Scenario+-+A.4.1

Mrs. Henderson - School Library Media Specialist Dr. M.
 * Collaborators:** Mrs. Tyson - 8th Grade English Language Arts


 * Grade Level:** 8th Grade


 * Content Area:** English Language Arts

Mrs. Tyson, an 8th grade English Language Arts teacher, first approached the School Library Media Specialist, Mrs. Henderson. Mrs Tyson was having difficulties creating a lesson that integrated Web 2.0 tools with her English standards. She also knew that in order to use Web 2.0 tools and the text she would need to use, she would have difficulty finding resources on her own. True. The desire to effectively integrate technology tools into teaching is currently a prevalent motivator.
 * Motivation of Collaborators:**

Mrs. Henderson gladly accepted the collaboration invitation and instructional challenge. It was decided that the two professionals would meet during Mrs. Tyson's conference period (last period of the day) in the campus library. Since Mrs. Tyson's conference was at the end of the day, the two could easily stay after school to continue their collaboration. Also, the library seemed to be the best place for collaboration since the library contained the technology and print resources the two educators would use in their collaborative lesson.

Excellent rationale for planning times and location

When the first collaborative session began, Mrs Tyson presented the TEKS that needed to be taught and assessed within the lesson. 8.10E - Use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information. 8.10F - Determine a text's main (or major) ideas and how those ideas are supported with details. 8.10G - Paraphrase and summarize text to recall, inform, or organize ideas.
 * Instructional Goals and Standards:**

Yes, Mrs. Tyson is most concerned about the objectives she must teach.

Mrs. Tyson and Mrs. Henderson want their students to be able to critically approach a text of any genre and understand the way the text is organized in order to identify the main idea (s). They also agreed that they want the students to be able to recall these main ideas and supporting details to include them in a summary. Both teachers have the goal of increasing student (and teacher) understanding of the use of multiple Web 2.0 tools.
 * Initial Goal(s):**

Students will: 1. Identify the structure used to organize information within text(s). (**Knowledge)** 2. Analyze text to determine main idea(s) and supporting details. **(Analysis)** 3. Compose a summary of the text based upon the analysis of main idea(s) and supporting details. **(Synthesis)** 4. Design a final product using Web 2.0 tools to present summaries. **(Synthesis)** 5. Assess work of self and others with product rubric. **(Evaluation)
 * Initial Objectives:** (Bloom's Taxonomy levels are indicated in parentheses) Brava!

Schedule For Tyson/Henderson Planning Sessions** Tuesday || 8:00 p.m. Meebo Chat || Wednesday || 8:00p.m. Meebo Chat || Thursday || 8:00p.m. Meebo Chat || Monday || 8:00p.m. Meebo Chat || Tuesday || 8:00 p.m. Meebo Chat || Wednesday 12/10 Thursday || 8:00 p.m. Meebo Chat
 * **Date** || **Time** ||
 * 11/30 Monday || 8:00 p.m. Meebo Chat ||
 * 12/01
 * 12/02
 * 12/03
 * 12/07
 * 12/08
 * 12/09

8:00 p.m. Meebo Chat || Link to collaborative planning sheet: http://ls5443jandityson.wikispaces.com/Collaborative+Planning+Form


 * Strengths brought to the partnership by K. Henderson (Librarian):**
 * She is also a certified teacher in Middle School Language Arts, and taught in the classroom for seven years.
 * She is very willing to collaborate on projects with classroom teachers.
 * Her daily scedule allows time for the planning and implementation of this project.
 * She is very knowledgable about all of the resources, both print and electronic, that the library has to offer this project.
 * She is currently a TWU library school grad student and has lots of fresh and excitng ideas using Web 2.0 tools. ;-)
 * She is skilled in using instructional tools for assessment of the lesson content, and the process and product instruments.
 * Having two instructors in this project will allow for more time with the students in instructing and modeling the learning objectives.
 * Having an instructional team on this project allows for a greater experience and knowledge base to draw from for creative ideas in the lesson planning. ;-)


 * Strengths brought to the partnership by J. Tyson (Classroom Teacher):**
 * She is continually collaborating with teachers of all content areas, including elective teachers, to construct cross curricular lessons.
 * She is currently attending TWU for her library science degree, so she understands the benefits to her students by collaborating with the School Library Media Specialist. ;-)
 * She has been teaching for 8 years. 3 of the 8 years she has taught Inclusion classes with a Special Ed. co-teacher. She understands how a collaborative partnership works.
 * Because of her knowledge of Inclusion and Special Ed. she knows how to differentiate instruction to give all students the best opportunity to learn.
 * Although she does not fully understand all the technology available to her, she is more than willing to take a leap of faith and learn new things alongsider her students.
 * She has a professional working relationship with all building administrators and invites them regularly to see the activities going on in her classroom.
 * She understands the importance of students seeing the school librarian as an instructional partner and contributor to the educational process. ;-)

The building administrator will be notified about this collaborative project at the beginning. The teacher and librarian will meet with him/her to briefly discuss ideas for this joint project and reasons for the collaboration between the classroom and the library. During this discussion, an emphasis will be placed on the idea of higher student achievement through the learning objectives and the integration of literacy skills and tools. The administrator will be presented with a proposed planning schedule for the lesson plan preparation and he/she will be welcome to join any or all of these meetings. As the lesson plan is finalized, a copy will be given to the administrator before implementation. When the plan is then presented to the students, again the administrator is invited to observe at any time, taking notes not only of the student learning and participation, but also of the interaction between the teacher and the librarian, and the benefits that this brings to the students. Perhaps the administrator could conduct a portion of the educators' evaluation during this observation. By having the administrator involved from the beginning, this should build an atmosphere of trust between all parties for greater professional growth and student achievement. If possible, request that your official performance evaluation be conducted while coteaching.
 * Informing the Administrator:**