Planning for Instruction

Candidates in school library preparation programs collaborate with the learning community to strategically plan, deliver, and assess instruction. Candidates design culturally responsive learning experiences using a variety of instructional strategies and assessments that measure the impact on student learning.  Candidates guide learners to reflect on their learning growth and their ethical use of information.  Candidates use data and information to reflect on and revise the effectiveness of their instruction.  

Description  

For the Instructional Collaborative Leadership Framework Plan, I interviewed four colleagues to discuss collaborative successes and challenges between librarians, teachers, and students. Based on what I learned from the interviews, I designed five resource-based learning experiences that integrate inquiry, innovation, and exploration. 

Analysis 

I achieved the goals of the framework plan by practicing collaborative leadership skills to create innovative learning experiences. The teacher and administrator I interviewed provided exciting ideas that inspired my lesson designs. Our conversations focused on positive aspects of faculty collaboration like playing to our strengths and trusting that our students will engage with passionate topics. These ideas helped me effectively plan. The elementary librarians I interviewed mentioned that their schedules frequently prevent collaboration, and finding time for extra meetings is almost impossible. I kept their insights in mind as I designed manageable and worthwhile collaborative opportunities. 

Reflection  

Creating this artifact reminded me that opportunities and ideas for collaboration are vast but can be overwhelming and time-consuming to plan. However, collaboration doesn’t have to be complicated. I will remember that these great lesson ideas came from just brief conversations with colleagues. I would love to try “Burning Questions about Banned Books” with ELA classes and “Dive into Local History” with the WAHS Local History Club. I want to build relationships beyond the ones I have with fellow English department members so I can improve my collaboration with all content area teachers. 

Description 

To display effective instructional strategies, I collaborated with the WAHS Creative Writing teacher and her students on a "Write Your Own Children's Book" project. We used library resources, helpful handouts, technology, and a combination of co-taught instruction and independent practice to ensure learners had opportunities to inquire, include, collaborate, curate, explore, and engage.

Analysis 

The classroom teacher and I chose a variety of instructional strategies and resources while lesson planning. The mix of helpful handouts, peer reviews, and ongoing discussions about the picture book writing process provided a balance of activities. While implementing this project, I was reminded that hooking students from the beginning—in this case, exploring picture books—goes a long way when it comes to inquiry and engagement. The students were excited and eager to share their final drafts. We loved seeing the stories come to life through text dummies, mock-ups that help writers with page turns and text layouts. Though we did not focus on illustrations, we would extend the project to collaborating with an art class; this would boost the levels of curation and engagement for even more learners.

Reflection 

The time spent choosing, reading, and discussing picture books during the first few lessons was valuable, engaging, and helpful for brainstorming. In the future, I would devote even more time to exploring the sample picture books to keep interest levels high. The students impressed me with their creativity and attentiveness to my comments as they revised and edited. Students also collaborated multiple times through peer reviews which boosted their writing confidence. I genuinely enjoyed this experience, and I look forward to more collaboration with Creative Writing classes.

Description  

My Teaching Information Literacy artifact highlights a digital presentation for colleagues and students about copyright, fair use, and ethical use of resources. Two original information literacy lessons focus on evaluating information for media bias, personal bias, and cultural relevance. A third lesson focuses on copyright laws in graphic design. 

Analysis 

My lessons and digital presentation incorporate engaging technology tools. The lessons include strong SMART objectives, clearly aligned with AASL foundations targeted to improving digital literacy skills. Though my screencast is a bit long, I sound personable as I cover practical information on copyright and ethical use. My handouts display clear graphics with linked resources and are easy to distribute. When I revise them for future use, I will enhance their visual appeal. 

Reflection  

While it’s my job to be knowledgeable about ethical use, remembering copyright regulations is not easy. My biggest takeaway is knowing where to find and how to use resources that will help me help others with this content. NCTE.org states: “As literacy educators, we each bear the responsibility to educate ourselves and our students about our relationship to existing media as learning tools.” I referenced this quote in one of my lesson rationales, and it will stick with me throughout my career. Ethical and responsible media use is vital within and beyond school walls, and I will continue to impress this upon all learners. 

Description 

My Collaborative Library Lesson Plan involved planning and implementing instructional strategies and measuring student success with effective assessments. By promoting ethical and proper use of digital tools and information, we gave students opportunities to develop their understanding of food science through sound research practices.

Analysis 

The strengths of this artifact come from my abilities to effectively plan, strategize, differentiate, and assess. The students looked forward to sharing what they learned about food labels in their final reports, infographics, and presentations. The lessons show thoughtful implementation, innovative teaching strategies, and use of library resources. There is a balance of teacher- and librarian-led activities, displaying seamless collaboration. Next time, we will lengthen the project duration to better prepare students to achieve all learning targets. 

Reflection 

Creating this artifact increased my confidence in communicating and collaborating with my peers. The most significant learning experience was revisiting the backward design mindset. I designed a creative hook, learning extension ideas, and assessments (both formative and summative) that the classroom teacher and I can use repeatedly. This lesson is a favorite in my portfolio, and I will return to these successful collaboration ideas when advocating my expertise to administration and other colleagues.