When exploring Module 2, I immediately related with Mx. Dreeszen Bowman’s sentiments regarding vertical planning. As stated in the introduction video, educators need to consider what skills students already possess and what skills they will need to have moving forward (Bowman, 2022). I teach eighth grade history, so vertical planning is something I am constantly doing with my colleagues and students to prepare students for high school and beyond. This is why I found the article on the “portrait of a graduate” to be engaging and enlightening, reflecting the importance of implementing the state, AASL, and ISTE standards effectively in the classroom and school library.
The AASL standards were updated in 2017 in order to “convey knowledge and skills” based on “sound philosophical foundations” and identify one of the roles as a school librarian as an “instructional partner” (American Association of School Libraries [AASL], 2017). Similarly, the ISTE standards for educators include collaboration in standard 2.4, giving the educator the role of co-learner when it comes to digital resources and troubleshooting (International Society for Technology in Education [ISTE], 2024). The idea of collaboration is also reflected in Ehler-Hansen and O’Meara’s (2019) article referencing Vermont’s movement toward proficiency-based learning. For example, one performance indicator states that students will “work effectively with others to broaden perspectives and work toward common goals” (Ehler-Hansen & O’Meara, 2019, p. 25). I like the idea of working collaboratively in order to broaden perspectives, as this is something from which both teachers and students can learn. For example, when having my students complete group work, I am sometimes surprised by what students come up with as responses to a prompt or activity. In our current history standards, none of our skills based indicators really address the positive impact collaboration has on learning.
Another similarity I noticed across the article and both sets of standards was the idea of personalized learning. The ISTE standards provide a “provides a road map to helping students become empowered learners” (ISTE, 2024). Through the ISTE standards, educators create, adapt, and personalize learning experiences in order to foster creative environments in which students can thrive (ISTE, 2024). Vermont’s proficiency indicators are based on personalized learning, where students use their experiences and a growth mindset to set goals for themselves, thereby taking ownership of their own learning (Ehler-Hansen & O’Meara, 2019). The AASL standards also feature personalized learning in the shared foundation “explore,” by constructing new knowledge through exploration of topics of their own choosing (AASL, 2022). I envision these standards to work together as reflected in their similarities. The standards together make the student the center and tailor it to the needs of the individual by working collaboratively to achieve student goals. I feel like this goes hand in hand with vertical planning in that each student is on the pathway to their own future endeavors and it is our job as educators to help them get there.
The one distinct difference I noticed is the role of the school librarian. As a teacher, it’s easy to see where my role is when it comes to student learning in my classroom. I have standards and indicators I need to adhere to, along with district guided curriculum. The role of the school librarian is not as defined across these standards. I found it especially interesting that the ITSE standards did not have a specific section for school librarians. While this role is considered under the umbrella of “educator,” school librarians often have much more influence and unique understanding of technology to “bring to the table,” so to speak. This is clearly seen in the AASL standards as it shows how the librarian should be implementing each of the shared foundations. However, if we are to help to “paint the portrait of a graduate,” our roles should definitely be more defined through state curriculum and national standards.
References
American Association of School Libraries. (2017, September 12). AASL standards – evolved and familiar [Video]. https://www.youtube.com/watch?v=JFMCRxGPOgY&t=1s
American Association of School Libraries. (2022). Materials. https://standards.aasl.org/materials/
Bowman, J.D. (2022, May 12). Module 2 intro [Video]. YouTube. https://www.youtube.com/watchv=6VxQDmV1Rzw
Ehler-Hansen, D., & O’Meara, C. (2019). Portrait of a graduate and the national school library standards. Knowledge Quest 47(5), 22-29.
International Society for Technology in Education. (2024). ISTE standards: For educators. ISTE. https://iste.org/standards/educators
Hi Clare! I enjoyed reading your thorough post this week. I bet as an eighth grade teacher you do a lot of vertical planning in preparation for high school. I agree with your comment about working collaboratively to broaden perspectives, as teachers and librarians. I also think that there can be many similarities found between the AASL and ISTE standards and personalized learning was an idea that surfaced for me as well. You do make an important point in saying that the ISTE standards do not specifically state for school librarians. I agree with you that clearly defined roles are important. Thanks for your post. I look forward to learning more with and from you!
ReplyDeleteHi! I definitely agree with you about the clearly defined roles. I think many aspects of the school librarian are undefined, as they wear "many hats" in a school setting. Thanks for your insights!
DeleteHi Clare! I enjoyed reading your post. I found it also interesting how school librarians are not mentioned in the ITSE standards. Since informational literacy can clearly be intertwined into the AASL standards and curriculum, I wonder why school librarians are not mentioned. I am sure you do a lot of vertical planning to make sure that your students are ready for high school. It is so great that you can collaborate with other teachers to make this goal happen!
ReplyDeleteHi Heather! I do love that my school and district very much support a collaborative environment for teachers. We share everything in house and across district with other 8th grade teachers which is so helpful when preparing our students for high school. Thanks for your insights!
DeleteClare,
ReplyDeleteI agree how important vertical planning is as well! As a former ELA teacher, I always looked at the standards for the grade below and above to see what my students were capable of and also what would be expected the next year. Of course, there is a big emphasis on differentiating instruction which leads right into your comments on individualized learning. We are fortunate that in the library we have much more freedom in allowing students to have more freedom in their personal learning. One project I used years ago was called Genius Hour. Students chose a topic, or project, planned it out and worked individually to learn. This could be used in the library too! I know many schools (elementary) use project-based learning schoolwide.
Thank you for sharing your thoughts. It reminded me of some things I would like to try in the library.
Hi Emily,
ReplyDeleteYes, we always have to differentiate instruction as well! I would assume with ELA, things like MAP score data would help you in vertical planning. We used to do Genius Hour in our school library, but we've had a few schedule changes that haven't allowed the time for it in the last few years. My current school librarian talked about bringing it back. I think my students would definitely enjoy it! Thanks for sharing!
Hi Clare,
ReplyDeleteThank you for sharing.
One of the challenges of working through the MLIS K-12 certification is shifting our thinking from that of a classroom teacher to a librarian. I think you demonstrated your ability to do that quite well in your last paragraph: you wrote about the role of teachers in the classrooms being clearly defined in standards, but that of the librarian being missing. I think that's one of the reasons familiarity with non-state standards is so important. Our state standards give us skills we want to teach, but the AASL and ISTE standards, I think, allow for a more specific idea of what we need to accomplish. It's almost like librarians have to work through two sets of standards: first the AASL standards to guide skill development and state specific content standards to guide what content needs to be taught.
Hi Emily,
DeleteI appreciate your kind comments, although I find myself having to adjust my way of thinking as an educator to one of a librarian when working through our classwork all of the time. While I think it's very much an asset to have a teacher's perspective in mind, the school librarian does fulfill a very different role. Thanks for your comments!