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Excellent text that gives structures and strategies for maximizing student learning. The text discusses the different co-teaching models and talks about the implementation of co-teaching.

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Levels of Library Service & Instructional Partnerships

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Levels of Library Service & Instructional Partnerships

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This document has been adapted from Judi Moreillon's new book that is due to be released at the end of August. It discusses all the styles of co-teaching, how they fit into collaboration, and the level of collaboration each requires. It also discusses cooperation and coordination and how the librarian serves in each capacity.

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Highly Effective School Librarians Are Instructional Leaders

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Highly Effective School Librarians Are Instructional Leaders

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Although this isn't a lesson plan perse, it does give ideas on how teachers and librarians can collaborate.

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Highly Effective School Librarians Are Instructional Leaders

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Highly Effective School Librarians Create Collaborative Culture

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Highly Effective School Librarians Create Collaborative Culture

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Again, this isn't a lesson plan perse, but it does give ideas on how teachers and librarians can collaborate and an example of how to do it.

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Highly Effective School Librarians Create Collaborative Culture

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This is a possible template to use.

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Look at the bottom of the page for a link to a full pdf.

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Wonderful pdf's for secondary co-teaching

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Web Extra: Coteaching Reading Comprehension Strategies in Secondary School Libraries | ALA Editions

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The web extra supplements that support the lesson plans provided in Coteaching Reading Comprehension Strategies in Secondary School Libraries are arranged here by chapter. Additional materials and information on building a culture of collaboration are available at the author's website, storytrail.com.

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Wonderful pdf's for elementary co-teaching.

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Web Extra: Coteaching Reading Comprehension Strategies in Elementary School Libraries | ALA Editions

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The web extra supplements that support the lesson plans provided in Coteaching Reading Comprehension Strategies in Elementary School Libraries are arranged here by chapter. Additional materials and information on building a culture of collaboration are available at the author's website, storytrail.com.

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This is a possible template for librarian/teacher collaboration, or it may be a basis for developing your own.

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Toolkit for Promoting School Library Programs: Messages, Ideas, and strategies for communicating the value of school library programs and school librarians in the 21st century.

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Toolkit for Promoting School Library Programs: Messages, Ideas, and strategies for communicating the value of school library programs and school librarians in the 21st century.

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2015 This toolkit has some very practical suggestions for becoming an active part in your school and becoming visible as a librarian.

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Pre-Service Tookit for Principals and Teachers 

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Pre-Service Tookit for Principals and Teachers 

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Materials to help principals and teachers understand the value of the school library progam, as well as the value of instructional collaboration between school librarians and teachers. (March 2016

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In order to collaborate, you need to advocate. Here are some ways to make your library visible.

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Toolkit for School Library Media Programs

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Toolkit for School Library Media Programs

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Prepared by AASL

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Preparing Teachers and Librarians to Collaborate to Teach 21st Century Skills: View of LIS and Education Faculty

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Preparing Teachers and Librarians to Collaborate to Teach 21st Century Skills: View of LIS and Education Faculty

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Research Journal of the American Association of School Libraries, 2013.

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Why Teachers & School Librarians Should Unite! (2017)

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Why Teachers & School Librarians Should Unite! (2017)

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How Librarians can present to staff to reap rewards.

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By Rachel Grover
When I taught middle school English, one of my favorite topics to teach was historical fiction. I have always had a fascination with history, and anytime I could incorporate what my students were learning in their history class into what we were studying in English class, I considered it a win.

During my first year teaching seventh grade English, our study of historical fiction came at the same time as my students were learning about World War II in history. I wasn't sure how I wanted to approach it at the time, but I was thinking about it as I entered an English department meeting.

Getting started with my school librarian

The first person to speak at our meeting was our school librarian, who introduced us to one of the school-subscribed databases. As she showed us some of the features, I instantly perked up and had the answer to my pondering. It contained so many primary sources - especially of images from World War II. I knew this could help me teach historical fiction, but I needed some more help in making the ideas become a reality.

After the meeting, I approached my librarian about my ideas. After a brief conversation, we ultimately decided to have students use the primary sources from the database to inspire historical fiction letters, using the images as "photographs" that would be included with the letters, as if they were actually sent home during the war.

We worked together in teaching this to my students; she showed them how to access the database and the difference between primary and secondary sources, while I guided students through using their images as inspiration and explained the particulars of writing historical fiction.

During the assignment, students were excited and motivated, and I was so grateful for the librarian's teaching! Not only did students learn in a different way, but I learned about once-unknown resources that helped my teaching and my students' learning.

