It seems there are many –
Logistics – Lack of time to meet and plan during working hours. If planning does occur it is usually done informally, chatting at recess or lunch, via email. it seems that allocated planning time is rare, particularly between classroom and specialist teachers.
Principal support – strong leadership and support of the process is crucial to facilitate opportunities for shared experience and learning.
Motivation – If there is no shared vision, there is no motivation to build collegial relationships. Sharing common goals and values motivates people to excel and learn (Senge, 2007, p.9)
Trust and respect – Lack of understanding and awareness of one another’s expertise prohibits commitment to collaborative relationships. Collaborative cultures value diversity (Fullan, 1999).
Fragmentation and overload V Connectedness (Senge, 2007)
I believe the teacher librarian does have a positive role to play in the curriculum. CPT provides the opportunity to share and combine expertise, to learn new skills, improve pedagogical knowledge, problem solve, build confidence, build respectful professional and personal relationships. Teacher librarians involved in collaborative instruction can have positive impact on student learning outcomes (Todd, 2008). Team teaching creates opportunity for individualised attention to students, promotion of library services and resources, better information literacy instruction (integrated learning), more effective class management.