AASL

2.1 Planning for Instruction: Collaborate with members of the learning community to design developmentally and culturally responsive resource-based learning experiences that integrate inquiry, innovation, and exploration and provide equitable, efficient, and ethical information access. 

2.2 Instructional Strategies: Use a variety of instructional strategies and technologies to ensure that learners have multiple opportunities to inquire, include, collaborate, curate, explore, and engage in their learning. 

2.3 Ethical Use of Information: Teach learners to evaluate information for accuracy, bias, validity, relevance, and cultural context. Learners demonstrate ethical use of information and technology in the creation of new knowledge. 

2.4 Assessment: Use multiple methods of assessment to engage learners in their own growth. Candidates, in collaboration with instructional partners, revise their instruction to address areas in which learners need to develop understanding. 

The Crucible Lesson Plan (TED 610/AASL 2.2, 2.3, 2.4) facilitates an exploration of political commentary as a tool for societal reflection, utilizing satire and hyperbole. The lesson incorporates Edpuzzles with guiding questions, group analysis of political commentary, individual reflections, and collaborative discussions to enhance understanding. Learners critically examine political content for biases and cultural context while demonstrating their comprehension through informal assessments, Edpuzzle data analysis, and reflective learning activities. The Collaborative Learning Experience (LIS 693/AASL 2.1, 2.2, 2.3) highlights how seamless lesson design becomes when all contributors fully buy in for the lesson. This lesson, focused on AI exploration and ethical considerations, utilizes three distinct stations addressing different aspects of AI: bias, academic integrity, and creativity. Each station provides opportunities for hands on learning and critical discussions about AI. The VoiceThread Tech Evaluation (TED 610/AASL 2.1, 2.2) introduces educators to a technology tool designed for a variety of instructional strategies. VoiceThread allows learners to engage with lesson or unit media through text, voice, or video responses, fostering interactive and multimodal learning experiences.

ISTE

4.3 Collaborator: Coaches establish productive relationships with educators to improve instructional practice and learning outcomes.

• Building trusting relationships with educators 

• Collaborating to determine instructional content

• Evaluating the efficacy of digital learning content

• Creating personalized support for educators 

4.7 Digital Citizen Advocate: Coaches model digital citizenship and support educators and students in recognizing the responsibilities and opportunities inherent in living in a digital world.

• Using tech to address community challenges

• Foster inclusive online spaces

• Evaluation of online content, critically examining sources and bias

• Empowering others to protect personal data 

The NoodleTools Professional Development (LIS 693/ISTE 4.3, 4.7) was designed to accommodate varying levels of familiarity with the platform, ensuring accessibility for all educators. This session stemmed from a request by tenth grade teachers seeking a deeper understanding of NoodleTools and its role in promoting information literacy, particularly in fostering academic honesty. The PD session provided practical applications for educators to use immediately with learners. The Chatbot Goal Project (LIS 693/ISTE 4.3, 4.7) addresses a school wide need for accessible texts for diverse learners. Following discussions with the Ed Tech Director, a series of chatbot prompts were developed and then refined to optimize output. This project aims to save educators time and effort in sourcing and adapting texts for varied reading levels, enhancing accessibility in the classroom. The Collaboration Interview (LIS 654/ISTE 4.3) underscores the importance of building trust among stakeholders. Establishing strong relationships fosters a collaborative environment where coaching and leadership can thrive. When trust is present, meaningful partnerships develop, enabling a more supportive, professional learning community.

Collaboration in education takes time and effort. Building trust and relationships is essential, especially in a new role. As a librarian, I know that fostering instructional partnerships requires ongoing support. I have to be mindful of power dynamics to ensure that I am seen as a collaborator. I also remind myself that mistakes are part of the learning process. Leadership in this role is different from traditional administrative positions. Library leadership focuses on shared learning, mutual respect, and recognizing the expertise of others. The assignments connected to these standards challenged me to think critically about collaboration, instructional strategies, information evaluation, assessment, relationship-building, personalized support, technology integration, and digital literacy.

