Librarians who are introducing collaboration to members of the school staff should carefully plan in advance. In the spring of the school year, prior to launching this idea schoolwide, confirm with the school principal that he/she completely supports the idea of library collaboration with classroom teachers. Then, determine which grade levels should be part of the library collaboration, and what goals are to be accomplished.

PLANNING AHEAD

The following are some questions to consider in determining possible goals:

• How many grade levels should be part of the library collaboration process?
• Should one grade level start the collaborative process and then add on more grade levels as each new semester starts?
• Should several grade levels start the collaborative process at the same time?
• Should collaboration be done with the entire school?
• Is there a person in the school system that could serve as a mentor or coach when the collaboration process begins?
• Will there be a large turnover of staff in the coming school year? If there is a high level of turnover, will the new staff need coaching in such areas as the usage of databases and research processes?
• How do teachers in the school do their planning? Do they meet as a grade level or plan individually?
• Is the school starting any new schoolwide initiatives that collaboration in the library could be a part of?

It may be helpful to choose one staff member who has a great relationship with the library staff and experiment collaborating with her. Encourage her to spread the word of what could be accomplished in the library through collaboration. This staff member can become the teacher/collaborator partner for the librarian. Other team leaders can then observe the library staff working with the teacher/collaborator partner. The principal can be asked to share his administrative vision for collaboration in the library either at grade-level team meetings or at a staff meeting. Summer reading material can also be given to staff members with pertinent places highlighted on how collaboration works. Suggested reading material choices are listed under additional resources.

SUMMER INITIATIVES

Over the summer, there are many steps to put in place to prepare for this new adventure. Add a link to the school webpage informing the parents about collaboration in the library and how it benefits students. Email staff possibilities of collaborative lessons that could be taught during the next school year. Make sure, however, that the collaborative lessons on the list directly correlate to the objectives that the teachers are required to cover. Provide the lists of possibilities on the website so that they will be in a permanent place that can be accessed as a reference point. Brainstorm or plan lessons with any teacher or team that seems excited about this new opportunity. Prepare for a fall staff development opportunity to explain collaboration in the library. Ask the principal and the teacher/collaborator partner to help facilitate this staff development.

BEGINNING OF SCHOOL YEAR FOCUS

Prior to the start of school in the fall, host a staff development meeting with all staff that will be collaborating to create a shared understanding of the process. Determine outcomes for this meeting. Some possible outcomes could be:

• Understanding the research behind the selected collaborative library model.
• Knowing how the library will be available to collaborate with the teams.
• Brainstorming ideas that the teams can use in this collaboration model.

Share or review the most pertinent aspects of the research with the staff to reinforce why this model of library service will be used. Define collaboration for the staff. Share videos of a library and teacher team planning or of an actual collaborative lesson being team taught. Describe the different ways that planning can be done: weekly, quarterly, monthly, or the day before the lesson. Ask the principal to describe the benefits of library collaboration for the students. Some benefits could be:

• Lowering student to staff ratios.
• Focusing on teaching.
• Re-teaching for individual needs.
• Raising student achievement.
• Providing more resources (physical and personnel).
• Incorporating state standards and library skills into real world activities.

At this point, the teacher/collaborator partner can share the benefits with the teaching staff. This part of the staff development works best if it comes straight from the teacher’s point of view. However, some possible talking points could be:

• Sharing responsibility for planning, lessons, and assessment.
• Coaching in new methods of teaching available.
• Providing assistance for students who have special needs but are not labeled as having special needs.
• Teaching reflectively with a colleague to improve individual teaching.
• Applying 21st-century standards for the 21st-century learners.
• Integrating curriculum within library collaboration.

The librarian should share what this means to the staff in a practical sense. Some talking points could be:

• Sign up for checkout when your class needs it.
• Open checkout is all day, every day.
• Classroom teachers and the librarian are in the library together the whole time.
• The flexible schedule means… flexibility.
• Specialists can collaborate in the library too.
• Plan, implement, and assess together in grades 3-5.
• Two classes could be in the library at the same time.

The most important part of this training session with the staff will be the team brainstorming sessions for the creation of a list of possible objectives for library collaboration. The librarian, administrator, and teacher/collaborator partner should circulate among participants as the lists are created so that questions can be asked and answered. The team leader can keep the list of objectives for further development. As an exit ticket for the staff development meeting, have each team choose a time to meet with members of the library staff to plan for the first unit of the year.