directions for the portfolio planning document€¦ · directions for the portfolio planning...

Directions for the Portfolio Planning Document

The Portfolio Planning Document (PPD) provides the framework for the Professional Portfolio. The PPD is used to help you link the actions you engage in

and the artifacts that result from those actions with Professional Standards. The PPD is basically a chart you use to connect Artifacts with Standards. As part

of the PPD you will provide the following information:

• A minimum of two artifacts per standard indicator (1.1, 1.2, etc.) artifacts may not be used more than one time

• A short description of the artifact

• The name and format of the artifact

• A rationale for how the artifact is aligned with standards

• A reflective statement of what you learned related to teaching and learning from creating the artifact

• A reflective statement on how you have increased or impacted student learning as a consequence of engaging in activities related to the artifact with

supporting citations from the literature in APA format.

Students in the LMS concentration will use AASL standards. Students in the EDTECH concentration will use the ISTE standards. Students will use the

template provided for the PPD and submit it to Blackboard for grading.

Here are some step by step instructions to help you get started with the PPD.

1. Review the Professional Standards and Standard elements for your Concentration area (AASL or ISTE). They are posted in the Portfolio Area of

Blackboard and can be found online at: AASL Standards or ISTE Standards

2. Review the PPD Chart for required items needed, such as artifacts, rationale, etc.

3. Discuss with your cooperating media/technology specialist any projects you can engage in during the practicum that would help you meet any of the

standards and how they could be expressed in “artifacts”

4. Review Critical Performances from LME program courses to determine if you want to incorporate them into your Portfolio

(http://edtech2.wku.edu/portfolio/search_criticalperf.php)

5. Review school based initiatives/programs you are involved in to determine if you want to incorporate these artifacts into your Portfolio

6. Review the sample PPD entry and begin to complete the Chart and identify areas of the Chart that are incomplete; work with your cooperating

media/technology specialist to plan experiences and artifacts that would meet these standard elements

7. Create your impact statements using research on the relationship between literacy, libraries, and technology with student learning. Suggested readings are

included in a folder in the PPD area of Blackboard. Cite these resources in the PPD document using APA citation style.

http://www.ala.org/ala/mgrps/divs/aasl/aasleducation/schoollibrary/schoollibrary.cfm

http://www.iste.org/standards/nets-for-teachers.aspx

http://edtech2.wku.edu/portfolio/search_criticalperf.php

SAMPLE PPD ENTRIES (ISTE and AASL)

AASL

Standards

Name of Evidence

(minimum 2 per

standard indicator)

Alignment with Standard Indicator What did I learn? How has it impacted student learning? How

is it connected to best-practice literature on

student learning?

Standard 1: Teaching for

Learning: Candidates are

effective teachers who

demonstrate knowledge of

learners and learning and

who model and promote

collaborative planning,

instruction in multiple

literacies, and inquiry-based

learning, enabling members

of the learning community

to become effective users

and creators of ideas and

information. Candidates

design and implement

instruction that engages

students' interests and

develops their ability to

inquire, think critically,

gain and share knowledge.

Include: Name of

proposed artifact, