Scenario+-+A.4.1

**Collaborators:** Mrs. Pierce - 3rd Grade Classroom Teacher Mrs. Dutton - School Librarian


 * Grade Level**: 3rd Grade


 * Content Area**: Language Arts, Science

Mrs. Pierce is a third grade teacher that is interested in extending her upcoming Science unit on the study of frogs by having her students create a PowerPoint of new learning. She approached Mrs. Dutton, the school librarian in the library during her conference period for help on how to teach the students to research and transfer information into a PowerPoint presentation. Mrs. Dutton was eager to assist Mrs. Pierce with her needs and they scheduled a meeting two days later during Mrs. Pierce's conference period to go over initial goals and objectives. Since the library is where the lesson will be taught and it contains the print and online resources needed, the collaborators will be able to set up materials ahead of time and make sure everything has been included for student success.
 * Motivation of Collaborators:**

Mrs. Pierce prepared a list of instructional standards from the curriculum TEKS that would need to be taught and assessed within the lesson. These would provide both collaborators support and help when setting goals and objectives for student learning during their first meeting. Mrs. Pierce is also able to support the collaborative process by supplying Mrs. Dutton with the independent learning styles and developmental levels of learners in her class. Mrs. Dutton in turn is able to supply her training and knowledge of tools that can be used to support student learning on this topic. This will allow them to modify and differentiate instruction and assessment based on student needs and tools that are available for use. The following collaborative planning form will be used to guide the lesson planning process. **
 * First Meeting:

**Collaboration Planning Form Collaboration Planning Form**

ELA 3.20(D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3). Science 3.8(A) observe and describe the habitats of organisms within an ecosystem. Technology 7(C) use a variety of data types including text, graphics, digital audio, and video. Technology 9(B) use software features, such as slide show previews, to evaluate final product.
 * Instructional Standards:**

Remember to include a reading comprehension strategy object Mrs. Pierce and Mrs. Dutton want their students to be able to find and apply new information using taught research strategies. They decided that they want students to have the tools to put their documented information in a powerpoint presentation. They also agreed that they hope to strengthen teacher and student knowledge of presentation tools and how they support individuality and creativity.
 * Initial Goals:**

1. The students will be able to interpret (application) text to gain new knowledge of frogs. 2. They will be able to apply (application) new learning with background knowledge about frogs. 3. They will be able to locate and report (comprehension) 5 facts about frogs. 4. They will create (synthesis) a PowerPoint presentation that justifies (evaluation) their findings. 5. They will rate and assess (evaluation) their presentations based on the rubric provided.
 * Initial Objectives:** (Bloom's Taxonomy levels are indicated in parentheses) Brava!

**Schedule for Future Collaborative Planning Sessions:** November 25, 8:00 pm - Will meet to discuss changes made to assignment 4.1 and finalize project November 29, 8:00 pm - Will meet to finalize 4.1 and discuss planning of assignment 4.2 December 1, 8:00 pm - Will meet to make final changes to 4.2 and begin planning assignment 4.3 December 4, 8:00 pm - Will meet to discuss submission of 4.2 and continue assignment 4.3 December 7, 8:00 pm - Will continue work on assignment 4.3 December 10, 8:00 pm - Will meet to discuss and final aspects of assignment 4.3 and submission of final project **
 * November 22, 8:00 pm - Will meet and discuss what needs to take place next in assignment 4.1

This is an excellent schedule for completing the assignment. (This frequency of contact may be too much for your actual practice, but your use of technology can make the asynchronous aspects work for both educators.)

Mrs. Pierce currently has four years of curriculum design and instruction as a classroom teacher for 2nd grade. She is ESL certified and has experience in making modifications to support various learners in the classroom setting. She is working towards her Master's degree in Library Science at Texas Women's University, which has provided her with insight into the role of the school librarian. The above are your credentials. These are your strengths: Through her courses and experiences she knows how powerful collaborative partnerships can be for those educators and students involved. She sees the support it gives classroom teachers and the benefits it has on student success, which is why she seeks any opportunity to work together to create an atmosphere for exploration and learning.
 * Strengths brought to the partnership by Mrs. Pierce (classroom teacher):**

Mrs. Dutton has eighteen years of curriculum design and instruction as a classroom teacher in grades pre-k through four. She is currently in her second year as a teacher-librarian in a school of 730 students in grades pre-k through four. She is working towards her Master's degree in Library Science at Texas Women's University and will graduate in December. The above are your credentials. These are your strengths: She knows that collaborating with classroom teachers is a vital part of student success and does her best to partner with teachers as much as possible. Because of her years as a classroom teacher she understands the importance of supporting teachers any way she can.
 * Strengths brought to the partnership by Mrs. Dutton (school librarian):**

The principal was informed of the first collaborative meeting and given notes on what is being planned for the upcoming lesson. Mrs. Pierce and Mrs. Dutton provided the principal with a copy of the schedule of meetings that will take place for lesson planning and extended an invitation to attend all. Keeping administration informed allows for the collaborative efforts made by both individuals to be used as an example of how powerful two educators can be when working together to benefit student learning. It is important to share with others when we have overcome a struggle together and impacted students in a positive way. ** This can be followed by an invitation to observe the lesson being taught – either informally or as a formal evaluation. If district policies allow, school librarians should always be evaluated while coteaching. One of the most important roles a principal plays is instructional leader. Many principals understand that fostering job-embedded professional development opportunities for teachers can make the greatest impact on their instructional reform efforts. Bravo to principals who encourage instructional partnerships!
 * Keeping Administration Informed: