so much that moving forward is not impossible." I think continuum is an excellent term and it really captures the concept of moving forward, but not dismissing the early steps...they all build on each other, and are important in their own right...and they do take time!!!
And, the section about support for coordination is excellent...what we've been saying all along! "In addition, with support from the building administration in the forms of expectations that information....will be a standard part of content area learning projects" (24). Hear hear!!
Again, the tools were good, got me thinking.
Looking forward to reading your thoughts/comments.
The role of coordination is discussed and defined, and the examples given on page 19 are great...and I would venture to say we all work at this level. Though these examples made me realize I could/should be doing more.
By far, the best part of this chapter for me, was the section titled, "Moving Forward: Cooperation becomes Coordination." This was very easy to follow and extremely helpful...with excellent examples from the trenches. I also liked the lines on page 23, "While coordination is an essential step, it is, once again, important to remember that it is not collaboration. It is the second step on the instructional continuum that will occupy a share of the LMS's time but not so much that moving forward is not impossible." I think continuum is an excellent term and it really captures the concept of moving forward, but not dismissing the early steps...they all build on each other, and are important in their own right...and they do take time!!!
And, the section about support for coordination is excellent...what we've been saying all along! "In addition, with support from the building administration in the forms of expectations that information....will be a standard part of content area learning projects" (24). Hear hear!!
Again, the tools were good, got me thinking.
Looking forward to reading your thoughts/comments.
Introduction, Chapter 1
So far so good! I have enjoyed Buzzeo's book so far, and have come away from it feeling better, and with ideas to move towards a more collaborative library program...one step at a time.
I started with the introduction and found a couple of lines that inspired me, and reassured me that we are on the right track. I started off thinking "YES!" when I read the following quote: "Collaboration, then is an avenue for effective schools and in effective schools, students achieve"(x). Of course they do!!! And I also liked when she discusses that all school library programs, at all levels, use the same techniques to work towards effective collaboration (xi). And, I loved the notes to administrators and professors. Glad we got a copy for Rob...thanks to Cathy.
Chapter 1:
I have to start off by saying, Thanks Toni! Usually when I read the taxonomy/levels of instructional partnership I feel inadequate. But I was reassured when she writes, "None of these levels is inherently less important than any other level. Collaboration itself is both organic and dynamic as work with different teachers and groups of students evolves and changes, moving fluidly between the levels"(4).
I also read through Loertscher's taxonomy and highlighted the statement under #9- "The LMC program reaches the needs of every student and teacher who will accept its offerings in each of the four programmatic elements"(5). Just reaffirms with me that not everyone will take what is offered! And, I also need to remind myself that operating at levels 2-7 is okay. I was appreciative of the reminder on page 7..."Librarianship, after all, is a service profession and has always been so." Doesn't mean we are less worthy at these earlier steps...although, we are always striving to reach the highest levels of the taxonomy. (Although, to be honest, it would be exhausting to work at those levels all the time!!!)
I appreciated the discussion of cooperation and the benefits thereof. Makes me feel better after listening to Alison last year. Anyone else who heard here agree? And I agree about the statement regarding the "...bedrock of trust that is formed when the LMSs serve the needs of their teaching and administrative colleagues"(8). I wholeheartedly agree, that these cooperative relationships are more likely to move forward toward collaborative relations if we have demonstrated the willingness to be helpful.
I liked how the benefits to everyone are laid out and articulated. And I agree that cooperation is not collaboration...but rather the first step on the road to this partnership. I was also happy to read her practical tips for forging into these relationships. She does not assume too much and is very specific and practical.
I loved the idea of the "Ticker file" (10) and plan to start one!
I liked the worksheets at the end of the chapter. Definitely made me think. I also think the author brought out some good points about better utilizing support staff...to free us up to work on the higher level tasks. I felt my biggest roadblock to moving onto the next levels more consistently was time. I am going to try to work on ways to delegate more to try to more work at levels 8 and 9.
Anxious to see what you thought.
I started with the introduction and found a couple of lines that inspired me, and reassured me that we are on the right track. I started off thinking "YES!" when I read the following quote: "Collaboration, then is an avenue for effective schools and in effective schools, students achieve"(x). Of course they do!!! And I also liked when she discusses that all school library programs, at all levels, use the same techniques to work towards effective collaboration (xi). And, I loved the notes to administrators and professors. Glad we got a copy for Rob...thanks to Cathy.
Chapter 1:
I have to start off by saying, Thanks Toni! Usually when I read the taxonomy/levels of instructional partnership I feel inadequate. But I was reassured when she writes, "None of these levels is inherently less important than any other level. Collaboration itself is both organic and dynamic as work with different teachers and groups of students evolves and changes, moving fluidly between the levels"(4).
I also read through Loertscher's taxonomy and highlighted the statement under #9- "The LMC program reaches the needs of every student and teacher who will accept its offerings in each of the four programmatic elements"(5). Just reaffirms with me that not everyone will take what is offered! And, I also need to remind myself that operating at levels 2-7 is okay. I was appreciative of the reminder on page 7..."Librarianship, after all, is a service profession and has always been so." Doesn't mean we are less worthy at these earlier steps...although, we are always striving to reach the highest levels of the taxonomy. (Although, to be honest, it would be exhausting to work at those levels all the time!!!)
I appreciated the discussion of cooperation and the benefits thereof. Makes me feel better after listening to Alison last year. Anyone else who heard here agree? And I agree about the statement regarding the "...bedrock of trust that is formed when the LMSs serve the needs of their teaching and administrative colleagues"(8). I wholeheartedly agree, that these cooperative relationships are more likely to move forward toward collaborative relations if we have demonstrated the willingness to be helpful.
I liked how the benefits to everyone are laid out and articulated. And I agree that cooperation is not collaboration...but rather the first step on the road to this partnership. I was also happy to read her practical tips for forging into these relationships. She does not assume too much and is very specific and practical.
I loved the idea of the "Ticker file" (10) and plan to start one!
I liked the worksheets at the end of the chapter. Definitely made me think. I also think the author brought out some good points about better utilizing support staff...to free us up to work on the higher level tasks. I felt my biggest roadblock to moving onto the next levels more consistently was time. I am going to try to work on ways to delegate more to try to more work at levels 8 and 9.
Anxious to see what you thought.
Subscribe to:
Comments (Atom)