1. School Librarians Advancing STEM Learning 2015 Spring Professional Learning Academy Granite State College, Concord, New Hampshire April 6-8, 2015 ISKME 2015:

2. ISKME Megan Simmons Amee Godwin Cynthia Jimes Letha Goger Project Partners, Advisors, and Members of GSC National Advisory Board Mary Ford, Granite State College Susan Ballard, Granite State College Robert McLaughlin, EDC/formerly NH DOE Sylvia Norton, American Library Association/American Association of School Librarians Project Team Introductions

3. Workshop Goals, Days 1 & 2 Communicate the goals of the project and your roles as Fellows Leverage each others’ knowledge as leaders and collaborators Model the project’s collaborative approach to creating integrated lessons Explore the project’s digital tools and resources Build self-efficacy around the project’s goals and expectations Provide cohort planning and work time to support your next steps

4. What is the School Librarians Advancing STEM Learning Project? A project to elevate and expand the role of school librarians by building their capacity as instructional leaders and partners to advance STEM learning The project is supported by the Institute of Museum and Library Services, and in partnership with the New Hampshire Department of Education, Granite State College, and the state’s institutions of Higher Education (IHE) Network [insert image]

5. To provide tools and trainings to support school librarians in the co- creation of standards-aligned lessons focused on STEM inquiry and evidence To support teachers in tapping the expertise of librarians as co-designers in the instructional design process To build communities of practice that connect school librarians, teachers, and faculty in advancing school librarianship To advance engagement with open educational resources (OER) to improve teaching and learning To enable school librarians as advocates and leaders in their schools and in the field as a whole Project Goals

6. Participant Introductions Name Role School/institution What you hope to get out of participation in the project

7. Day 1 Agenda Discussion of the role of school librarians today Deep dive into a close reading text and an exemplar lesson Cohort brainstorming and planning around a collaborative lesson Debrief, reflection and close

8. Icebreaker Discussion – The Role of School Librarians Working in pairs with one school librarian and one teacher: Discuss the role of school librarians today Summarize the role in 15 words or less (flip chart paper) Share your summaries with the group

9. Reimagining the Role of School Librarians Mary Ford Associate Dean of Education Programs, Granite State College

10. What Role Shifts Does the Project Support? Key ShiftsFrom…To… Teacher–School Librarian Collaboration Siloed approach to curriculum planning and design Collaborative approach that supports school librarians to co-plan with teachers around the creation of standards-aligned lessons and assessments to address CCSS and STEM inquiry shifts, through the use of shared tools and resources Development of Integrated STEM Lessons Focus on content knowledge, and potential lack of confidence about how to balance and integrate new STEM and literacy practice standards and instructional shifts Teachers and school librarians work together to identify inquiry skills in the CCSS and science standards, and bring them into instruction; co- plan to increase rigor and relevance of assignments to foster student critical thinking, focus, and stamina in STEM Use of Informational Texts in Instruction Loosely connected texts are referred to as part of instruction Close reading texts and tasks are strategically selected and sequenced to support students in progressing through learning goals in line with targeted science and literacy standards

11. How Does the Project Support Those Shifts? Cohorts Tools Training Teacher-librarian cohorts Advocacy model Curriculum design template Project hub Fellows workshop Ongoing support

12. Project Lesson Model Address anchor standards that get at STEM inquiry and critical thinking (NH SPS1/national science standards) Constructing viable arguments and building textual evidence (CCRA.R.1 and MP3) Targeted content domains (TBD by the cohorts) Include an informational “text set” that is strategically selected and sequenced to support students’ progression through learning goals Include formative and summative tasks around the text set, and that are aligned to STEM inquiry learning goals, and to selected standards, that elicit evidence of students successfully making claims and constructing arguments Lessons that:

13. What Will the Lesson Look Like? Lesson Template 1.Lesson themes and essential question(s) addressed: 2. Learning objective(s): 3. Standards addressed Science process standards (STEM inquiry) Science content standards Math content standards Plus CCSS.ELA-LITERACY.CCRA.R.1 CCSS.MAVTH.PRACTICE.MP3 4. Text set Anchor text: Supporting texts: 5. Student activities and tasks Text dependent questions: Formative assessment task(s): 6. Culminating assessment 7. Background knowledge and prerequisite skills 8. Organization of instructional activities Lesson Template, cont.

14. Science Anchor Standards for Your Lessons SPS1 - Scientific Inquiry and Critical Thinking Skills 1.Making observations and asking questions 2.Designing scientific investigations 3.Conducting scientific investigations 4.Representing and understanding results of an investigation 5.Evaluating scientific investigations Example standard: S:SPS1:8:1.1 Use appropriate tools to accurately collect and record both qualitative and quantitative data gathered through observations

15. CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.MAVTH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others. Understand and use stated assumptions, definitions, and previously established results in constructing arguments. Make conjectures and build a logical progression of statements to explore the truth of their conjectures. Literacy Anchor Standards for Your Lessons

16. Approaching an Informational Text – UDHR Criteria used in selecting this as an anchor text for a unit: Meaningful, rich, and worthy of study Appropriately challenging for the grade level Offers entry points and relevancy across STEM disciplines Ex. Essential Questions: How does access to a specific diet (nutrition) affect people’s basic human rights?

