revised 6-15-09 program report format library … report form – kansas state department of...

Program Report Form – Kansas State Department of Education 1

Revised 6-15-09

Program Report Format

LIBRARY MEDIA SPECIALIST

Kansas State Department of Education

COVER SHEET

Institution: Emporia State University

Accredited By: KSDE NCATE

Date Submitted: August 1, 2010

Name of Preparer(s): Mirah J. Dow

Unit Head Name: Dean J. Philip Bennett

Unit Head Phone Number: 620-341-5367 Unit Head Email: [email protected]

Level of the Program: Initial Advanced

Grade levels for which candidates are being prepared:

PreK-12

Is this program being offered at more than one site? Yes No

If yes, please list the sites at which the program is offered: ESU Emporia Campus; ESU

Overland Park Campus; ESU Denver, Colorado Campus

Program Report Status:

New Program Continued Program Dormant Program

(NEW PROGRAMS MUST SUBMIT SYLLABI)

A PROGRAM WILL NOT BE RECOMMENDED FOR FULL APPROVAL IF IT

MEETS FEWER THAN 75% OF THE STANDARDS.

2 Program Report Form – Kansas State Department of Education

GENERAL DIRECTIONS

The following directions are designed to assist institutions as they complete this program report. To

complete the report, institutions must provide data from multiple assessments that, taken as a whole, will

demonstrate candidate mastery of the Kansas standards. These data will also be used to answer the

following questions. Reviewers expect these prompts to be answered by the report.

Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they

will perform?

Do candidates meet state licensure requirements?

Do candidates understand teaching and learning and can they plan their professional education

responsibilities?

Can candidates apply their knowledge in classrooms and schools?

Are candidates effective in promoting student learning?

To that end, the program report form includes the following sections:

I. Contextual Information – provides the opportunity for institutions to present general information

to help reviewers understand the program.

II. Assessments and Related Data – provides the opportunity for institutions to submit

multiple assessments, scoring guides or criteria, and assessment data as evidence that standards are

being met.

III. Standards Assessment Chart – provides the opportunity for institutions to indicate which of the

assessments are being used to determine if candidates meet program standards.

IV. Evidence for Meeting Standards – provides the opportunity for institutions to discuss the

assessments and assessment data in terms of standards.

V. Use of Assessment Results to Improve Candidate and Program Performance – provides the

opportunity for institutions to indicate how faculty are using the data from assessments to improve

candidate performance and the program, as it relates to content knowledge; pedagogical and

professional knowledge, and skills; and effects on student learning.

Page limits are specified for each of the narrative responses required in Sections IV and V of the report,

with each page approximately equivalent to one text page of single-spaced, 12-point type. Each

attachment required in Sections I and IV of the report should be kept to a maximum of five text pages.

Although attachments longer than five pages will be accepted electronically, staff will require institutions

to revise reports submitted with lengthy attachments.

Except for the required attachments, institutional responses can be entered directly onto the form.

Specific directions are included at the beginning of each section.


SECTION I—CONTEXT

Complete the following contextual information:

A program of study that outlines the courses and experiences required for all candidates to

complete the program. The program of study must include course titles and hours of credit per course.

(This information may be provided as an attachment from the college catalog or as a student

advisement sheet-- maximum of five text pages.) NEW PROGRAMS MUST SUBMIT SYLLABI

IN THE DOCUMENT WAREHOUSE AND IN A FOLDER ON THE CD.

1. Chart with the number of candidates and completers. (Title-Chart with Candidate Information) 1

(response limited to 6 pages, not including charts)

1. Program of Study:

Provide the following contextual information:

Description of the relationship of the program to the unit’s conceptual framework.

The Teachers College Conceptual (TTC) Framework reflects the philosophy that, for educators to help all

students learn, they must have a command of content, critical ideas and skills, and a capacity to reflect on,

evaluate, and learn from their practice so that it continually improves. The candidate preparing for a

career in education is immersed in an academic milieu that values a number of tenets the faculty believe

to be essential for the professional development and growth of teachers, other school personnel, and

others in the helping professions, especially, the value of diversity; the relevance of authentic assessment;

the essentials of professionalism; the importance of collaboration; the value of leadership; the significance

of access to information; the usefulness of appropriate technology, and the power of reflection. ESU’s

professional education programs offered through The Teachers College are devoted to the proposition that

candidates who learn and grow in such an atmosphere and who integrate knowledge, theory, and practice

begin their professional lives as professional educators.

The unit embraces the idea that while successful professional educators can be highly effective in

different ways, common proficiencies draw on shared understanding of how to foster student learning.

The Conceptual Framework identifies six proficiencies resulting from this shared understanding. The

candidate who is competent in these proficiencies becomes The Professional. Specifically, The

Professional provides service to society, applies interdisciplinary scholarly knowledge, engages in

effective practice, responds to uncertainty and change, relies on self-reflection, and belongs to a

professional community.

The relationship of the school library media program to the unit's conceptual framework is as an

interrelated subsystem. The school library media program shares The Teacher's College educational

philosophy. The school library media program learning outcomes are aligned to the six proficiencies

contained in TTC Conceptual Framework. The six proficiencies provide criteria for evaluation of a

school library media candidate's knowledge, skills, and dispositions, which is used to make decisions and

to provide individual candidates with feedback about progress in the program. The TTC Framework is

used to guide program improvement in teaching school librarians to be prepared as leader, instructional

partner, information specialist, teacher and administrator, advocate and professional member of the

learning community (AASL Model Job Description, 2009). School library media candidates must

1 KSDE uses the Title II definition for program completers. Program completers are persons who have met all the

requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.


complete the following thirteen courses (28 credit hours), which are part of the Master of Library Science

degree program (36 credit hours):

Theory (9 credit hours)

LI801 Foundations of Library and Information Science, 3 credit hours

LI802 Theoretical Foundations of Service: Diagnosis and Customization, 3 credit hours

LI804 Organization of Information, 3 credit hours

Tools (5 credit hours)

LI813 Reference and User Services, 3 credit hours

LI814 Cataloging and Classification, 2 credit hours

Methods (14 credit hours)

LI831 Information Resources and Programs for Children, 3 credit hours

LI832 Information Resources and Services for Young Adults, 3 credit hours

LI840 Structure and Organization of Information Technology, 2 credit hours

LI851 Managing the School Library Media Center, 3 credit hours

LI876 School Library Media Elementary Practicum, 1 credit hour

LI877 School Library Media Secondary Practicum, 2 credit hours

TOTAL CREDIT HOURS: 28 Hours

Indication of the program’s unique set of program assessments and their relationship of the

program’s assessments to the unit’s assessment system.2

The unit’s assessment system for advanced programs consists of a four-decision point structure. The

school library media program assessments are related to the unit's assessment system as an interrelated

subsystem that shares data on candidate performance and unit operations. The unit's assessment system

data relevant to individual candidates are reviewed in order to make decisions and provide feedback to

candidates on their program progress, as well as to judge the efficacy of specific programs and guide

program improvement.

The school library media program assessments are outlined in the following four decision points:

Decision Point 1: Admission to Program of Study

Applicants must fulfill all admission criteria including completed ESU Graduate School and MLS

applications. Applicants must have an undergraduate GPA of 3.0 in undergraduate course work and must

take the Graduate Record Exam (GRE) and earn a verbal and quantitative score of 1000 and a writing

score of 3.5. In the event that an applicant holds an earned Master's degree, the GRE exam may be

waived. A writing sample may be required in consideration of waiver request.