Our study of historical fiction was so much better because I asked my school librarian for help. This was the beginning of a wonderful relationship. In fact, she inspired me to become a school librarian, too.

Library support across the content areas

Since becoming a middle-school librarian a few years ago, I have collaborated with just about every content area. I have promoted books from our school library to students in 8th grade science classes through book talks that were relevant to a project or unit they were studying at the time, such as energy or elements.

At a social studies meeting, I shared the features of the website Padlet (formerly WallWisher), which inspired the teachers to have students create their own gathering of online resources on a research topic related to inventions. Students shared their project links with their peers, who reviewed them and provided feedback before students submitted their final project to the teacher.

I have collaborated with a Spanish teacher to enhance her students' understanding of Dia de los Muertos by having her students work in our makerspace to create their own calaveras, or skeletons, in honor of a loved one, while she taught them about the cultural origin of Dia de los Muertos and the artist Jose Guadalupe Posada.

Also, I have collaborated with the art teacher, demonstrating for her Digital Art class how to locate images online labeled for reuse and how to license their own work under copyright. Then she had students manipulate those found images to create their own art.

In every instance, teachers were grateful for the support, students enjoyed learning something new, and I felt like I had contributed something to students' learning that might not have been there otherwise.

Schools achieve more with certified librarians

While multiple studies have shown that students who attend schools with certified school librarians achieve more than those who attend schools without librarians (AASL, 2013), it is unfortunate in today's society that not all states or school districts value library contributions to the learning environment.

The skills librarians teach can enhance students' understanding of topics already covered in the classroom. Librarians can also teach students critical skills important in every content area, such as asking good research questions, determining credible sources, searching the internet more effectively, and avoiding plagiarism when creating a project, presentation, or research paper.

In addition to teaching, there are so many additional ways librarians can enhance instruction in all content areas. For example, librarians can provide books and other resources for a unit, so if students finish their work early, they can choose one of these resources to continue learning about the topic.

Also, librarians can access information and resources that teachers may not have time to locate, such as current news articles that relate to your students' study of DNA, examples of bias in the news, or fresh ideas for an upcoming civil rights project.

Librarians can create displays in the library related to what you are teaching; for example, students may not know the library has illustrated books on the Civil War sitting on the shelf, but they may consider checking out one of those visually engaging books if it is on display, thinking hey, I'm learning about this in social studies right now. All it would take is mentioning to your librarian that your classes are currently learning or getting ready to learn about that topic.

Librarians can boost tech effectiveness

Finally, one of my favorite ways to collaborate with teachers is modeling and supporting new technology use. My school is a 1:1 school and our teachers have a range of familiarity with new, county-approved tools in their classrooms.

When a student news site was approved for use two years ago, I presented at department meetings, outlining its features and helping teachers set up with their own accounts. Then I created digital note-taking sheets and exit tickets for when they introduced the site to their students. Now that site is used consistently across departments with all students, to great success.

Librarians are some of the most trained people on staff when it comes to technology use, and if you are unsure about ways to use technology in your classroom, ask your librarian! You may be surprised with the ideas you get.

If you have other ideas about working with your librarian, just ask! Some teachers are hesitant to ask for help because they think librarians are too busy or that they are a burden to us. Others don't like to admit they need help with something.

To be honest, we are just waiting for teachers to invite us, suggest an idea, or bring us a problem they think we can help solve.

When teachers ask me for anything, I typically stop whatever I am doing and their need becomes my top priority. After all, school librarians work with everyone in the school - both teachers and students. If I can help students by helping teachers, all the better.

Working with your librarian

So, how can you collaborate more with your school librarian? Invite him/her to come to your department level meeting and share what topics you will be covering soon. Look at your curriculum. Where do students consistently struggle? What lessons need some reworking or extra enhancement? Are there new standards that you have few resources for? These are all places where your librarian can help.

Of all the responsibilities I have as a librarian, the role of being an instructional partner with our teachers is my favorite, because I can support what is going on in every classroom. Partnering with teachers might be your librarian's favorite thing too!

WWII poster image: Smithsonian National Museum of American History

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Rachel Grover In 2014, Rachel "ran to the dark side" and became a school librarian, finding "a dream job I didn't even know was my dream!" Connect with her on Twitter @rgrov1013 or visit her blog: Grover's Corner of the Library. is a middle school librarian in Fairfax County, Virginia, and the current director-elect for the Potomac region of the Virginia Association of School Librarians. A 2016 nominee for the Potomac Region School Librarian of the Year, she taught fifth grade for two years before beginning life as a middle-school English teacher in 2009.

