Community & Collaboration
Strong library programs are built through relationships. I invest time in building partnerships that support both students and staff, knowing that meaningful collaboration happens in more than one way. Some of it is planned and instructional, through co-teaching, research support, and shared literacy goals. Some of it happens in day-to-day conversations, where teachers and staff talk through student needs, what’s working, and what might need to shift next.
I work closely with classroom teachers to support instruction across content areas, particularly when projects involve inquiry, literacy skills, or technology integration. These partnerships often begin informally and grow over time, shaped by trust, shared problem-solving, and a willingness to try something new together.
Collaboration also extends beyond our building. I partner with our public library, community organizations, and district colleagues to bring additional opportunities to students. This includes guest speakers, family engagement events, shared programming, and practical points of connection that help families feel welcomed and informed. The library often serves as a bridge between school and home, and I approach that role with intention.
These partnerships strengthen our work and expand what’s possible for students. They create space for deeper engagement, open doors to experiences students may not otherwise have, and reflect the shared responsibility we all hold for student learning and growth. Some collaborations are carefully planned. Others emerge naturally. Both shape the culture of our library and the community around it.
Instructional Tech PD:
Curated Tools for Middle School Classrooms
I regularly curate and share instructional technology tools with teachers, focusing on practical classroom use rather than novelty. This resource was created to support flexibility, accessibility, and clear instructional purpose across content areas.
The collection highlights tools that support formative assessment, student voice, collaboration, and multimedia creation. Teachers can quickly see what a tool is designed to do, how it supports learning goals, and where it fits naturally into instruction. Rather than asking teachers to learn new platforms constantly, the focus is on helping them choose tools that align with what they are already teaching.
This resource is not static. Tools are added, revisited, or removed as instructional needs shift throughout the year. Teacher feedback, classroom use, and student response guide those decisions. The goal is to reduce decision fatigue and provide a reliable starting point when teachers are planning lessons, projects, or assessments that involve technology.
CLICK IMAGE FOR FULL SLIDE DECK
Instructional Support for Teachers
In addition to working directly with students, I support teachers by sharing practical engagement strategies they can use immediately in their classrooms. This low-tech, no-tech student engagement menu was created in response to ongoing conversations with teachers about participation, movement, and discussion that feels manageable in real instructional settings.
The menu offers simple, flexible strategies that encourage student thinking, movement, and collaboration without requiring new tools, platforms, or preparation. Teachers can adapt these ideas across content areas and grade levels, using them to reset energy, check understanding, or deepen discussion while keeping the focus on learning.
Resources like this grow out of day-to-day collaboration. Listening to what teachers are seeing in their classrooms helps guide what I create and share. The goal is to offer support that respects teachers’ time, aligns with their instructional goals, and fits naturally into the work they are already doing.
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Click image for full resource
Student Leadership & Library Aides
The student library aide program is built around responsibility, leadership, and service. Eighth-grade aides take on expanded roles within the library, supporting daily operations, assisting peers with technology, contributing to makerspace projects, and helping create a welcoming, well-run space for students and staff.
Clear expectations and consistent routines allow students to take ownership of their work while building confidence and real-world skills. Aides learn how to manage responsibilities, communicate professionally, and follow through on tasks that matter to the functioning of the library.
Just as importantly, the program creates mentorship opportunities. Library aides often support younger students, model positive behavior, and serve as trusted helpers within the space. Over time, many students grow into leadership roles they may not have initially seen themselves in, gaining confidence through meaningful responsibility and steady support.
Innovation Incubator
The Innovation Incubator is a collaborative, project-based experience that brings together PLTW coursework and the Media Center to support students as they move from curiosity to creation. In this space, students identify real-world problems, ask meaningful questions, research with purpose, and communicate their ideas clearly.
My role centers on guiding the thinking behind the work. I support students as they refine ideas, strengthen explanations, and connect evidence to design choices. The focus is not on rushing to a final product, but on helping students slow down, think deeply, and make intentional decisions throughout the process.
This work asks students to collaborate, revise, and persist when ideas don’t come together right away. Over time, many students begin to see themselves differently — not just as completing an assignment, but as capable problem-solvers who can test ideas, respond to feedback, and improve their thinking.
Medical Detectives PLTW x Media Center
Circuits & Curiosity
Circuits & Curiosity introduces students to hands-on problem-solving through entry-level circuitry exploration designed to be accessible to all learners. In collaboration with science classes, this experience gives students opportunities to build, test, and troubleshoot simple circuits while developing confidence with materials and tools.
My role is to support curiosity and persistence by helping students slow down, ask questions, and learn from trial and error. Rather than focusing on getting it “right,” students are encouraged to notice what happens when something doesn’t work and to adjust their thinking as they go.
For many students, this is their first experience seeing themselves as capable builders. The emphasis on experimentation and reflection often opens the door to deeper design thinking and future work in the makerspace.
Science x Media Center
Designing with Wearable Technology
Designing with Wearable Technology gives students an opportunity to explore coding and engineering through movement, data, and real-world applications. In collaboration with PLTW coding classes, students design and program simple wearable devices that connect technology to everyday experiences.
My role is to support students as they think through the design process. We focus on what the technology should do, how data can be used intentionally, and how coding choices affect performance and usability. Students are encouraged to test ideas, revise their work, and learn from outcomes that don’t go as planned.
This experience helps students see coding as more than writing lines of code. It becomes a tool for problem-solving, creativity, and making thoughtful decisions about how technology fits into their lives.
Coding PLTW x Media Center
Family Engagement
Family engagement in the library is about creating moments where students and families feel welcome, connected, and proud of their learning. Through literacy-focused events and shared experiences, the library becomes a space where families are invited into their child’s school life in meaningful ways.
My work in this area focuses on designing inclusive, joyful opportunities that celebrate reading, curiosity, and community. Whether families are exploring books together, participating in hands-on activities, or simply spending time in the library, these experiences help strengthen relationships between home and school.
Celebrating Literacy
Community Partners
Community partnerships help students see that learning doesn’t stop at the classroom door. Through relationships with local organizations, libraries, and professionals, students experience learning that feels connected to real people and real opportunities in their community.
My approach to partnership work is practical and relationship-driven. I focus on building trust, communicating clearly, and finding points of connection that support classroom learning and student interests. Whether collaborating with the public library, community organizations, or industry partners, the goal is always to create experiences that are accessible, purposeful, and meaningful for students.
These partnerships also position the library as a bridge between school and community. They open doors for students, support teachers, and reinforce the library as a space where learning, connection, and opportunity come together.
Strengthening CommunIty Through Connection