Graduate Record Examination (GRE) scores that are in the range of 800-990 points may be

admitted on probation if undergraduate grade point average (GPA) is over 3.0. An applicant

whose GPA is under 3.0 may be admitted on academic probation if GRE scores

are in the 900-990 point or above range. Other complications, such as a problematic

admission interview or problematic references, may also lead to a student being admitted on academic

probation. Academic probation is intended to allow an applicant an opportunity in the first two semesters

2 This response should clarify how the key assessments used in the program are derived from or informed by the assessment system that the unit will address under KSDE/NCATE Standard 2.


to demonstrate that she/he can succeed at graduate-level academic work before SLIM fully commits to

granting full admission to the MLS program. While specific terms of probations may vary, each

probationary student should expect to meet with an advisor each semester until eligibility for

degree candidacy is determined.

Applicants must provide a copy of her/his current Kansas teaching license, which is kept on file.

Admission to the Master of Library Science Program is the formal approval by the MLS program after it

is determined that all specific admission criteria have been met. Candidates are expected to continuously

enroll and engage in coursework, and demonstrate professional characteristics and academic growth

appropriate to the library profession.

Decision Point 2: Admission to Clinical Practice (Practicum)

The school library media program coordinator reviews a candidate's file to verify that all admission

requirements and/or probationary requirements have been properly fulfilled and that a copy of the

candidate's valid Kansas teaching license is in the file. The candidate's participation in course work,

which includes information and technology skill requirements specific to the school library media

program, is reviewed to verify that the candidate has earned course grades of A or B. The Checklist for

Admisson to Clinical Practice (assessment of dispositions) is then completed. For successful completion

of this checklist, the candidate must have no probationary requirement, must meet all course

requirements, and must demonstrate evidence of all items on the checklist. Admission to the Program of

Study is submitted to the ESU Office of Graduate Studies, which means that the candidate may continue

in the school library media program and enroll in the practicum. If the Checklist is not completed, the

candidate will not be allowed to continue enrolling in courses until all requirements are satisfied. If

requirements cannot be successfully fulfilled, the candidate will not be allowed to continue in the

program.

Decision Point 3: Completion of Practicum (Field Experience)

The school library media elementary practicum (preK-6) requires a minimum of 40 hours in an approved

elementary school library. The school library media secondary practicum (grades 5-8 middle school

and/or grades 6-12) requires a minimum of 40 hours. The candidate must successfully complete (80% or

above pass rate) the practicum course (LI876 and LI877) assignments, which include an elementary- and

secondary-level structured reflective journal; an elementary- and secondary-level instructional plan

prepared in collaboration with a classroom/content-area teacher; and an electronic notebook. During the

practicum, the candidate must participate in required activities (Practicum Checklist) including:

management of resources and facilities; work with students and parents (including students with diverse

needs), faculty, and administration; use of technology in the teaching/learning process; involvement in the

school and local community; and professional development and life-long learning activities. The

candidate must receive an evaluation of "exceeds expectations" or "meets expectations" on all items on

the site supervisor's evaluation form. Based on the candidate's performance on all aspects of the

practicum, the University supervisor (SLIM faculty member) assigns a "pass" or "no credit" grade for the

practicum. In the event that the candidate is not successful in the practicum, the candidate's request, if

any, to retake the practicum would be considered.

Decision Point 4: Completion of Program


A candidate must successfully complete both the elementary and secondary practica before being

assessed for program completion. The practicum is the final requirement in the 28-credit school library

media program. When the candidate has successfully completed both practica, she/he has succesfully

completed the program. All candidates must demonstrate in their electronic notebook a practical

knowledge, grounded in theory, of key concepts and information and technology skills included in the

curriculum pertinent to the school library media field. School library media program completion requires

that all content coursework with a GPA of at least 3.0, passing score on Praxis II (old test, 630; new test,

153), completion of all practicum requirements, completion of departmental requirements, satisfactory

score on the assessment of dispositions, and completion of all university degree/program requirements.

Description of the criteria for admission, retention, and exit from the program, including

required GPAs and minimum grade requirements for the content courses accepted by the

program..

Applicants must fulfill all admission criteria including both the completed ESU Graduate School and the

School of Library and Information Management's Master of Library Science degree applications. To be

eligible for admissions, applicants must submit a resume, a statement of objectives, and three letters of

recommendation, attend an admission interview, have an undergraduate GPA of 3.0 in undergraduate

course work, and must take the Graduate Record Exam (GRE) and earn a verbal and quantitative score of

1000 and a writing score of 3.5. In the event that an applicant holds a master's degree, the GRE exam

may be waived upon request. A writing sample may be required in consideration of waiver request.

An applicant with Graduate Record Examination (GRE) scores that are in the range of 800-990 points

may be admitted on probation if her/his undergraduate grade point average (GPA) is over 3.0. An

applicant whose GPA is under 3.0 may be admitted on academic probation if her/his GRE scores are in

the 900-990 point or above range. Other complications, such as a problematic admission interview, may

also lead to a student being admitted on academic probation. Academic probation is intended to allow an

applicant an opportunity in the first two semesters to demonstrate that she or he can succeed at grade-

level academic work before the School of Library and Information Managment fully commits to granting

full admission to the MLS program. While specific terms of probation may vary, each probationary

student should expect to meet with an advisor each semester until eligibility for degree candidacy is

determined.

Description of the field and clinical experiences required for the program, including the number

of hours for early field experiences and the number of hours/weeks for student teaching or

internships.

School library media specialist practicum is a supervised field experience. It is designed to apply

theories and techniques learned in the School of Library and Information Management (SLIM), Master of

Library Science (MLS) degree program to the school setting. Reading, study, and learning activities in

addition to in-school hours are expected of practicum students. The school library media elementary

practicum (preK-6) requires a minimum of 40 clock hours in an approved elementary school library

supervised by a state-licensed school librarian. The school library media secondary practicum (grades 5-8

middle school and/or grades 6-12) requires a minimum of 40 clock hours in an approved secondary

school library supervised with a state-licensed school librarian. Grading for the practicum is awarded on a

“Pass/No Credit” basis, which is determined by the School of Library and Information Management

faculty practicum instructor. The practicum student practices reference and information services; library

skills instruction; school library management; technology integration and technical services; and self-

reflection and self-evaluation of her/his own performance.

The practicum student keeps a reflective journal throughout the practicum experience wherein she/he is

evaluated on the following competencies: the ability to write concise, clear entries in a journal two

times/week (minimum) throughout the actual weeks of the practicum and posting them to Blackboard on


or before due dates; the practice of effective, self-reflective learning skills; the expression of ethical

decision making and promoting equity and diversity; and the demonstration of commitment to the school

library within the context of the community.

The practicum student prepares and teaches an elementary and/or secondary standards-based unit of study

where she/he is evaluated on the following competencies: the ability to outline a collaborative unit (in

partnership with the content teacher) using the Joyce Valenza's Power Tools Recharged and other LI851

resources; the ability to collaborate with content (classroom) teachers to plan instruction and teach

students in such areas as language arts/reading, math, science, and/or social studies and library and

technology skills; the ability to use standards for making evidence-based claims about the school

librarian's contributions to student learning and to give focus to specific evidence-collecting strategies;

and the ability to document, evaluate, and report collaboration with teachers.

The practicum student constructs an electronic practicum notebook, wherein she/he is evaluated on the

basis of knowledge of the basics of school library media management (practical action; service to

society), as demonstrated by the gathering of a comprehensive collection of resources and policy

document examples;

professional teaching knowledge and skills by including elementary and secondary instructional unit

examples that she/he created, or other valued units, as well as digital images (photos or videos), electronic

files, podcasts, and/or other examples of student work activities or products (with permission), as well as

examples of how best to track and document standards-based evidence of instruction;

professional skills as an information specialist by including best information practice examples of

websites, and/or other publications and resources that may become useful in the future;

and technology skills necessary for managing the school library media center by constructing and

organizing a professional, electronic notebook using a website or wiki.


2. Chart with Candidate Information:

Directions: Provide three years of data on candidates enrolled in the program and completing the

program, beginning with the most recent academic year for which numbers have been tabulated. Please

report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, and master’s,

doctorate) being addressed in this report.

