4.1 Identify Instructional Needs: Gather evidence, prioritizes needs and determines which problems can actually be addressed through instruction. 

4.2 Design Instruction: Engage in design thinking to plan lessons with reasonable instructional goals and all content/activities are aligned with instructional goals

4.3 Deliver Instruction:  Use body language, charisma, and engagement to deliver instruction

4.4 Assessment of Instruction: Student accesses all aspects of instruction, including teaching, materials, and learning

4.5 Support Patron Learning through Effective Instructional Communication: Creates informal learning during interactions with patrons; going beyond giving the patron what they need to actually educate them in teachable moments. 

Being an educator since 2002, teaching, learning, and assessment are deeply ingrained in my practice. Ensuring that all learners are prepared for lessons and units is second nature. For those not previously in education, school librarian programs provide essential skills for identifying instructional challenges and implementing effective solutions through instruction.

The Inquiry Unit Plan (LIS 654), developed using Understanding by Design (UbD), was an interdisciplinary project in collaboration with seventh grade English and History teachers. My involvement was integral, as it built upon the lessons I conducted with each class (4.2). I started with history classes, introducing learners to Destiny as a tool for gathering research materials. An informal assessment revealed that many learners needed more practice using the online catalog effectively (4.1). Based on this data, I structured my next lesson to reinforce catalog navigation skills while ensuring alignment with their classroom activities. Additionally, a major component of the unit was the design cycle, a process learners had never practiced before. It was crucial to guide them through each stage while assessing their progress before they moved forward (4.4). Kyungwon and Petrella (2022) found that school librarians not only support learners through cognitive apprenticeship methods but also mentor and scaffold instruction for teachers (p. 25). As someone passionate about mythology, especially Greek mythology, I infused my enthusiasm into the unit, making the content more engaging and accessible (4.3). One of the major learning goals was to examine how Greek mythological concepts connect to modern society. This led to numerous teachable moments as learners researched their chosen gods or myths and analyzed their presence today (4.5). Kyungwon and Petrella (2022) further emphasize that collaborative co-teaching between school librarians and teachers enhances learner centered instruction by leveraging pedagogical and technological expertise to support both educators and learners (p. 26).

Coleman (2020) highlights the unique role of school librarians in reaching all areas of the school, supporting both curriculum and learners (p. 12). This was evident in my experience designing the NoodleTools Professional Development (LIS 693), where I applied principles of teaching and learning to adult pedagogy. One key takeaway from this experience was the necessity of designing professional development to accommodate variety of levels of knowledge and usage of the tool (4.4). I structured the session into three levels, allowing educators to select the training module that best suited their familiarity with NoodleTools. This approach reinforced the importance of meeting educators where they are and ensuring accessibility for all participants (4.2). Preparing for this session required extensive planning, and I recognized the importance of making professional development meaningful and relevant. Educators juggle many responsibilities, and time constraints often determine whether they are willing to incorporate new tools. To increase engagement, I made a conscious effort to circulate the room frequently, interacting with participants at each level. Most attendees opted for the beginner level, reinforcing the need for foundational training (4.3). The idea for this session originated from a collaboration meeting with tenth grade educators who expressed apprehension about using NoodleTools for research projects in their classes. With a professional development day scheduled the following Monday, I saw an opportunity to design and deliver training that addressed their concerns (4.1, 4.5). Coleman (2020) also emphasizes the significance of school librarians in shaping school curriculum, highlighting how collaboration between librarians and educators benefits both teachers and learners. This experience helped me refine my coaching strategies and develop a program tailored to my learning community’s needs. Building educators’ capacity ensures that I am not the only expert in the building. When all teachers integrate NoodleTools into their instruction, the impact extends far beyond what I could achieve alone.

Reflection is one of the most powerful aspects of teaching and learning, but its true value lies in how it informs meaningful change. These experiences reinforced my belief in the importance of assessment, instructional design, and effective communication in supporting both learners and educators. I will continue leveraging instructional strategies and collaborative teaching to enhance learning outcomes across the school community.

The impact of the Inquiry Unit Plan (LIS 654) will continue to shape how I collaborate across different subject and content areas, reinforcing my role as an integral part of the school’s instructional team. Building relationships with educators and embedding library services into the curriculum strengthens the learning experience for all. The ability to support lessons and units across disciplines highlights the essential contributions of school librarians beyond traditional library functions. I plan to seek out more opportunities to integrate research skills, inquiry based learning, and digital literacy into classroom instruction, ensuring that learners have the tools they need to think critically and engage deeply with information.  Similarly, the NoodleTools Professional Development (LIS 693) experience reinforced my ability to lead and support educators through professional development. Understanding best practices in adult pedagogy allows me to create meaningful and relevant learning opportunities that empower teachers to integrate research tools and information literacy into their classrooms. The more I participate in leading professional development, the more I can demonstrate the many roles of the librarian as an instructional leader, technology coach, and information specialist.  Both of these experiences affirm the value that librarians bring to the school community, not just as resource managers but as active contributors to curriculum development and professional growth. I want to ensure that the library remains a hub for learning, collaboration, and innovation.

Coleman, M. C. (2020). School Librarians Take the Lead Collaborating on Professional Development. Knowledge Quest, 49(2), 10–18. 

Kyungwon Koh, Xun Ge, & Petrella, J. B. (2022). Librarian-Teacher Co-Teaching and the Role of School Librarians in Facilitating Inquiry and Maker Learning. School Library Research, 25, 1–33.