17. Role-Based Brainstorm – UDHR Text 1.Take 10 minutes to review the text on your own 2.Working in groups of 4 with those in similar roles (school librarians or teachers), discuss and share your answers to the following: How could you imagine this text being used in the classroom to support STEM inquiry? What would you hope students would learn by using this text? How could you imagine this text being used in the classroom? What would you hope students would learn by using this text?

18. Cohort Brainstorm – UDHR Text Working in your cohorts: 1.Share your approaches from the prior activity 1.Collaboratively, with your cohort, brainstorm ideas for a way to approach the text through a STEM inquiry lesson. Complete as much as you can of the template provided 2.Share your approach with larger group Possible Supporting Texts Possible Essential Question(s) Possible Learning Objectives Possible Student Tasks

19. Collaborative Workflows 1.Reflect on your cohort brainstorm in the preceding activity and discuss: How do you see the school librarian co-planning and contributing to STEM inquiry lessons in your school? At what points might the school librarian be most engaged and effective? What did you discover that you need to learn about collaborative planning (or each other’s roles) in order to be effective? What challenges to collaboration might you face at your school? 1.Share highlights from your discussion with the larger group

20. Examining an Exemplar Lesson - Science To find this Exemplar, search OERCommons.org for: “Nutrition and Human Rights”

21. Examining an Exemplar Lesson - Science Discuss with a partner and answer: 1.How does the unit support students in: Working with complex texts and building their academic language Reading, writing and speaking grounded in evidence Building science knowledge through informational texts 2.How does the unit guide students to STEM inquiry knowledge and understanding?

22. Examining an Exemplar Lesson - Debrief Given what you’ve seen of the exemplar: What are some takeaways that you would want to include in your lesson tomorrow, that address these shifts… Working with complex texts and building their academic language Reading, writing and speaking grounded in evidence Building science knowledge through informational texts Guiding students to STEM inquiry knowledge and understanding?

23. What We’ll Cover Tomorrow The project’s digital tools and resources Planning your work going forward (cohort work time) Project timeline Advocacy and outreach Reflections, next steps and close

24. Reflections and Close What questions remain? What should we think about going into tomorrow?

25. Day 2 Welcome and Agenda Reflections on Day 1 Exploring the network hub Reviewing resources using the Achieve Rubric Introduction to the OER lesson template and Open Author Cohort group work Cohort sharing, outreach, and advocacy IMLS timeline Reflections, next steps and close

26. Reflections on Day One Sylvia Knight Norton Executive Director, American Association of School Librarians

27. Exploring the Network Hub Exemplar Lessons Informational Text Collections Professional Development Collections Project Working Group  Folder with Fellows Resources Lesson Building Template

28. Reviewing Resources Using the EQuIP Rubric Rubric dimensions: 1.Alignment to the depth of the CCSS (Common Core State Standards) 2.Key shifts in the CCSS 3.Instructional supports 4.Assessment 5.Overal rating for the lesson/unit

29. Open Author

30. Collaborative STEM Inquiry Lesson Template

31. Cohort Group Work – Brainstorming Your Lesson Working in your cohorts: 1.Brainstorm ideas for a collaborative lesson using the ripple chart to the right 1.As you brainstorm, begin to enter early themes, essential questions, and other lesson components that emerge in the online lesson template 2.Discuss new ideas surrounding how collaborative creation of this lesson would look in practice Possible Texts Possible Learning Objectives Possible Student Tasks Possible Essential Question(s)

32. Cohort Share Outs of Your Lesson Approach Share your cohort’s lesson approach (essential question, and other lesson components that you arrived at) Share three key insights from your discussion around collaboration

33. Cohort Planning Time Working in your cohorts: 1.Determine your internal timeline 2.Determine immediate next steps 1.Determine workflow, and clarify roles 2.Identify any outstanding questions or supports needed to enable the above DateActivity April 2015 Complete kick off survey Spring Academy April-May 2015 Cohorts meet to gather instructional needs and priorities School librarians curate a set of OER curriculum and informational texts to support next step lesson design May-Aug 2015Cohorts meet and develop the collaborative lesson, using the lesson template Aug-Sept 2015 Based on feedback from teachers, school librarians continue to refine the collaborative lesson Cohorts publish their lessons on OER Commons, for other teachers to use and reuse Sept-Oct 2015Cohorts share learnings and work from the project (presentation and blog post or video) Complete project’s closing survey Continue outreach in person and through online social media

34. Advocacy and Outreach Working with your cohort, share your experiences and learnings from the project by: Present to your local education community (e.g., within your school, at a conference) and promote use of new OER content Create a blog or video describing your work and experience on the project, based on structured prompts Use social media (Twitter, Facebook, and other social platforms) to dialog with a larger community

35. Reflections and Close Round robin of takeaways Whom to contact with questions Thank you!

36. amee@iskme.org cynthia@iskme.org megan@iskme.org