A.+1.4+Content+Summary

C ollaboration between the Teacher Librarian and the Classroom Teacher benefits everyone involved - students, teachers, librarians, and administration. McGregor says that [a librarian's broad view of the curriculum] makes it possible for the teacher librarian to imagine collaboration across subject areas and see points of need at various levels where information literacy elements can be appropriately introduced. He or she is able to watch the process learning of individual students over a period of years and with this knowledge can lead collaborations that fill in gaps and provide individualized learning experiences (209). Of course, student achievement is the ultimate goal, which is a direct result of student learning. Student achievement is what teachers and administrators want. When teachers and administrators experience the successes of collaboration and student learning as evidenced in student achievement, the librarian's program receives greater staff and community support strengthening the school's learning community.

The benefits of collaboration do not begin and end with student achievement. According to Peggy, a kindergarten teacher whose students feel that the library is a classroom, student learning is more individualized because, "they are working with two teachers instead of one." Mary Anne, a 7th grade Language Arts teacher, feels that students learn and experience new technology and are excited about learning. Mary Anne's students learned how to use Easybib.com to create citations while students in Pat's 7th grade Social Studies class learned how to prepare their presentations using the PowerPoint program.

Benefits of collaboration extend well beyond student achievement for teachers as well. Both Mary Anne and Pat benefited from librarian/ teacher collaborations because they were exposed to unfamiliar tools - Easybib.com and PowerPoint. Learning from colleagues is valuable for a teacher's professional development. "Team-Teaching with another professional gives educators job-embedded professional development" (Moreillon 8). Karen, an 8th grade LA teacher, learns from the librarian's modeling. When interviewed, she stated that the librarian was instrumental in providing materials, lesson ideas, and helping students to integrate technology into their activities. Kindergarten teacher Peggy feels that collaboration creates more ideas for projects and assignments, which ultimately results in more comprehensive approaches to teaching subject matter.

Instruction is expanded when connections are made across the curriculum (Tracy). " My 4th Grade students did a research on Navajo blankets and how they're made and the materials and then found stories around that and it helped them when they came to the art room to do their weavings and incorporate their designs so it expands broadly" (Tracy - Elementary Art  Teacher). Working with the librarian allowed students in Tracy's art class to research information then connect that newly acquired information to the subject matter, providing a more contextual approach to analyzing the information. By doing so, students were able to expand on the original ideas by synthesizing and evaluating **when other disciplines were incorporated . **

With accountability measures being at the forefront of most administrators’ agendas, Allison Zmuda asserts that, “indicators, developed by both classroom teachers and the library media specialist, can be used to monitor student learning and appropriately scaffold instructional interventions so that students can successfully complete the task” (What Does It Really Look Like 26). By employing theses strategies, the collaboration efforts on the parts of the teacher and librarian are demonstrated through their shared values and understandings about what they expect academically of their students. Through their collective efforts, the results of these interventions can be used immediately to determine the adjustments in teaching or curriculum practices (The Learning Specialist 29).

Sherri, a high school teacher, explains that in the past, collaboration with the librarian was simply her pulling a book from the shelf. This year, the high school teacher was able to go to the librarian with an interest in digital storytelling. The librarian and teacher collaborated extensively resulting in 100% participation by all her students. Thus, through their collaborative efforts, the students, as well as, the professionals benefited from this compact. As pointed out by Judi Moreillon, an expert in effective practices of co-teaching, "collaboration requires communication, shared goals and objectives,assignment of responsibilities, negotiation, flexibility, and more" (PP 2010).

Team members share with each other (Karen) [learning community]