Program (initial): n/a

Academic Year # of Candidates Enrolled in

the Program3

# of Program

Completers4

20 -20

20 -20

20 -20

Program (Post-baccalaureate – Added Endorsement):

Academic

Year

# of Candidates

Enrolled in the

Program

# of Program

Completers

Master’s/Ed.

Specialist/Doctoral

2007-2008 44 12 Master's

2008-2009 28 17 Master's

2009-2010 45 22 Master's

3 An enrolled candidate is officially admitted to the program. 4KSDE uses the Title II definition for program completers. Program completers are persons who have met all the

requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.


SECTION II— ASSESSMENTS AND RELATED DATA

In this section, list the multiple assessments that are being submitted as evidence for meeting the Kansas standards for this content area. All

programs must provide a minimum of six assessments, maximum of eight assessments; assessments #1-6 are required for all programs. For each

assessment, indicate the type or form of the assessment and when it is required/administered in the program.

Name of Assessment5

Type or

Form of Assessment6

When the Assessment Is Required/

Administered7

1 [Licensure assessment, or other content-based assessment] 8

* (Required)

a. Praxis II-content test data and sub-score data if

utilized

Standardized

Before Completion of Program

2 [Assessment of candidate ability to plan to meet the needs

of the school library media program] * (Required)

Practicum Electronic Notebook

Rubric During LI876 and LI877 Practica

3 [Assessment of clinical experience]9 * (Required)

Practicum Reflective Journal

Rubric During LI876 and LI877 Practicum

4 [Assessment of candidate effect on student learning]

* (Required)

Instructional Unit

Rubric

During LI876 and LI877 Practicum

5 [Content-based assessment *(Required)] Examples of

assessments include comprehensive examinations, projects,

Rubric During LI832 Course

5 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. 6 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, portfolio). 7 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and number], or completion of the program). 8 Assessment #1a Praxis II sub-score data may be used as an assessment for meeting content standards. A data table for Praxis II content test and a data table for sub-score data must be submitted but a rubric is not required 9 Clinical experience includes practica, student teaching and internships.


Name of Assessment5

Type or

Form of Assessment6

When the Assessment Is Required/

Administered7

comprehensive portfolio tasks and score/s aligned to

standards OR course grades-based assessments10

related to

content knowledge.

Young Adult Reading Program Plan

6 [Content-based assessment *(Required)] Examples of

assessments include comprehensive standard examinations,

case studies involving many content standards, projects,

comprehensive portfolio tasks and score/s related to

content knowledge and collaborative instruction related to

content knowledge.

Children's Literature Project

Rubric

During LI831 Course

7 [Additional assessment that addresses Kansas content

standards (Optional) ]

8 [Additional assessment that addresses Kansas content

standards (Optional) ]

*Required Assessments

10

Course grades-based assessments can only be used for Assessment 5.


SECTION III—STANDARDS ASSESSMENT CHART

For each Kansas standard on the chart below, identify the assessment(s) in Section II that address each standard. One assessment may apply to

multiple Kansas standards. In Section IV you will describe these assessments in greater detail and summarize and analyze candidate results to

document that a majority of your candidates are meeting Kansas standards. To save space, the knowledge and performance indicators of the

Kansas standards are not identified here, but are available on the website — www.ksde.org . The full set of standards provides more specific

information about what should be assessed. Please include information on assessments used for PreK if this is an all-level program.

KANSAS STANDARD

APPLICABLE ASSESSMENTS

FROM SECTION II

1. The library media specialist applies the principles of library and information studies to create effective,

integrated library media programs.

#1a #2 #3 #4

#5 #6 #7 #8

2. The library media specialist integrates information literacy through collaboration, planning,

implementation, and assessment of learning.

#1a #2 #3 #4

#5 #6 #7 #8

3. The library media specialist applies knowledge of learning styles and of human growth and development. #1a #2 #3 #4

#5 #6 #7 #8

4. The library media specialist provides equitable access to and effective use of technologies and innovations. #1a #2 #3 #4

#5 #6 #7 #8

5. The library media specialist plans, develops, implements, manages, and evaluates the library media

program.

#1a #2 #3 #4

#5 #6 #7 #8

6. The library media specialist upholds professional ethics and promotes equity and diversity. #1a #2 #3 #4

#5 #6 #7 #8

7. The library media specialist recognizes the role of the library media program within the community. #1a #2 #3 #4

#5 #6 #7 #8

http://www.ksde.org/


SECTION IV—EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: Information on the multiple assessments listed in Section II and the data findings must be reported in this section. The

assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate

proficiencies as expected in the program standards.

For each assessment, the evidence for meeting standards should include the following information:

A brief description of the assessment, project, portfolio and its use in the program. Explain specificity of the assessment to the standard/s. An

assessment may assess several standards at the same time;

The alignment of the assessment with the specific KSDE standards addressed by the assessment, as they are identified in Section III;

A brief summary of the data findings;

An interpretation of how that data provides evidence for meeting standards.

The response to each assessment is limited to the equivalent of two text pages.

For each assessment listed, you will need to attach the following:

Scoring guides, criteria or rubric (specific to content of standard/s) used to score candidate responses on the assessment;

A table (include # of candidates) with the aggregated results of the assessment providing, where possible, data for at least the most recent

three years. Data should be organized according to the categories used in the scoring guide/criteria. Provide the percentage of candidates

achieving at each category.

For each assessment #1a (sub-score data) and assessment #5(course grades-based assessments), you will include the following information:

Praxis II sub-score data tables must be clearly labeled to indicate alignment with the standard it is assessing. Section IV narrative must

clearly show alignment of sub-score data to the standard or elements of the standard.

Course grades-based assessments have a brief description in the matrix. A more detailed and specific discussion of the alignment of

activities, exams, and projects in the course to the standard should be included in the narrative description of assessment 5. The course

grades-based assessments data tables will be included in the narrative of assessment 5. Each course grades-based assessments is

numbered and lettered as 5A, 5B, 5C, 5D, 5E and 5F. Use the same number and letter in the narrative and the data table. If the course

grades-based assessments are used as evidence for meeting two standards, the course key assessments’ data (exams, projects, portfolio

tasks) must be disaggregated in a data table for each of the two standards. This is necessary to provide evidence of meeting each standard.

One course MAY NOT MEET more than two standards.

In the two columns for attachments, click in the box for each attachment to be included with the report. Each attachment should be no longer than

five pages. The two attachments related to each assessment must be included for the program report to be complete. The report will not be

reviewed until it is complete.


#1 (Required) CONTENT KNOWLEDGE: Data from licensure tests for content knowledge. Provide assessment information as outlined in

the directions for Section IV. PRAXIS II Content. Submit overall score data for all candidates. Data tables for standards must be PRAXIS II

sub-score data that are aligned to specific standard/s.)

Description of PRAXIS II Assessment - Library Media Specialist - This assessment (as described by ETS, The PRAXIS Series

http://www.ets.org/Media/Tests/PRAXIS/pdf/0311.pdf ) is designed to measure the knowledge and abilities of examinees who have had

preparation in a program for school library media specialists, grades K-12. Because programs in school librarianship are offered at both the

undergraduate and graduate levels, the test is appropriate for examinees at either level. The test content is aimed at the level of knowledge

appropriate for the person who is responsible for administering the school library media program at the individual school level. The 120 multiple-

choice questions cover program administration; collection development; information access and delivery; learning and teaching; and professional

development, leadership, and advocacy.

Alignment of Assessment with Standard - This assessment, which is aligned to Standard 1, targets the candidate's abilities to apply principles of

library and information studies to create effective, integrated library media programs by assessing the candidate's abilities to engage in:

-program administration including organization, administration, and evaluation of the school library media center; shared decision making,

mission and philosophy statements, goals and objectives for services and programs; short- and long-range planning; methods for assessing needs,

evidence-based assessment modes; promoting library services, resources, and program; promoting library services, resources, and programs;

managing the school library media center: budgeting, alternative means of funding, managing the school library media center staff and volunteers;

presenting rationale for library media center policies: developing and revising policies, legal and ethical issues relating to policies.

