carolyn jo starkey assistant professor, library education media alabama state university livetext...

Design Considerations

for a Multi-Purpose Teacher

Education Portfolio Template

Carolyn Jo StarkeyAssistant Professor, Library

Education MediaAlabama State University

LiveText Alabama Users Group Meeting

October 26, 2010




October 26, 2010

Digital revolution of the Read/Write Web has

transformed the face of librarianship and

education as we knew it.




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In Fall of 2007, American Association of School Librarians (AASL) released new standards that emphasized participatory learning in a global world through inquiry using emerging technologies.




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In Fall of 2009, the Alabama State Department of Education followed with the release of updated standards for Alabama School Library Media Teacher Education programs.




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Prior to October 2009, the LEM A Level Program was collecting and assessing data for a total of 33 Alabama State Department of Education Standards: 22 Knowledge and 11 Ability.




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Standards Before October 2009

22 Knowledge + 11 Ability= 33

Standards After October 200955 Knowledge +41 Ability =96




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What did this mean for assessment in ASU’s

LEM A Level Program?




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In addition to the normal task of assessing teacher candidate performance for a course grade, each semester ASU faculty must complete several other assessment tasks:




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1) Assess student progress toward meeting individual Alabama State Department of Education teacher education standards.




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2) Assess embedded field experience and internship reflections to ensure connections are made between theory and practice.




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3) Collect assessment data and artifacts that close the SACS assessment loop.




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4) Collect assessment data and artifacts to document NCATE standards and conceptual framework outcomes and dispositions.




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5) Assess teacher candidate weaknesses to provide Praxis II and comprehensive exam preparation guidance.




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Prior to October 2009, data submission requirements for teacher candidates:1) Course CD 2) Individual assignments submitted to instructor’s LiveText account.




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Problems:1) Lack of conformity in assignment arrangement on CDs2) Difficulty in tracking overall student performance through core courses




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Problems:3) Inability to adequately compare performance among course members4) Sheer number of CDs collected each semester




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Problems:5) Sheer number of assignments being submitted to the instructor’s LiveText account




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The problems of data collection and assessment were compounded in October 2009, when the revision of the Library Media A Level Program standards by the Alabama State Department of Education tripled the number of standards.




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Obviously, the amount of data submitted by teacher candidates using the current method of course CDs and individual LiveText assignment collection was overwhelming.




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There were simply too many individual pieces that needed to be assessed for too many purposes to make for the current method to be practical or even workable.




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An additional concern—The artificial divisions in the school library media knowledge base created by the alignment of standards with particular courses.




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Teacher candidates sometimes experienced difficulty in forming an overall mental picture of the 21st Century School Library Media Specialist.




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Solution:

A LiveText portfolio that documents the ASU LEM A Level Program




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Next Question:What type of portfolio would best suit the program’s needs?Answer:We needed a combination of portfolio types.




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We needed a working portfolio,“a vehicle for documenting growth and development towards performance standards and teacher education program standards……




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…..The intent of this type of portfolio is to integrate academic coursework and field experiences so that there is a meaningful connection between theory, practice, and the documentation in the portfolio…..




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…..The materials included in this portfolio provide evidence of a teacher candidate’s accomplishments at various benchmarks throughout the program…..




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…..They reflect work in progress and growth over time and are not intended to be polished documents.”

(Constantino, 2009, p.3)




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We also needed a professional teaching portfolio, “an organized, goal-driven set of documents that provide evidence of a teacher’s knowledge, disposition and skills…..




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…..It is a collection of carefully selected or created documents that are accompanied by reflection and self-assessment…..




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…..In general, the teaching portfolio provides authentic evidence of a teacher’s work and is a vehicle for fostering reflection on the art and practice of teaching.”

(Constantino, 2009, p. 2)




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We also needed a portfolio that offered accreditation agencies a look at our program in context.




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What does the scaffolding structure of

the LEM A Level Program Portfolio look like?




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1) A Level Program Context Snapshot2) Working portfolio based on the ALSDE LEM standards3) Professional portfolio that provides an internship capstone and post-internship reflections.

Three portfolio segments:




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A copy of the portfolio was linked to the LiveText Community Library to

allow for closer examination:

http://www.livetext.com

http://www.livetext.com/




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Acknowledgements1) Screenshot title page: LiveText website at http://www.livetext.com.2) Constantino, P. and DeLorenzo, M. (2009). Developing a professional teaching portfolio a guide for success (3rd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.3) Screenshot opening page of Carolyn Starkey’s Sample A Level LEM Program Portfolio.

carolyn jo starkey assistant professor, library education media alabama state university livetext...

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