Primary – Relief from face-to-face teaching for classroom teachers is often covered by the teacher librarian. This means that it is difficult to plan any collaborative teaching opportunities with the teachers. You are also concerned that the student learning in the library may not be contextually relevant to the learning in the classroom. How could you approach this problem?
Definition- Limited collaboration and planning opportunities between the classroom teacher and teacher librarian.
Data- Student learning in the library is not linked or related to classroom units of work and outcomes.
Cause analysis- No time allocated for teacher librarian and classroom teachers to cooperatively plan and discuss guided inquiry teaching and integration of information literacy
Solution planning and implementation- assign the teacher librarian to a particular grade or class for the whole year and organise a relief teacher to cover the teacher relief periods so the teacher librarian and classroom teacher can use that time to plan. this may only be necessary at the start of the year or term
Evaluation and Effects- Assess the students outcomes through formal and informal assessments and student/teacher informal feedback
Standardisation- progressively implement collaborative planning and guided inquiry to the whole school to ensure student learning is relevant to the library and classroom
Evaluation of process- evaluation of the process as a whole school during a staff meeting or allocate time during a student-free PD day to discuss successes and failures, or what can be improved