-collection development, including function, structure, and components of the selection policy; selecting and maintaining resources: relationship

between school curriculum and collection development; guidelines for deselection; using standard collection development, review, and

bibliographic tools; developing and maintaining a professional collection; selection criteria for all resources, including equipment and services,

materials acquisition sources, ordering and budgeting procedures; descriptive and subject cataloging, related tools, and electronic cataloging data;

purpose and format of MARC records; physical arrangement of resources; loan, renewal, and reserve procedures; and promoting resources.

-information access and delivery, including knowledge of print, nonprint, and electronic resources and their uses; knowledge of current and

emerging technologies: jargon, equipment, the electronic community; knowledge of information retrieval processes, search strategies, and

evaluation criteria; information resource sharing: interlibrary loan, networks, school/public library cooperation; equal access to resources,

programs, and services for all learners; scheduling; school library media center environment; legal and ethical issues related to information use:

copyright, plagiarism, intellectual property, confidentiality, acceptable use; and bibliographic citations.

-learning and teaching including knowledge of children's and young adult literature: print and media awards, works of prominent authors and

illustrators, literary genres; knowledge of trends, issues, and research related to reading and information literacy; knowledge of information


literacy models and principles; alignment of school library media center programs with information literacy standards; alignment of programs with

school curriculum; collaborative teaching and planning; instructional design: characteristics of learners, predominant learning theories, elements

of lesson planning, meeting the needs of diverse learners, assessment methods and tools; theory and practice of classroom management.

-professional development, leadership, and advocacy, including roles and functions of professional organizations related to school library media;

purposes and examples of professional development activities; the role of reflective practice; initiating and facilitating collaborative opportunities:

action plans, building consenses, characteristics of the adult learner; implications and provisions of major legislation and court cases affecting

libraries and education; codes of ethics; and advocacy.

Summary of Data General Info: Please note that median scores (rather than means) are reported by ETS in PRAXIS II data, which is appropriate

when analyzing a very large data set such as this. Consequently, median scores are included in this interpretation of ESU school library media

PRAXIS II data. Throughout the remainder of this report in small data sets, mean scores are used in interpretation of assessments.

Summary of PRAXIS II Data 2007-08

In 2007-08 the passing score was 630. Nine of ten (9/10) SLIM candidates taking the exam passed (90% pass rate) with a range of scores from

630-740 and a median score of 680. The national median score was 680. This indicates that 9/10 SLIM candidates taking the exam met or

exceeded the State and National average % correct for all sub-tests except in professional development, leadership and advocacy our institutional

average % correct was 2% lower than the National average % correct. One SLIM candidate scored in the highest quartile in the areas of

collection development; learning and teaching, professional development, and leadership and advocacy. None of the candidates scored in the

lowest quartile in the areas of professional development and leadership and advocacy. Otherwise, most scores fell in the 2nd

and 3rd

quartile in all

areas. The one candidate who failed to achieve the cut score earned 610 points. This individual achieved the required 630 points when retaking

the exam.

Summary of PRAXIS II Data 2008-09

In 2008-09 the passing score is 630. Twelve of twelve (12/12) candidates taking the exam passed (100% pass rate) with a range of scores from

640-740 and a median score of 700, 20 points above the national median score of 680. This indicates that 12/12 candidates taking the exam met

or exceeded the State and National average % correct in all five sub-tests. Six of twelve (6/12) candidates scored in the 4th quartile (highest) in the

areas of collection development and information access and delivery; 3/12 candidates scored in the 4th quartile (highest) in the areas of program

administration, learning and teaching, and professional development, leadership and advocacy. One candidate scored in the lowest quartile in the

area of professional development, leadership and advocacy. Otherwise, most scores fell in the 2nd

and 3rd

quartile in all areas.

Summary of PRAXIS II Date 2009-10

In 2009-10, a new test (0311) was administered for the first time. The new passing score is 153 points. 11/12 candidates taking the exam passed

with a range of scores from 149-192 and a median score of 169. State and national medians, range of scores, or average % correct are not

available at the time of writing this report. The one student who scored 149 missed the cut score of 153 by only 4 points. This individual will


take the exam again. This provides evidence that our candidates (11/11, 100%) to date in 2009-10 have meet Standard 1. The subscore %'s for

ESU school library media students are lower than in previous years compared to state and national average % correct. It can only be assumed that

the state and national for 09-10 will be comparably lower.

Interpretation: Over three years, candidate performance on the Praxis indicates that all candidates met Standard 1.

(No more than 2 pages)

Attachments

Assessment #1

Scoring Guides/Criteria/ Rubric Data Table11

1a—Praxis II Content-Overall score

data and subscore data per standard

NA

Click the box if attached.

#2 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE AND SKILLS: Assessment that demonstrates candidates can

effectively plan to meet the needs of the school library media program. Examples of assessments include comprehensive planning activities

(grants, website development, budget, collection development and program evaluation). Provide assessment information as outlined in the

directions for Section IV.

Desription of Practicium Electronic Notebook Assessment - The School library media specialist practicum is a supervised field experience. It is

designed to apply theories and techniques (skills) learned in the school library media program courses (MLS program) to the school setting.

Reading, study, and learning activities, in addition to in-school (site placement) hours are expected of practicum students. The practicum student

practices: reference and information services; library and technology skills instruction; school library media management; technology integration

and technical services; and self-reflection and self-evaluation of her/his own performance.

The purpose of the practicum electronic notebook project, which is under construction throughout the elementary and secondary practicum

11

Licensure test data must reflect the percentage of candidates who have passed the state licensure test for each year since the last accreditation visit. The most

recent year of data must include the range of total scores and sub-scores on the licensure test. Data must be presented for all program completers, even if there were fewer than 10 test takers in a given year. Sub-score data tables will report the N, the % of candidates’ performance and the average performance range provided in the Praxis report.


experience, is to create an electronic notebook that captures evidence of what the candidate has learned about actual practice during the practicum,

and includes elementary and secondary level materials, resources and/or examples that are likely to be useful (authentic) to the candidate when

managing a school library media center and program.

Alignment with Standard

The notebook must show evidence that the candidate recognizes the role of the library media program within the context of the community

(Standard 7) through programming contributions to life in the community and services to society. The candidate's knowledge and skills are

evaluted through her/his abilities to interact with the community during the practicum and to gather authentic, appropriate and relevant materials

and resources for community-based activites such as after school programs; book fairs; parent involvment in reading programs; and ESOL

services to students and/or families. In order to gather these required materials and resources, the candidate must have participated in facilitation of

programming; and discussed, observed and/or participated with the supervising librarian in the school library program..

The notebook must also show evidence that the candidate recognizes the role of the school librarian in planning and deveopment, implementation,

management and evaluation of the library media program (Standard 5). The candidate's knowledge and skills are evaluated through her/ his

abilities to interact and practice professional skills in the host library, and to gather authentic, appropriate and relevant materials and resources, for

example, of planning materials such as community analysis, collaboration logs, and lesson plans must be included. Policy documents must be

included such as Right to Privacy; the Right to Access Information; Copyright; Technology Decisions: Budget; Library Circulation System-

Options for Cataloging; Building and Maintaining the Resource Collection; Circulation of Materials; Selection of Materials and Equipment;

Selecting and Evaluating Information from the Internet; De-selection of Materials (weeding); Acquiring Materials and Equipment; Challenged

Materials; Housing the Collection; and Website Management. The notebook must also show evidence that the candidate recognizes the school

librarian's role in evaluation of services by including examples of checklists, surveys, request for new service forms, etc. In order to gather these

required matierals and resources, the candidate must have participated along with the supervising librarians in actual activities such as library

planning, management and evaluation of the library media program. The candidate demonstrates through participation at the host library, as well

as collection and organization of documents, her/his responsibility to communicate to the building principal and/or other interest stakeholders

evidence-of-practice both for teaching students and managing the program.

