Teacher Reference Resource Assistance
Introduction
The two teachers who will be examined in
this assignment will be referred to as Teacher A
Index
1) Teacher
Profiles
2) Stage
of Concerns
3)
Level
of Use
4)
Level
of Technology Use
5)
Assistance
Plan
6)
Conclusion
Teacher Profiles
Teacher A:
Teacher B:
Teacher B has a grade 1 class. They have
some experience as a young educator. Teacher B is
Stage of Concern
Teacher A:
Teacher A expresses their level of concern toward reference resources as 4. In the article, “The
Concerns Based Adoption Model (CBAM): A Model for Change in Individuals,” stage 4 on the
CBAM model reflects an individual’s concern for consequence (2). The individual may be
asking questions such as “How is my use affecting learners? How can I refine it to have more
impact?” (2). Teacher A is concerned about the effectiveness of their reference resources. They
are seeking new ways to use their resources to improve student learning. Teacher A is also
wondering if there are better reference resources. Their stage of concern is considered one of the
upper stages in the model, which “focuses on the results and impacts of the activity, a clue of
which might be the use of pronouns which refer to [students] who receive the benefits of the the
activity”
(6). Teacher A is concerned with the results of their reference resources.
Teacher B:
Teacher B expresses their level of concern as 3. In the CBAM article, stage 3 on the model
reflects an individual’s concern with the management of resources (2). This teacher may be
thinking, “I seem to be spending all my time getting materials ready” (2). Teacher B is having
difficulty managing resources for the class. Thus, the teacher is unable to use reference
resources effectively. Their stage of concern is considered one of the middle stages in the CBAM
model, which means this teacher is “focused on mastery of tasks to the point they become
routines and are easier to do, a clue of which might be the use of ‘it’ or a reference to the activity,
not the
self” (6). Teacher B is concerned with the management of their reference
resources.
Level of
Use
Teacher A:
This teacher’s level of use with reference resources is 4B. In the CBAM model article, this
level is regarded as Refinement, reflecting an individual’s desire to improve the use of their
resources (3). This teacher wants to either replace or learn about the current reference resources
they have. They believe their resources are not producing the desired learning outcomes. Teacher
A’s
goal is to refine their reference resources.
Teacher B:
This teacher’s level of use is 2. This level is defined as Preparation, which means an
individual has definite plans to begin using their reference resources (3). However, since this
teacher is having difficulty organizing their classroom’s resources, they cannot use their
reference resources. Teacher B wishes to begin using reference resources, but must sort other
materials
first.
Level of Technology Use
Teacher A:
Teacher A is integrating technology in the classroom at level A (Augmentation) on the SAMR
model. They are using digital portfolios and the Kahoot app with their students. In the article “A
Powerful Model for Understanding Good Tech Integration,” Youki Terada claims that level
Augmentation “involves incorporating interactive digital enhancements and elements like
comments, hyperlinks, or multimedia. The content remains unchanged, but students can now
take advantage of digital features to enhance the lesson.” Teacher A is using Kahoot for social
studies quizzes instead of paper materials. They are also having students create digital portfolios
to store and display their learning. The teacher-librarian will help Teacher A integrate more
technology into their classroom to reach
level M (Modification).
Teacher B:
Teacher B is at level S (Substitution) in regard to classroom technology. They are using
mostly paper materials; however, they are starting to scan documents into pdf files and posting
them onto Google drive. According to Terada, “‘Substitution’ means replacing traditional
activities and materials-like in-class lectures or paper worksheets-with digital versions. There is
no substantial change to the content, just the way that it is delivered.” Teacher B is using some
technology seen at this level, but they haven’t yet completed this level. The teacher-librarian will
help this teacher transition from traditional
materials to convenient digital formats.
Assistance Plans
Teacher A:
Teacher A needs to collaborate with their teacher-librarian and colleagues to improve their
use of reference resources. In Leading Learning, the teacher-librarian should use actions from the
Instructional Design framework when helping Teacher A, particularly the themes of
“Instructional Partnerships” and “Engaging with Inquiry Approaches” at emerging levels. These
themes focus on collaboration and inquiry instruction, which Teacher A needs assistance with.
According to the CBAM article, the goal of an individual at Consequence level is to progress to
Collaboration level ( 9). Therefore, a teacher-librarian needs to provide Teacher A with more
information on their reference resources. If the teacher-librarian realizes that the current
resources are not sufficient, they will need to find new materials. The teacher-librarian should
use actions from Consultation and Reinforcement of the CBAM model to encourage Teacher A
to make
changes (15-16).
Teacher B:
Teacher B requires mentoring from their teacher-librarian and colleagues to learn more
about resource management. In Leading Learning, the teacher-librarian should use actions from
the Fostering Literacies framework to help Teacher B, specifically the themes of “Information
Literacy” and “Engaging Readers” at emerging levels. These themes emphasize on teaching
various literacies with the appropriate resources. This is Teacher B’s goal with their students, but
they need support with managing resources before progressing to the Consequence level.
According to the CBAM article, “[I]solated employees in traditional, non-collaborative
organizations are not likely to reach higher levels of professional practice and increased results
because they are denied the day-to-day time needed to interact with and learn from their peers”
(7). Therefore, the teacher-librarian should find professional development programs for Teacher
B so they can grow in experience. Teacher B would learn to manage their materials and finally
utilize reference resources. The teacher-librarian should also use actions from Training on the
CBAM
model to help Teacher B (15).
Conclusion
Both teachers need different types of assistance from the teacher-librarian with their reference
resources. The teacher-librarian will develop plans that will address their levels of concern and
use. Their main goal is help these educators change how they use reference resources in the
classroom. Teacher A will need collaboration opportunities to learn more about their reference
resources. Teacher B will need mentoring programs to improve their resource management. The
teacher-librarian will also show new technologies to these teachers so they can modernize
student learning. Teacher A and B will become more confident and knowledgeable in their
teaching.
Word
Count: 983
Works
Cited
Canadian School Libraries. “Cultivating Effective
Instructional Design to Co-Plan, Teach and
Assess
Learning.” Leading Learning:
Standards of Practice for School Library Learning
Commons
in Canada,
llsop.canadianschoollibraries.ca/instructional-design/. Accessed 3
Mar.
2024.
Canadian School Libraries. “Fostering Literacies
to Empower Life-Long Learners.” Leading
Learning:
Standards of Practice for School Library Learning Commons in Canada,
llsop.canadianschoollibraries.ca/fostering-literacies/.
Accessed 3 Mar. 2024.
Loucks-Horsley,
Susan. “Professional Development for Science Education: A Critical and
Immediate
Challenge.” National Standards
& the Science Curriculum ,
Kendall/Hunt
Publishing
Co, Dubuque, Iowa , 1996.
Terada,
Youki. “A Powerful Model for Understanding Good Tech Integration.” Edutopia,
George
Lucas Educational Foundation, 4 May 2020, www.edutopia.org/article/powerful-model-understanding-good-tech-integration/.
Claudia,
ReplyDeleteI enjoyed reading your post as it is well written and illustrates well the difference in needs between the two teachers. I agree with your analysis of their needs and why they exist. However, I am curious about your recommendations for Teacher B. You mention that they will need mentoring programs. Could you explain in a bit more detail? Could the TL not offer to co-teach and plan with them? Even if the TL does most of the work the first time around, would this experience not suffice to bring Teacher B on a different path in their teaching journey? Just wondering what your thoughts are.