Teacher-librarians and teachers: Partners in the collaborative curriculum development process

This research study explored, tracked, and presented findings of how the Collaborative Program Planning, Teaching and Evaluation process was used for curriculum development in an elementary school in Prince Edward Island, Canada. A teacher-librarian, two classroom teachers, and a technology teacher used the CPPT model to develop, implement, teach, and evaluate two resource-based learning projects within a school library program. Through an action research approach, the study employed several data collection tools: participant and direct observations, interviews with four educators and eight students, curriculum document analysis, and a researcher's reflective journal. Key findings resulting from observations and interview transcripts are reported under the following themes: CPPT Process: Planning Sessions, Implementation and Teaching of Projects, and Evaluation/Assessment, Benefits and Barriers to the CPPT Process, Student Learning, Information Literacy, The Role of the Teacher-Librarian, and Student Interviews. Discussions and the implications for education and teacher collaboration highlighted the curriculum leadership role of the teacher-librarian.