Competency 1 (see Assessment 2 Rubric) measures Standard 7, which targets the role of the school library media program in the community by

assessing candidate's abilities to know the community and to incorporate local aspects of children-youth learning needs in both policy and practice

related to program and resource management and library and technology skills instruction.

Comptency 2 (see Assessment 2 Rubric) measures Standard 5, which targets the role of the school library media specialist in planning, developing,

implementing, managing and evaluating the library program.

Summary of Data - Standard 5

In 2007-08 Practicum Electonic Notebook competency #2, 5/5 (100%) candidates scored in a range from 89-100 points with a mean score of 95.2.


In 2008-09 Practicum Electronic Notebook competency #2, 17/17 (100%) candidates scored in a range from 3-5 points with a mean score of 3.5.

In 2009-10 Practicum Electronic Notebook competency #2, 18/18 (100%) candidates scored in a range from 3-5 points with a mean score of 3.5.


In 2007-08 Practicum Electronic Notebook competency #1, 5/5 (100%) candidates scored in a range from 89-100 points with a mean score of

97.6.

In 2008-09 Practicum Electronic Notebook competency #1 was revised from a total of 100 points to a total of 5/20 points. Expectations were more

clearly articulated in the course syllabus and assignment instructions in LI851 School Library Media Management (where skills are taught) and in

LI876/LI877 (where skills are practiced). Special attention was given to instructing candidates about the kinds of policies to locate and good

strategies for quality discussions with site supervisors about local community issues. Candidates were also give additional technology instruction

that lead to improved collection and organization of required notebook materials. Seventeen of seventeen (17/17-100%) candidates scored in a

range of 3-5 points with a mean score of 4.

In 2009-10 Practicum Electronic Notebook competency #1, 18/18 (100%) candidates scored in a range from 3-5/5 with a mean score of 3.8.

Interpretation of Data

Given the evidence, candidates have demonstrated that they can plan, develop, implement, manage, and evaluate library programs. Just as

importantly, candidates recognize the vital role of the library media program within the program. Whereas Standard 5 is also assessed by

Assessment 4, Standard 7 is only assessed by the Practicum Electronic Notebook, which evaluates mulitiple facets of Standard 7 including

candidate's general knowledge of the basics of school library media management (practical action relevant to the community; service to society

such as after school programs; parent involvement in reading programs, etc.) through practice activity and collecting a comprehensive collection of

instructional examples and resources and policy document examples such as Right to Privacy, Right to Access Information, Copyright,

Technology Decisions, Budget, Library Circulation System, Options for Cataloging, Building and Maintaining the Resource Collection,

Circulation of Materials, Selecting Materials and Equipment, Selecting Information from the Internet, De-selection of Materials, Acquiring

Materials and Equipment, Challenged Materials, Housing the Collection, Website Management, evidence-based assessment examples.

Thus, across the three years of data included in this report, candidates consistently demonstrate excellence in meeting Standard 7. Also, based on

the evidence of Assessment 2, Standard 5 is met as well.


Attachments


Assessment #2

Scoring Guides/Criteria/

Rubric

Data Table

[Assessment that demonstrates

candidates can effectively plan to meet

the needs of the school library media

program] * (Required)

Practicum Electronic Notebook



#3 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE AND SKILLS: Assessment of clinical experience that

demonstrates candidates' knowledge and skills are applied effectively in practice. The assessment instrument used to evaluate internships,

practicum, or other clinical experiences should be submitted. Provide assessment information as outlined in the directions for Section IV.

Description of Practicum Reflective Journal Assessment - Students are strongly encouraged to enroll in LI876 Elementary School Library Media

Practicum in fall semester and LI877 Secondary School Library Media Practicum in spring.

This assessment, which is is aligned to Standard 6, targets the school library media specialist's abilities to uphold professional ethics and to

promote equity and diversity by assessing the candidate's abilities to undertake specific professional activities and to be accountable for these

activities as the candidate interacts with the site supervisor and writes self-reflections (entries in a journal) about experiences, choices, and

decisions. Entries are continuously read by the University supervisor and on-going instruction and guidance are provided. The site supervisor

also provides continuous feedback to the candidate. The professional activities that must be undertaken during the practicum and reflected on in

the candidate's reflective statements include touring the facilities; meeting the faculty and administration; learning the school's mission and

curriculum, including local targets for student learning and achievement; discussion with the site supervisor about local policies and/or practices

on confidentiality, censorship, privacy, access to information, plagiarism, balance in collection development, copyright, fair use, codes of ethics,

intellectual freedom; learning about local values and priorities; participation in daily activities in the school library media center, including the

discussion of best practices in providing equitable access for all students; and direct participation in individualized small and large group

instruction in the center and/or classroom(s).

Throughout their field experiences, candidates learn to participate in school library media programming activities, to use ethical decision making

skills, and to promote equity and diversity. Activities are documented and described in dated entries in the journal. The candidate practices and

uses professional and technical knowledge and language to describe daily practicum activities. The candidate further engages in structured

reflection by responding to such reflective questions as: What did I do and discover? What did I learn? What do I want to learn more about?

What would I do differently next time? What are my strengths and weaknesses? What questions do I have that so far have not been answered?

How am I helping students to learn and achive? So what?

Alignment of Practicum Reflective Journal Assessment to Standard 6- This assessment aligned to KSDE Standard 6 targets the school library


media specialist's abilities to uphold professional ethics and to promote equity and diversity by assessing the candidate's abilities to undertake

specific professional activities and to be accountable for these activities as the candidate interacts with the site supervisor and writes self-

reflections (entries in a journal) about experiences, choices, and decisions. The assessment is in the form of a rubric (see Assessment 3 Rubric),

which is used during the LI876 Elementary School Library Media Practicum and the LI877 Secondary School Library Media Practicum.

Candidates construct their journals in an electronic file using Blackboard. Candidates are required to post entries following a schedule in the

journal throughout the practicum experience.


In 2007-08, five (5) candidates enrolled in the old course, LI870, which included both the elementary- and secondary-level field experiences. The

range of scores for assessment of Standard 6 was 4-5 with a mean of 4.5. 5/5 (100%) candidates earned the passing rate of 85% at both the

elementary and secondary levels. Scores are high as a result of close supervision and guidance that ensured that candidates practiced and dealt

with requirements using best practices as they occurred throughout their practicum. The practice that these students experienced on site all

resulted in high evaluations by both the site supervisor and the University practicum instructor.

In 2008-09, twelve (12) candidates enrolled in the old course, LI870, which included both elementary- and secondary-level field experiences.

The range of scores for assessment of Standard 6 was 17-20 with a mean of 19. 12/12 (100%) of candidates earned the passing rate of 85% at both

the elementary and secondary levels. Scores are high as a result of close supervision and guidance that ensured that candidates practiced and dealt

with requirements using best practices as they occurred. The practice that these candidates experienced on site all resulted in high evaluations by

both the site supervisor and the University practicum instructor.

In 2009-10, seven (7) candidates enrolled in in the new course number, LI876 Elementary (only). The reflective journal in the elementary

practicum is a total of 40 points (4 competencies worth 10 points each). For assessment of Standard 6, the range of scores was 8-10/10 with a

mean of 9. 7/7 (100%) elementary candidates earned the required passing rate of 80%. Twelve (12) candidates enrolled in LI877 Secondary.

The reflective journal in the secondary practicum is a total of 20 points (4 competencies worth 5 points each). The range of scores for Standard 6

was 3-5 with a mean of 4. 12/12 secondary candidates earned the required passing rate of 80%.


