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TASL 2015 No Buns, No "Buts"

Collaboration with Debbie Condry
by

Debbie Condry

on 24 September 2015

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Transcript of TASL 2015 No Buns, No "Buts"

Basic
Proficient
Advanced
Basic
Passive Relationships
Catalog up-to-date
Curating content for classes
Reader's advisory
Facility ready for teacher/student use
Proficient
Active Relationships
Informal conversations
Resources specific to standards
Building rapport through interpersonal skills
Listen to be Heard
Offering advise and resources
Advanced
Pro-active relationship
Systematic approach
Developing units with teachers
Determining texts for units
Co-teaching
Assessing students
Assessing self and process

Collaboration-
No Buns, No "Buts"


Debbie Condry - McConnell Elementary
Ginger Kirchmyer - Signal Mountain
Middle/High School
COLLABORATION

What does it look like?

SYSTEMATIC
Organized
Documented
Assessed
Replicable
Yes, BUT...
Yes, AND...
Another

way
to
think

about

it...

What
does
collaboration
look like in
your school?
Advanced
Proficient
Basic
What
could
collaboration
look like
in your school?
Catalog up-to-date
Curating content for classes
Reader's advisory
Facility ready for teacher/student use
Informal conversations
Resources specific to standards
Building rapport through
interpersonal skills
Offering advise and resources
It
's

a

s
pe
ct
ru
m.

Systematic approach
Developing units with teachers
Determining texts for units
Co-teaching
Assessing students
What barriers do we face?
What tools can we use to
break these barriers down?
Yes, BUT...
What barriers do we face?
Yes, AND...
What tools can we use to
break these barriers down?
Yes, BUT...
What barriers do we face?
Yes, AND...
What tools can we use to
break these barriers down?
Likewise, classroom teacher and specialist colleagues can view their involvement with the school library program as so much more than access to resources.

When educators co-plan, co-teach, and co-assess lessons and units of instruction,
adults create for themselves job-embedded professional development during the daily practice of teaching.

This effective model has the potential to improve educators’ skills and contribute to the culture of collaboration within the school.

The opportunity to learn with and from our peers through classroom-library collaboration is a win-
win-win situation for educators, students, and administrators.

(Moreillon & Barnett. You Belong @ Your Library -
Portrait in Words and Pictures
. Online Exclusive. Knowledge Quest. www. ala.org/aasl )
What
could
collaboration
look like
through
y
o
u
in your school?
Begin by listening


Understand the stages of collaboration as a dynamic process.

Reflect on how to create instructional experiences with teachers to reach the common goal of student achievement.

Identify barriers to this process and explore strategies to knock them down.
Goal & Objective
Yes, And... we have created a culture of collaboration where we are a team!
Yes, And...I have a great artifact for my porfolio!
Yes, And...that teacher is pretty cool to work with!
Yes, And...the kids were engaged!
Yes, And...we're gonna do this again next year!
Yes, And ... I learned how to do a Prezi!
Yes, And it's more fun to do this together than alone!
Don't take it personally
Full transcript