Instructional Partner

As outlined in Information Power: Building Partnerships for Learning the teacher librarian works with members of the school community to develop the policies, practices, and curricula to guide student learning. The teacher librarian collaborates with classroom teachers to develop assignments that are matched to academic standards and include key critical thinking skills, technology and information literacy skills, and core social skills and cultural competencies. The teacher librarian guides instructional design by working with the classroom teacher to establish learning objectives and goals, and by implementing assessment strategies before, during, and after assigned units of study.

Exhibit One
My first exhibit to illustrate the role of instructional partner is an example novel unit co-taught by 7th grade language arts teacher and myself. We decided to choose the 1994 Newbery Award Winner The Giver ​by Lois Lowry.  
The Giver Comprehension Guide was developed in a collaborative effort. The guide was delivered to the students as an e-copy and it was used as a discussion tool as well as an opportunity for students to demonstrate their learning through their exposure to the literature. 
In the collaborative work and co-teaching experience we established learning objectives and accomplished several language arts common core standards. Some standards identified but not limited to: 
CCSS.ELA-LITERACY.RL.7.1
  • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
  • Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
CCSS.ELA-LITERACY.RL.7.4
  • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
CCSS.ELA-LITERACY.RL.7.6
  • Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Exhibit Two

My second exhibit to demonstrate my role as an instructional partner is a template I've provided classroom teachers in any core area that can be adapted for any grade level or any learning level.  The goal was for teachers to utilize this tool in their classes to teach vocabulary as well as an opportunity for students to get involved in their learning and CREATE vocabulary definitions beyond the word and definition.  

In my work as a District provider of  professional development in the area of technology, I've demonstrated a purpose for using Google tools. This template was a appropriate demonstration of how Google tools can be a powerful instructional assistant in all core areas.  The SLIDES template is ideal for a 1:1 environment and the created template can be shared "as a copy" with students.  Students can manipulate their ideas to demonstrate their learning using identified key vocabulary terms being discussed or taught in their classes.  Through this tool, teachers can be very involved with student learning as well through the collaboration (share) and commenting features.  

EXhibit Three

The third exhibit of my role as an instructional partner is the conceptual text set assignment I developed in my children's literature course. One of our most significant contributions as a teacher librarian is our ability a select books and other engaging media resources for classroom teachers to enhance their classroom experiences for their students.  This assignment is a demonstration of my ability as an instructional partner and fosters the standards required of the 21st century teacher librarian:
  • collaborative experiences with other teachers to integrate developmentally appropriate literature in multiple formats to support literacy for children.
  • my knowledge of resources and strategies to foster leisure reading and model personal enjoyment of reading, based on familiarity with selection tools and current trends in literature for children
  • my understanding of how to develop a collection of reading and informational materials in print and digital formats that support the diverse developmental, cultural, social and linguistic needs of all learners and their communities 
  • my ability to evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of the educational community. 
Citation: 
Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Association for School Librarians, 2009.