Building Relationships

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Building Relationships

• Strategies for Connecting with Students and Staff
• 
  Cindy Matthews, Teacher-Librarian, TDSB

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Building Relationships

• Establishing/Running a Partners in Action
  School Library Information Centre
• pragmatic foundations
• Learning-focused relationships with
• students and staff seeing the big picture
• Practical Strategies for Collaboration designing
  learning activities for
• critical thinking and professional dialogue

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Pragmatic Foundations

• Flexible Scheduling communication
• Book Exchange building independence
• Collection and ICT Management
• accessing student leadership
• Staffing Advocacy using Research,
• Annual Reports, Action Research,
• Staffing Committees, Board leadership

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Flexible Scheduling

• Just Like Me!
• I work at an elementary school.
• I am a half-time Teacher-Librarian.
• I have some flexible scheduling with open
  Partners time.
• I collaboratively plan and teach with teacher
  colleagues.
• I share and update my schedule with colleagues
  using newsletters or e-mail.

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Book Exchange
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Collection and ICT Management

• Appreciative Inquiry accessing internal
  resources to scaffold student leadership
• Turn to your elbow partner and take a moment to
  tell a story. How have you used student Library
  Monitors to keep your Library collection and lab
  tidy? Switch.
• Join another pair. In a quad, introduce a
  paraphrase of your partners anecdote.

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Staffing Advocacy

• Paired Verbal Fluency or30-60-90 How do
  you use research-based data, annual reports and
  action research to advocate for your library?
• Heres What! So What? Now What?
• (data) (interpretations)
  (implications)
• In what ways can Staffing Committees and Board
  leaders support our relationships?

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Learning-focused Relationships

• seeing the big picture collaborative learning
  throughout the school
• working with Students selection and design of
  instructional practices
• working with Colleagues promoting professional
  dialogue based on student learning and skill
  development

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The Big Picture

• Asking Questions
• Is it possible to teach students
• to be critical thinkers and effective
• users of information and
• information technologies and
• at the same time improve their
• overall achievement levels?

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• Herein lie important foundations for the
• building of an information literate school.
• We must develop a collaborative culture
• in the school so teachers and
• library media specialists
• have opportunities to work together
• as partners to design
• excellent learning experiences.
• (Carol Koechlin Sandi Zwaan)

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Selection and Design of Instructional Practices
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Intentionalizing Student Learning Metacognition

• Effective learners engage the process
• and the content simultaneously. The
• trick is to anticipate which strategies
• support content learning and which
• content knowledge makes strategy
• learning memorable.
• (Lipton Wellman, Pathways to Understanding)

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Teaching and Promoting the Inquiry and Research
Process

• As cross-grade, cross-curricular information
  coordinators,
• teacher-librarians can assist teachers
• to plan and implement
• interdisciplinary curriculum
• and help students see
• the connections among subjects
• (OLA Information Studies K-12)

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Promoting Professional Dialogue
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Learning-Focused Verbal Tools
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Paraphrasing

• Focused Reading Paraphrase Passport
• Got it. I know and or understand this.
• ! This is really important or interesting.
• ? I dont understand this or this does not
• make sense.

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5-3-1

• Individually jot down 5 words that come to mind
  regarding professional dialogue.
• Each share your 5 words with your table group,
  round-robin style. Choose 3 words to represent
  everyones list.
• As a group, choose 1 word which captures your
  thinking.

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Practical Strategies

• Intersecting pedagogy and
• student engagement
• The Inquiry and Research Process
• The Pathways Learning Model
• Building Community Tribes
• Relating so as to support life-long learning
• Cognitive Coaching

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The Pathways Learning Model

• Pathways to Understanding Patterns and Practices
  in the Learning-Focused Classroom
• Laura Lipton, Bruce Wellman
  (www.miravia.com)
• Just Like Me
• Paired Verbal Fluency
• Heres what! So what? Now what?
• Focused Reading
• 5-3-1

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Tribes

• Tribes A New Way of Learning and Being Together
  Jeanne Gibbs (www.tribes.com)
• Community Agreements
• Attentive Listening
• Appreciation /
• No Put Downs
• Right to Pass
• Mutual Respect

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Cognitive Coaching

• Cognitive Coaching Foundation Seminar Learning
  Guide Arthur Costa, Robert Garmston
  (www.cognitivecoaching.com)
• The mission of Cognitive Coaching is to produce
  self-directed persons with the cognitive capacity
  for high performance both independently and as
  members of a community.

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A Continuum of Interaction
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Support Stances

• Know your intentions and
• choose congruent behaviours.
• All staff are leaders at different times and in
  different circumstances.
  (TDSB Staff
  Development Frameworl

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Learning-Focused Verbal Tools

• Attending Fully pauses and wait time
• Paraphrasing Listen to hear, not to speak.
• Mediational Questions
• Plural Forms are, some, a few
• Exploratory Language might, hunches
• Positive Presuppositions As you consider, ,
  Thinking back, , As you examine the data,

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Holonomy

• acting independently and as a
  member of a community
• (Cognitive Coaching Foundation Seminar A.
  Koestler)
• In the open seas of lifes learning
  there is an ebb and flow,
  between ourselves and others.
• We share questions and observations
  we listen and reflect.
• These moments, big and small,
  
• develop new understandings and
• new waves of learning.

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Shape Reflection

• An idea that struck me was

Some thoughts going around in my mind are
Three practical strategies upon which I can
base some Next Steps in my Library are
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• Thank you!
• Cindy Matthews