Assessment 3 requires candidates to describe ethical dilemma and resulting decision making that promotes equity and diversity, and responds to

uncertainty and change. To be exemplary, candidates have to provide intheir Practicum journals at least 6 examples of ethical decision making

and change leading to equity and access for all. The breadth and depth of this assessment and the quality with which candidates have performed

this assessment in both the elementary and secondary practica indicate that Standaard 6 is met.



Attachments

Assessment #3


Rubric

Data Table

[Assessment of clinical experience-

demonstrates candidates' knowledge and

skills are applied effectively in practice]12

* (Required)

Practicum Reflective Journal



#4 (Required) EFFECTS ON STUDENT LEARNING:13 Assessment that demonstrates candidate effects on the creation of supportive

learning environments for student learning. Examples of assessments include those based on student work samples, portfolio tasks and

collaborative instruction. Provide assessment information as outlined in the directions for Section IV.

Description of Instructional Unit Assessment - The purpose of the instructional lesson assignment and assessment is for teaching and learning of

best practices in instruction of elementary and secondary students. This activity enables the practicum student to use standards-based, easy to

follow collaborative lessons that will build bridges between the school library and the classroom, and help PreK-12 students to improve

knowledge, skills, and scores. Candidates are required to partner with a classroom content teacher to teach information literacy skills along with

knowledge and skills for reading, English/language arts, math, science, social studies, fine arts, etc.

The candidate must learn to: 1) Outline a collaborative lesson of study using Valenza resources and/or other LI851 materials. Subsections in the

lesson must include title; grade level; overview; time frame; content area standards; library and technology standards; cooperative teaching plan

(what the teacher will do; what the librarian will do); resources; product or culminating activity; assessment overview; accommodations for special

needs students; assessment results (statements about students' improved abilities in specific areas as a result of the assignment and/or student

products that, in so doing, evaluate the library media program and anticipate future practical action related to school library media management).

2) Collaborate with content (classroom) teachers to plan instruction. Teach students one content area and library and technology skills such as:

language arts/reading; math; science; social studies, history, or government AND library and technology skills. 3) Use standards for making

evidence-based claims about the school library’s contribution to learning and to give focus to specific evidence-collecting strategies. 4)

Document, evaluate, and report collaboration with teachers.

Alignment of Instructional Unit Assessment to Standards

Competency 1 (see Assessment 4 Rubric) is aligned to Standard 1, which targets the candidate's abilities to apply the principles of library and

12

Clinical experience includes practica, student teaching and internships. 13 Effects on student learning include the creation of environments that support student learning.


information studies to create effective, integrated library media programs. Competency 1 is The candidate develops along with a classroom

teacher a collaborative unit of study using elements from Valenza resources (and LI851 assignments) and applying basic principles of library and

information studies (such has access; diversity; equity; service; intellectual freedom; democracy; social responsibility, etc.) and interdisciplinary

knowledge and related skills to create effective, integrated library media programs.

Competency 3 is aligned to Standard 2, which targets integration of information literacy through collaboration, planning, implementation, and

assessment of learning, by assessing the candidate’s abilities to collaboratively construct and teach an information literacy lesson and to

participate in assessment of student learning of information literacy skills. Competency 3 is The candidate teaches the unit in collaboration with a

classroom teacher and records collaboration using a data collection chart.

Competency 2 is aligned to Standard 4, which targets the candidate’s abilities to provide equitable access to and effective use of technologies and

innovations, by assessing the candidate’s abilities to make decisions and engage in practical action about students' learning needs on the basis of

students' learning styles and developmental levels and interest. Competency 2 is The candidate makes decisions and engages in practical action

about student’s learning needs including learning styles and developmental levels and interests and takes action to ensure equitable access and

effective use of technology and innovation.

Competency 4 is aligned to Standard 5, which targets the candidate’s abilites to plan, develop, implement, manage, and evaluate the school library

media program, by assessing the candidate’s abilities to make statements about students' improved abilities in specific areas as a result of the

information literacy lesson and/or students' products, and in doing so, candidates demonstrate that they can use knowledge of student learning and

needs to evaluate relevant aspects of the school library media programming and anticipate future practical actions to continually make

improvements in the management of the school library. Competency 4 is The candidate makes statements about student’s improved abilities in

specific areas as a result of the assignment and/or student products, and in doing so, evaluates the library media program and anticipates future

practical action related to school library resources and school library media management.


Standard 1 Elementary Level, 2007-08, 5/5 candidates enrolled scored in a range of 83-100/100 points with a mean of 94.5. 5/5 (100%)

candidates met the required passing rate of 80%. Standard 2 Secondary Level, 2007-08, 5/5candidates enrolled scored in a range of 84-100/100

points with a mean of 93.4.

Standard 1 Elementary Level, 2008-09, 11/11 candidates enrolled scored in a range from 2-5/5 points with a mean of 4.2. 11/11 (100%)

candidates met the required passing rate of 80%. Standard 2 Secondary Level, 2008-09, 11/11 candidates enrolled scored in a range from 3-5/5

points with a mean of 3.

Standard 1 Elementary Level, 2009-10, 7/7 candidates enrolled scored in a range from 12-15/15 points with a mean of 13.9. 7/7 (100%)

candidates met the required passing rate of 80%. Standard 2 Secondary Level, 2009-10, 12/12 candidates enrolled scored in a range from 3-4/5

points with a mean of 3/5.



Standard 2 Elementary Level, 2007-08, 5/5 candidates enrolled scored in a range of 89-100/100 points with a mean of 96.5. 5/5 (100%)

candidates met the required passing rate of 80%. Standard 2 Secondary Level, 2007-08, 5/5 candidates enrolled scored in a range of 89-100/100

points with a mean of 96.1.

Standard 2 Elementary Level, 2008-09, 11/11 candidates enrolled scored in a range 12-15/15 points with a mean of 13.8. 11/11 (100%)

candidates met the required passing rate of 80%. Standard 2 Secondary Level, 2008-09, 11/11 candidates enrolled scored in a range of 3-5/5


Standard 2 Elementary Level, 2009-10, 7/7 candidates enrolled score in a range of 12-15/15 points with a mean of 13.4. 7/7 candidates met the

required passing rate of 80%. Standard 2 Secondary Level, 2009-10, 12/12 candidates enrolled scored in a range of 3-4/5 points with a mean of

3.5.


Standard 4 Elementary, 2007-08, 5/5 candidates enrolled scored in a range of 91-100/100 points with a mean of 97.2 points. 5/5 (100%)

candidates met the required passing rate of 80%. Standard 4 Secondary Level, 2007-09, 5/5 enrolled candidates scored in a range of 90-100/100


Standard 4 Elementary, 2008-09, 11/11 candidates enrolled scored in a range of 12-14/15 points with a mean of 12.5. 11/11 (100%) candidates

met the required passing rate of 80%. Standard 4 Secondary Level, 2008-09, 11/11 enrolled candidates scored in a range of 2-5/5 points with a

mean of 3.8.


met the required passing rate of 80%. Standard 4 Secondary, 2009-10, 12/12 candidates enrolled scored in a range of 2-5/5 points with a mean of

3.3.

Summary of Data Standard 5

Standard 5 Elementary, 2007-08, 5/5 candidates enrolled scored in a range of 90-100/100 points with a mean of 97. 5/5 (100%) candidates met the

required passing rate of 80%. Standard 5 Secondary, 2007-08, 5/5 candidates enrolled scored in a range of 84-100/100 points with a mean of 96.

Standard 5 Elementary, 2008-09, 11/11 candidates enrolled scored in a range of 12-15/15 points with a mean of 13.4. 11/11 (100%) met the

required passing rate of 80%. Standard 5 Secondary, 2008-09, 12/12 candidates enrolled scored in a range of 1-5/5 points with a mean of 3.8.



met the required passing rate of 80%. Standard 5 Secondary, 2009-10, 12/12 candidates enrolled scored in a range of 2-5/5 points with a mean

score of 2.8.


