Assignment #2: Collaborate and Evolve Practice

    

    Teacher Librarians hold the power to shift practice in classrooms. According to the Canadian School Libraries (2016), a Teacher Librarian can support five specific standards, one of which being collaboration. When done well, collaboration can be a very positive process and can even impact learning in a positive way for students. The Elevated Achievement Group (2020) has a model to guide the collaboration process found here. It is imperative that the collaborators have a positive and respectful relationship, are willing to learn and improve their practice, and know the steps needed to develop their learning and skills. 

                                                                                                                             When a new strategy, resource, or program is introduced, the Concerns Based Adoption Model (CBAM) can be used to help implement it into a school effectively. It takes into account the human complexities as well, which includes people's beliefs and mindsets. I am going to use this entire model as a guide to support Mrs. Smith, a kindergarten teacher, with her practice using references to support inquiry-based teaching and learning. At this time, Mrs. Smith does not use inquiry in the classroom and is hesitant about using digital resources due to her lack of comfort and experience with them. She finds it overwhelming to even know where to begin when searching for digital sources.  However, she is open to trying ideas if that part of the process has already been done. She does not like "being told" what to do, but enjoys collaborating with peers. She is interested on doing an inquiry project about penguins with her students.

The CBAM model I will be following is below:

Step One: Use the Configuration Process

    During this step, the goal is to share examples of what the teaching process can look like when done effectively, with clear and simple information. According to Loucks-Horsley (1996), the main obstacle to development is lack of time. Mrs. Smith will therefore be provided collaboration time during school hours. At this time, I can teach Mrs. Smith the BC Points of Inquiry Model, along with examples of how it has been used before and what should happen at each of the five points. I could also show Mrs. Smith references and resources during this time that could be used to support inquiry within her kindergarten classroom, such as Early Learning by World Book. Early Learning by Word Book has engaging videos, games, stories, and activities that would be suitable for early learners, and my district has a membership for it. Wonderopolis is another resource that explores answers to thoughtful questions that she could utilize. Both of these digital resources have several activities and videos involving penguins. We could walk through these references together and brainstorm how and when they could be used.

    I will then share innovation configuration maps with Mrs. Smith. The article "CBAM: The Concerns-Based Adoption Model" (2016) explains that these can "describe the ways someone might use an innovation." This helps clarify expectations and eliminate any possible misconceptions. Below are innovation configuration maps that support the use of inquiry in the classroom:

Innovation Configuration Maps

Component 1: The teacher encourages open ended questions
Students ask simple questions with yes or no answers	Students are beginning to ask questions that could have more than one answer	Students are beginning to ask questions that are open ended and thoughtful	Students are encouraged and taught how to ask thoughtful and open ended questions

Component 2: The teacher displays a range of relevant resources to transform thinking
Students are shown one or two resources. Resources are not very relevant	Students are shown a handful of resources, some of which are relevant.	Students are shown many types of relevant resources	Teacher shows a variety of relevant resources (photographs, videos, websites, nonfiction texts, songs, etc.)

Component 3: The teacher provides flexible projects for students to display learning
Students are given one way to display their learning	Students are given a few different ways to show their learning	Teacher gives many different options for students to display their learning	Teacher gives a variety of ways for students to display their learning (picture, oral report, digital storytelling, puppet show, etc.)

Step Two: Address the Stages of Concern

    Teachers undoubtedly have their own feelings and beliefs about new teaching methods and concepts, based on their previous teaching experiences and mindsets. The Stages of Concern aspect acknowledges that. There are seven stages of concern: unconcerned, informational, personal, management, consequence, collaboration, and refocusing. I could meet with Mrs. Smith at this time and talk about her feelings, questions, and concerns. Hopefully, after learning about the inquiry approach in step one, Mrs. Smith is at least the informational stage, and is seeking more information about the new approach. I could continue to collaborate with her during school time to further explore the resources. If she does have specific concerns, such as how to find time in her already busy day, solutions can be provided such as merging inquiry with her literacy program. Understanding her possible reluctancies is an important step to understand and address the problems needing solutions. 

Step Three: Levels of Use

    The next step involves identifying which of the eight level of use Mrs. Smith is at in terms of her skill level and practice after she has been given time. These steps can be found here. I could meet with Mrs. Smith and ask her questions in a nonjudgmental and nonthreatening way about how often she is using resources and references in her classroom to support inquiry after she has had some time. If Mrs. Smith feels defensive, she could easily be dishonest about her level of use. Loucks-Horsley (1996) suggests that one can "reduce this by clearly explaining in advance the need for candor and accurate data so planning addresses their real needs."

    After talking to her and determining which level she is currently at, the result could be compared with her level of concern. Likely, if her level of concern is low then she is likely also be on a low level of use. If this is the case, leaders (school principals, teacher librarian, literacy coordinator, etc.) can collaborate and form a plan as to how best support her moving forward. Likely setting up collaboration time as well as mentorship will be positive support systems for Mrs. Smith. Providing her statistics and information about how inquiry improves student learning could be helpful too. Or, presenting Mrs. Smith with videos like the one below from Baldwin (2013) about inquiry in kindergarten might inspire further ideas and conversation. Ideally, we want Mrs. Smith to get to the collaboration level of use, but this could take a year or more as change takes time.

Summary

    Providing training, support, collaboration, and time are key aspects in helping Mrs. Smith (and all teachers) learn and evolve their practice. However, understanding and acknowledging their beliefs and concerns in a respectful way can be just as important. We tend to think that when we know better, we do better. This isn't always the case for everyone. Some people need more, and we need to find out exactly what they need in order to create positive change that will ultimately support our students.

References

Baldwin, A. (2013). Inquiry in Kindergarten [Video]. TedConferences. https://www.you

        tube.com/watch?v=1bbRP25vmO0&ab_channel=TEDxTalks

Canadian Library Association (2014). Leading Learning: Standards of Practice for School 

        Library Learning Commons in Canada. http://llsop.canadianschoollibraries.ca/wp-    

        content/uploads/2016/09/llsop.pdf

CBAM: The Concerns-Based Adoption Model. (2015). https://www.air.org/resource/cbam-

        concerns-based-adoption-model

Early Learning by World Book. (2023). https://worldbookonline.com/wbel/

Ekdahl, M., M. Farquharson, J. Robinson, L. Turner. 2010. The Points of Inquiry: A 

        Framework for Information Literacy and the 21st Century Learner. Vancouver, 

        BC: British Columbia Teacher Librarians’ Association.

Elevated Achievement Group. (2020). https://elevatedachievement.com/articles/the

        -benefit-for-students-when-teacherscollaborate/#:~:text=Collaboration%20comes

        %20from%20the%20Late%20Latin%20form%20collaborare,which%2C%20in%

        20turn%2C%20leads%20to%20increased%20student%20achievement.

Loucks-Horsley, S. (1996). The Concerns-Based Adoption Model (CBAM): A Model for

        Change in Individuals. https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-

        explanation.pdf

Where the Wonders of Learning Never Cease. (2023). Wonderopolis. https://wonderopo

         lis.org/