The Crucible Lesson Plan (TED 610/AASL 2.2, 2.3, 2.4) explored ways to enhance instructional strategies through multiple activities. Teaching learners that political commentary can be a lens for evaluating societal norms helped me think about ways to make learning more engaging. The VoiceThread Tech Evaluation (TED 610/AASL 2.1, 2.2, 2.3, 2.4) reinforced the importance of offering educators varied learning strategies while demonstrating how technology can support engagement. Occasionally educators struggle with giving up control in their classrooms, which can make collaboration challenging. The Collaborative Learning Experience (LIS 693/AASL 2.1, 2.2, 2.3) showed me how removing individual ownership of a class and shifting to a grade-level approach can reduce power struggles and build instructional partnerships. I also learned through the Collaboration Interview (LIS 654/ISTE 4.3) that relationships with colleagues go beyond merely professional interactions. Taking the time to know educators personally, while maintaining professionalism, helps build trust.

Leading from the library requires a balance of expertise and vulnerability. The VoiceThread Tech Evaluation (TED 610/AASL 2.1, 2.2) helped me establish credibility and show that I am here to support the school community. The NoodleTools Professional Development (LIS 693/ISTE 4.3, 4.7) reinforced the importance of meeting educators where they are. Since everyone has different levels of knowledge, I designed the session to be accessible at multiple entry points. Preparing for the session required a lot of work, but I saw the value in making professional development meaningful and relevant. I have also learned that educators are constantly juggling responsibilities, and time is a major factor in whether they are willing to try something new. The Chatbot Goal Project (LIS 693/ISTE 4.3, 4.7) addressed this by providing a tool to help differentiate materials more efficiently. I want to continue finding ways to support educators in managing their workload while introducing them to new resources and technology. I also recognize the importance of flexibility in my role. Being available when educators need support makes a difference in whether they feel comfortable seeking help and exploring new tools.

When I collaborate with educators, administrators, and stakeholders, I know that I am contributing to meaningful and lasting cultural change. The Crucible Lesson Plan (TED 610/AASL 2.2, 2.3, 2.4) and NoodleTools Professional Development (LIS 693/ISTE 4.3, 4.7) demonstrate how personalized learning experiences improve engagement and knowledge retention. Sharma (2024) discusses how personalized learning is key to addressing challenges in traditional math education by allowing learners to acquire knowledge at their own pace based on their needs and interests. Moving away from a one-size-fits-all model fosters inclusivity and adaptability (p. 20). I see this as an approach that applies to all subject areas, not just math. Giving learner and stakeholders access to the right resources at the right time helps prevent gaps in learning.

The VoiceThread Tech Evaluation (TED 610/AASL 2.1, 2.2) and Chatbot Goal Project (LIS 693/ISTE 4.3, 4.7) reinforced the idea that professional development can have a ripple effect. When educators feel confident using new strategies and tools, they make changes that impact learners and, ultimately, the school culture. Sharma (2024) states that providing educators with the necessary skills is essential for addressing educational inequalities. Professional development should prioritize instructional strategies for personalized learning and technology integration (p. 24). My goal is to continue finding ways to offer relevant professional learning experiences that help educators feel supported in the classroom.

The Collaboration Interview (LIS 654/ISTE 4.3) and Collaborative Learning Experience (LIS 693/AASL 2.1, 2.2, 2.3) showcases how important it is to bring people together around a shared goal. Collaboration requires different perspectives and expertise, and I see my role as someone who can help facilitate that process. When the culture is collaborative, learners are supported by everyone in the building beyond classroom teachers. Gibson and Massey (2024) emphasize that scaffolded, collaborative environments help develop self-awareness and skills that lead to long-term empowerment (p. 87). I want to foster a culture of collaboration within the school community because I know that it benefits both educators and learners. When learners develop communication and collaboration skills, they are better prepared to navigate the world beyond school.

Gibson, C.T., & Massey, E. (2024). The Power of Solidarity: The Effects of Professor-Librarian Collaboration on Students’ Self-Awareness of Skill Acquisition. Communications in Information Literacy, 18(1), 72–93. 

Sharma, P. (2024). Revolutionizing Math Education: The Power of Personalized Learning.