The evidence is consistent and strong that candidate performance relative to the four standards assessed by the Instructional Unit Assessment is

outstanding. For Standard 1, the data from writing a collaborative unit of study using elements from Valenza resources and applying basic

principles of library and information studies (such has access; diversity; equity; service; intellectual freedom; democracy; social responsibility,

etc.) and interdisciplinary knowledge and related skills to create effective, integrated library media programs converges with the evidence from

the Praxis examination to conclude that candidates are able to apply the principles of library and information studies to create effective, integrated

library media programs. Standard 1 is met.

For Standard 2, by demonstrating at the exemplary level teaching a unit in collaboration with a classroom teacher and recording the collaboration

using a data collection chart, candidates can integrate information literacy through collaboration, planning, implementation, and assessment of

learning. Standard 2 is met.

For Standard 4, by demonstrating at the exemplary level making decisions and engaging in practical action about student’s learning needs

including learning styles and developmental levels and interests and taking action to ensure equitable access and effective use of technology and

innovation, the candidate have demonstrated that they are able to provide equitable access to and effective use of technologies and innovations.

Standard 4 is met.

In addition to the Assessment 2 evidence, there is supporting evidence that candidates can make statements about student’s improved abilities in

specific areas as a result of the assignment and/or student products, and in doing so, can evaluate the library media program and anticipate future

practical action related to school library media management. Thus, Standard 5 is met.


Attachments

Assessment #4


Rubric

Data Table

[Assessment that demonstrates candidate

effects on the creation of supportive




Attachments

Assessment #4


Rubric

Data Table

learning environments for student

learning] * (Required)

Instructional Unit

#5 (Required) CONTENT KNOWLEDGE: Assessment of content knowledge. Examples of assessments include comprehensive

examinations, projects, comprehensive portfolio tasks and score/s aligned to standards OR the option of submitting course grades-based

assessment related to content knowledge evaluation. Provide assessment information as outlined in the directions for Section IV. If submitting

course grades-based assessment, the detailed description for Assessment #5 must clearly delineate the alignment of the course description and

assessments to the standard that is assessed during the course in order to assure that the course grade reflects candidate knowledge of the standard.

Describe course key activities, projects, assessments that show specificity to the standard. If course grades are used, include the program or unit

definition of grades in the narrative or as an attachment to assessment 5. If the course grades-based assessments are used as evidence for meeting

two standards, the course key assessments’ data (exams, projects, portfolio tasks) must be disaggregated in a data table for each of the two

standards. This is necessary to provide evidence of meeting each standard. This narrative must state the proficiency level or grade acceptable by

the program. COURSE GRADES-BASED ASSESSMENTS ARE LIMITED TO SIX COURSES.

Description of Young Adult Reading Program Plan Assessment - The assessment, which is aligned to Standard 3, targets the school library media

specialist's abilities to apply knowledge of learning styles and of human growth and development, by assessing the candidate's abilities to to assess

individual abilities, interests, and needs, and to respond appropriately in selection of reading materials and accommodation of individual

differences.

The assignment requires candidates to learn advanced reference skills through a survey of information resources and programs for young adults

aged 11-18. Candidates apply their knowledge of developmental theory and the informational, recreational, social, educational, and research

needs of upper elementary, middle school, and high school students in selecting resources and designing services in school library settings.

The content is divided into four somewhat overlapping content areas: young adults, their wants and needs; resources for young adults; services for

young adults; and issues and challenges in serving young adults. Learning activities include regular discussion board contributions; evaluations

and reflections of YA resources; whole class and small group book discussion; and virtual presentations. Independently, students are involved in

reading and reviewing various resources as well as arranging for local learning experiences, such as an interview with a young adult and visits to

local libraries or other sites.

Summary Data - Standard 3


In 2007-08, 10/10 candidates enrolled scored in a range of 7-12/12 points with a mean score of 10.4 on the competency related to knowledge of

learning style. 10/10 (100%) candidates met the passing rate of 80%. On the competency related to knowledge of levels of human growth and

development, 10/10 candidates enrolled scored in a range of 3-5/5 with a mean of 3.7.

In 2008-09, 13/13 candidates enrolled scored in a range of 8-9/10 points with a mean score of 9 on the competency that evaluates knowledge of

learning styles. 13/13 (100%) candidates met the passing rate of 80%. 13/13 candidates enrolled scored in a range of 8-10/10 points with a mean

score of 8.9 on the competency that evaluates knowledge of levels of human growth and deveopment.

In 2009-10, 24/24 candidates enrolled scored in a range of 7-9/10 points with a mean score of 8 on the competency related to knowledge of

learning styles. 24/24 candidates met the passing rate of 80%. 24/24 candidates enrolled scored in a range of 7-10/10 points with a mean score of

7.7.


It is crucial for a Library Media Specialist to be attuned to both learning styles and developmental levels. The needs of a first grader are

dramatically different from those of a fourth grader are dramatically different from those of a tenth grader, and within age/grade levels, there is a

diversity of learning styles that the library media specialist must understand and detect in order to work effectively with the child in meeting

academic needs. It is fitting that Standard 3 is assessed in the context of candidates' preparing a Young Adult Reading Program, which evaluates

their ability to apply knowledge of learning styles and human growth and development to children aged 11-18. Based on the evidence, Standard 3

is met for this range of children.


If submitting comprehensive examinations, projects, comprehensive portfolio tasks and scores/s aligned to standards, the

program must use the table below and submit the Scoring Guides/Evaluation Criteria/Rubric and a Data Table. DO NOT

USE THIS TABLE FOR COURSE GRADES-BASED ASSESSMENTS!!!

Attachments

Assessment #5


Rubric

Data Table

[Content based assessment that addresses

Kansas content standards] * Required

Examples of assessments include

comprehensive examinations, projects,

comprehensive portfolio tasks and score/s




Attachments

Assessment #5


Rubric

Data Table

aligned to standards. Young Adult Reading Program Plan Rubric

IF COURSE GRADES-BASED ASSESSMENTS are submitted, the following matrix MUST be used in addition to the

narrative detailed description of the assessments the program provides in the above #5 Content Knowledge description!

Alignment Matrix and Course Description for Course Grades-Based Assessment

Assessments 5.A-

F for SIX courses

Course Name &

Number

Program Standard

Addressed by Course

Assessment

Brief Description of how the Course addresses and assesses the standard from an

AUTHENTIC source—such as a syllabus or a course catalog. Cite the most current

source. The description should provide evidence of the alignment of the course to the

standard indicated on the chart in Section III. Cite your source in each description below.

EXAMPLE:

Calculus I

Math 172

Standard 6 Calculus of algebraic functions of one variable: limits differentiation, implicit differentiation,

definite and indefinite integrals. Mean value theorem, maxima and minima, area, and volume.

Vectors, polar coordinates, parametric equations, and vector valued functions and use of

technology. Applications to other fields.

Source: Blank University Undergraduate Catalog

5.A.

5.B.

5.C.

5.D.

5.E.


Alignment Matrix and Course Description for Course Grades-Based Assessment

Assessments 5.A-

F for SIX courses

Course Name &

Number

Program Standard

Addressed by Course

Assessment

Brief Description of how the Course addresses and assesses the standard from an

AUTHENTIC source—such as a syllabus or a course catalog. Cite the most current

source. The description should provide evidence of the alignment of the course to the

standard indicated on the chart in Section III. Cite your source in each description below.

5.F.

#6 (Required) CONTENT KNOWLEDGE: Assessment of content knowledge. Examples of assessments include comprehensive standard

examinations, case studies involving many content standards, projects, comprehensive portfolio tasks and score/s aligned to standards related to

content knowledge and collaborative instruction related to content knowledge. Provide assessment information as outlined in the directions for

Section IV.