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Students Learn More When Teachers and Librarians Collaborate

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By Rachel Grover When I taught middle school English, one of my favorite topics to teach was historical fiction. I have always had a fascination with history, and anytime I could incorporate what my students were learning in their history class into what we were studying in English class, I considered it a win.

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Collaborative Intelligence: Thinking with People Who Think Differently

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Collaborative Intelligence: Thinking with People Who Think Differently

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Dawna Markova and Angie McArthur. 2015. New York: Speigel & Grau ISBN: 9780812994902.

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Collaborating for Inquiry-Based Instruction: School Librarians and Teachers Partner for Student Achievement

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Collaborating for Inquiry-Based Instruction: School Librarians and Teachers Partner for Student Achievement

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Second edition. Virginia L. Wallace and Shitney H. Husid. 2017. Libraries Unlimited. ISBN: 9781440852848.

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Collaborating for Read Literacy: Librarian, Teacher, Literacy Coach, and Principal

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Collaborating for Read Literacy: Librarian, Teacher, Literacy Coach, and Principal

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Second edition. Sharon M. Pitcher and Bonnie W. Mackey. 2013. Linworth publication. ISBN: 9781610692410.

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Pictures of the different styles

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In their book, Interactions: Collaboration Skills for School Professionals, Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration." As a service delivery option, co-teaching is designed to meet the educational needs of students with diverse learning options.

Students at all academic levels benefit from alternative assignments and greater teacher attention in small-group activities that co-teaching makes possible. Co-teaching allows for more intense and individualized instruction in the general education setting increasing access to the general education curriculum while decreasing stigma for students with special needs. Students have an opportunity to increase their understanding and respect for students with special needs. Students with special needs have a greater opportunity for continuity of instruction as the teachers benefit from the professional support and exchange of teaching practices as they work collaboratively.

Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources and joint accountability. (Friend & Cook 2016)

Six Approaches to Co-Teaching

1. One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.

2. One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.

3. Parallel Teaching. On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.

4. Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently.

5. Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group.

6. Team Teaching: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles.

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Six Approaches to Co-Teaching - State Education Resource Center

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In their book, Interactions: Collaboration Skills for School Professionals , Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration." As a service delivery option, co-teaching is designed to meet the educational needs of students with diverse learning options.

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Collaborative Team-Teaching: What You Need to Know

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Collaborative Team-Teaching: What You Need to Know

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This article explains the different co-teaching styles and their benefits.

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Get a definition of collaborative team teaching, also called co-teaching, and see a list of different co-teaching models.

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http://www.thinkingcollaborative.com/norms-collaboration-toolkit/
This information is from the Center for Adaptive Schools: www.adaptiveschools.com. The contents would be helpful if your PLC's are dysfunctional :), or if you need help working productively within any group. I also found the one annotated sheet of seven norms to be most useful because of its brevity. Good communication is the key in any discussion.

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The Power of Collaboration between School Librarian and Classroom Teacher (2017)

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The Power of Collaboration between School Librarian and Classroom Teacher (2017)

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Sign in with your credentials to access the EBSCOhost premium information resources provided by your subscribing institution.

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 “Librarians and Learning: The Impact of Collaboration,” 

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 “Librarians and Learning: The Impact of Collaboration,” 

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McNee, D. and Radmer, E. (August, 2017).English Leadership Quarterly. 6-9.
This article deals with a middle-school classroom teacher-turned librarian in Canada. McNee speaks of the common disconnect between schools having staff and student-integrated technology, yet many students are lacking Internet search skills. She discusses the common barriers to collaboration with teachers, but also the rewards of deeper-learning for the students as well as the teachers.

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Lance, K. C., Rodney, M. J., & Schwarz, B. (2010). Teacher Librarian, 37(5), 30-36. https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=52571256&site=ehost-live
A 2009, Idaho school library impact study draws statistics from 176 principals and other administrators, 668 classroom teachers, and 146 library media specialist on the topic: How Idaho Librarians, Teachers, and Administrators Collaborate for Student Success.

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Sign in with your credentials to access the EBSCOhost premium information resources provided by your subscribing institution.

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Collaboration: A Literature Review. Lai, E. R. (June 2011)

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Collaboration: A Literature Review. Lai, E. R. (June 2011)

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This is a 49 page research report done in 2011 about collaboration among students. Although some ideas are strictly student-related, teachers could translate some evidence to the effectiveness of teacher-to-teacher (teacher-librarian).