Teacher Collaboration Plans

 

Introduction

An essential part of a teacher librarian’s (T.L.) job is partnering with colleagues to enhance 

student learning. As the B.C.Teacher Librarians Association (BCTLA) states, school libraries 

are thinking laboratories where T.L’s  “Knowledge of pedagogy, curriculum and information 

management makes them leaders in their learning communities, assisting with curriculum 

and staff development (https://bctla.ca/wp-content/uploads/2017/11/school-library-programs-

position-statement.pdf). 

Based on the Concerns Based Adoption Model (CBAM) and the Substitution Augmentation

Modification Redefinition Model (SAMR), I will explain how two teachers (Teacher A and 

Teacher B) in the North Vancouver School District can better use reference resources. 

 

Current Usage of Reference Resources

Teacher A

Teacher A has worked in education for over twenty years. In addition to teaching, he is also 

busy working as a new administrator and as a parent. He currently uses non-fiction books 

from the library collection several times a year to support his teaching.

 

He has expressed frustration that some of the library reference resources are out of date

and that they do not meet his students’ academic needs. His analysis is correct. At other

times, he has given suggestions about how to improve the reference collection as a whole. 

  

Teacher B 

Teacher B has also worked in education for over twenty years. In addition to teaching, she is

involved in union work as well as parenting three children. She is an extroverted person who

is getting used to this school as it is her first year here.

 

She is currently using a phonics program that she bought using her own money. It is a

different program from the one accessed by staff from the professional resources in the

library. She has asked me several times for feedback on the program and has seemed

unsure about whether it matches up with the research coming out from the Science of

Reading Movement. 

 

Plan for Improving the Usage of Reference Resources

Teacher A

On the Concerns Based Adoption Model (CBAM), Teacher A is lacking awareness of all that

the library collection can offer. While he is correct that some print resources are outdated, he

is unaware of all the digital resources available through the B.C. Digital Classroom.

 

At the next staff meeting, I will give a presentation on accessing and using resources from

the Digital Classroom. TigTag, in particular, would be a good reference resource for Teacher

A to use as it is a collection of short, up to date, and engaging videos on science topics that

he teaches. 

Presenting this information to staff is beneficial in other ways. Teacher A is an administrator

who wants to positively impact the school learning culture (hence his suggestions to me

about library improvements). A presentation encouraging staff to access more up to date and

engaging reference resources will do just that. Change is also a process. “Research on

school change has confirmed that changes in classroom practice can take anywhere from

three to five years” (https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-

explanation.pdf). Teacher A is far more likely to expand his use of reference resources from

print only to print and digital if he sees other colleagues doing the same.

Teacher A’s case also highlights the importance of self-reflection. I recognize as a new

teacher librarian that I am also in the beginning stages of the CBAM continuum. I am just

now learning what the strengths and weaknesses of my library’s reference resources are. I

will not only be updating those reference areas that Teacher A has correctly noted are

outdated, but making a point of attending all teacher librarian (T.L.) district meetings so that I

can learn from more experienced TL’s.

  

 

Teacher B

Teacher B is at the information and personal stages of the CBAM. She is interested in what

 the Science of Reading Research has to say about teaching spelling and how this might

apply to her own practice. She is also keen to work in greater connection with her primary

teaching colleagues. 

 

I am proposing to create a professional Book Club based around the Science of Reading. I

have already purchased “The Art and Science of Teaching Primary Reading” by Christopher

Such and “The Scientific Principles of Reading Instruction” by Nathaniel Hansford for the

library’s professional book section. By inviting Teacher B to this book club, I will be helping

support her connection with other staff members. The book club will also help Teacher B

learn what the most cutting edge research has to say about the teaching of spelling to

primary students. Finally, the professional book club discussions will naturally shift the focus

away from how change personally affects the person initiating it to a discussion of how the

change affects others or even how the change itself could be improved.

 

The case of Teacher B highlights the changing nature of support required to sustain a new

idea. Teacher B may join the professional book club in order to allay her anxiety about being

a new school staff member, but over time she will likely become more concerned about the

skills that she can learn from the book club. In other words, change often moves from

concerns around feelings to concerns about skills.

 

 

Innovation, Adaptations, and Assistive Strategies

Teacher A

The Substitution Augmentation Modification Redefinition model (SAMR) is “A progression

that adopters of educational technology often follow as they progress through teaching and

learning with technology” (https://sites.google.com/a/msad60.org/technology-is-learning/samr-model).  

If Teacher A, for instance, starts using TigTag to teach Science concepts, he will likely begin

by simply substituting a TigTag video in place of a non-fiction reading resource. He might

then print off TigTag quizzes for students to complete after watching the video. Later in his

learning progression, Teacher A may augment his practice by having students participate in

interactive TigTag quizzes that give immediate feedback. This will reduce paper waste as

well as reducing his marking time (and so improve his work life balance).

 

Then, Teacher A might begin modifying the way he teaches his unit. Perhaps, students may

 have an option of creating a video to demonstrate their learning rather than a typical paper

 and pencil project. Finally, Teacher A may begin not only teaching the scientific concepts of

his unit, but also the collaborative and technical skills required to create an engaging and

informative Science video. 

Teacher B

In the Concern Based Adoption Model (CBAM), typical expressions of concern about

Change are listed in order as: awareness, informational, personal, management,

consequence, collaboration, and refocusing (https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-explanation.pdf). I wonder, though, if people may go through these stages in a

different order. As an introverted person, I likely would begin by first thinking about myself

and how this change would affect me. Teacher B, however, is a very extroverted person. I

think she may well be more motivated by how any change would affect her connection and

relationship with colleagues. For her, collaboration may be something she considers much

earlier than fifth in the typical expressions of concern. Adapting the model to her reality would

likely make a great deal of sense.

Conclusion

The CBAM and SAMR models of change have given me frameworks to analyse how to best

support my teaching colleagues. Both models encourage me to take the long view of change

and to recognize the importance of both individual feelings and skills in the change process.

 

Works Cited

1. School Library Programs, Teacher Librarians and Effective Teaching and Learning. British

 Columbia Teacher Librarian Association, Apr. 2010, https://bctla.ca/wp-content

/uploads /2017/11/school-library-programs-position-statement.pdf. 

2. “Professional Development for Science Education: A Critical and Immediate 

Challenge," by Susan Loucks-Horsley. National Standards & the Science Curriculum, 

edited by Rodger Bybee of the Biological Sciences Curriculum Study. Dubuque, 

Iowa:Kendall/Hunt Publishing Co., 1996.

 3 Puentedura, Ruben. “SAMR Model - Technology Is Learning.” Google Sites: Sign-In,

 https://sites.google.com/a/msad60.org/technology-is-learning/samr-model