Description of Children's Literature Project Assessment - The assessment, which is aligned to Standard 3, targets the school library media

specialist's abilities to apply knowledge of learning styles and of human growth and development, by evaluating the candidate's abilities to assess

individual abilities, interests, and needs, and to respond appropriately in the selection of reading materials and accommodations of individual

differences in the ages preschool to age 11 years.

The assignment requires candidates to learn advanced reference skills through a survey of information resources and programs for children

preschool to age 11 years. The candidate is required to promote enthusiasm for reading and selecting resources for children that are

developmentally appropriate, racially and ethnically inclusive, as well as free of racial, ethnic, and gender stereotypes. This depends in large part

on the candidate's knowledge of currently available books and other media and professionally recognized criteria that determines merit in the

selection of appropriate items.

The assignment requires candidates to make selection judgments with regard to print and media resources for children from infancy to age 11, in

all literary genre and media formats. In addition to selecting worthy and age appropriate titles, candidates are required to apply their knowledge of

cognitive, social, and moral developmental theories in determining the value of each item reviewed for this assignment and to consider each item’s

appeal to and for children and to adults (librarians, parents, teachers). The selection of age- and stage-appropriate items for children and an

understanding of the appeal of all kinds of media/formats for children and adults are at the heart of a professional approach to collection

development.

Candidates are evaluated on their abilities to evaluate and select media resources (25) for children on the basis of individual learning styles and

intellectual and developmental abilities. Candidates must demonstrate a desire to analyze concepts and consider learning styles, reading abilities,


as well as developmental theories/values in evaluating children’s resources and creative planning for all students. Candidates engage in effective

practice that includes classroom teachers and addresses content, curriculum and planning. Students demonstrate current knowledge from the field

and desire to be a life-long learner who stays current.

Summary of Data-Standard 3

In 2007-08, the assessment aligned to Standard 3 was a total of 25 points. There were 13 candidates enrolled. The range of scores was 18-21 with

a mean score of 20.

In 2008-09, the assessment aligned to Standard 3 was a total of 70 points. There were 25 candidates enrolled. The range of scores was 60-70 with

a mean score of 68.76.

In 2009-10, the assessment aligned to Standard 3 was comprised of two competencies (20 points each) in the rubric (Competencies 3 and 5). The

expectations for quality of work was more thoroughly explained in the syllabus, assignment instructions, and rubric. There were 5 students

enrolled. The range of scores for Competency 3 was 15-20 with a mean score of 17. 5/5 students passed (passing rate of 90%). The range of

scores for Competency 5 was 16-20 with a mean score of 17.


It is crucial for a Library Media Specialist to be attuned to both learning styles and developmental levels. The needs of a first grader are

dramatically different from those of a fourth grader are dramatically different from those of a tenth grader, and within age/grade levels, there is a

diversity of learning styles that the library media specialist must understand and detect in order to work effectively with the child in meeting

academic needs. Assessment 5 obtained demonstration of candidate's ability to apply knowledge of learning styles and human growth and

development to children aged 11-18 through preparing a Young Adult Reading Program. In a complementary fashion, the Children's Literature

Project requires candidates to apply knowledge of learning styles and human growth and development to children aged preschool to 11.

Based on the evidence from both Assessment 5 and Assessment 6, Standard 3 is met for all children.


Attachments

Assessment #6


Rubric

Data Table

[Content based assessment that addresses

Kansas content standards] * Required

Examples of assessments include

comprehensive standard examinations,




Attachments

Assessment #6


Rubric

Data Table

case studies involving many content

standards, projects, comprehensive

portfolio tasks and score/s aligned to

standards related to content knowledge

and collaborative instruction related to

content knowledge. Provide assessment

information as outlined in the directions

for Section IV. Children's Literature Project

Rubric

#7 (Optional) Additional assessment that addresses Kansas content standards. Examples of assessments include evaluations of field

experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information as outlined in

the directions for Section IV.


Attachments

Assessment #7


Rubric

Data Table

[Additional assessment that addresses

Kansas content standards ] * Optional



#8 (Optional) Additional assessment that addresses Kansas content standards. Examples of assessments include evaluations of field

experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information as outlined in

the directions for Section IV.



Attachments

Assessment #8


Rubric

Data Table

[Additional assessment that addresses

Kansas content standards ] * Optional




SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE

CANDIDATE AND PROGRAM PERFORMANCE Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate

performance and strengthen the program. This description should not link improvements to individual assessments, but rather, it should

summarize major findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a

result. Describe the steps program faculty have taken to use information from assessments for improvement of both candidate performance and the

program.

Assessment results have been analyzed and used to improve candidate performance and to strengthen the program through systematic review by

faculty and school library media program advisory groups including the School Library Media Curriculum Committee; the School of Library and

Information Management Council; the School of Library and Information Management, School Library Media Advisory Board; and monthly

meetings throughout the fall and spring semesters of the School of Library and Information Management faculty. Some major findings related to

improved candidate performance and a stronger program that have been revealed through data analysis include:

1. school library media specialist instruction must include significant instructional time devoted to each of the five areas represented in the

PRAXIS II for school librarians. The faculty used the topics covered outline for test 0310 (old) and 0311 (new) and the program's standards-based

assessment data to review course learning objectives and outcomes, to focus direct instruction, and to align assessments with standards. Changes

were made in various courses to create a more balanced coverage of topics related to all five areas.

2. the importance of clarifying expectations of candidates during actual practicum hours. Faculty use of standards-based data lead to revisions in

syllabi and assessments. Expectations for candidate learning have been changed and clarified as some new learning modules have been developed

in LI831 Information Resources and Programs for Children, LI832 Information Resources and Programs for Young Adults, and LI851

Management of the Library Media Center. The instruction in these classes is more systematically undertaken with candidate outcomes in mind

that will be practiced and evaluated during the elementary and secondary practica. Evaluations of a candidate's work target current trends and

issues in the school library media profession. Another change has been that the elementary and secondary practicum has become two separate

courses. Candidates are now strongly advised to take only one level/semester. This change is designed to improve the candidate's learning

experience through a more intense focus at each level and higher expectations for assessment of candidate performance.

3. new computer software and web 2.0 technologies must be thoroughly integrated throughout the 28-credit-hour school library media courses.

Faculty used standards-based assessment data to review and revise expectations for candidates as they enter the program, and to review and revise

course assignment content, required skills, and final products. For example, we have changed some assignment expectations to clarify the faculty

expectations that candidates learn and know how to instruct using various Web 2.0 platforms and technologies.

4. foundational knowledge of information science and information management must be strong for a candidate's abilities to know local


communities and the unique needs of children and youth in the community and to be strong advocates for funding for state-licensed school

librarians and school library programs. Faculty members used standards-based assessment data to review the theory coureses (LI801 Foundations

of Library and Information Science, LI802 Theoretical Foundations of Service, and LI804 Organization of Information) and changed and clarified

instruction and evaluation of candidate learning so that candidates are accountable for learning theories used to explain, for example, basic

principles of information ethics and skill models for ethical decision making; theory and models for assessing individual learning styles and

developmental levels and for individualizing instruction and services; and theory and models for explaining organization of information and the

use of MARC records.

5. school library media instruction must have a strong emphasis on information access and delivery throughout all courses. Standards-based

assessment data were used to review instructional content for teaching print, nonprint, and electronic resources and their uses, current and

emerging technologies, the information retrieval process, search strategies and evalution criteria. Faculty used standards-based assessment data to

review the tools courses (LI813 Reference and User Services and LI814 Cataloging and Classification) and changed and clarified instruction and

evaluation of candidate learning so that candidates are better able to be accountable for their learning of knowledge and skills that prepare them for

teaching information literacy skills and providing equitable access to and effective use of technologies and innovations.

End


T:\Teacher Education\Program Review\Institutional Templates\Library Media Specialist Template.doc

revised 6-15-09 program report format library … report form – kansas state department of...

Documents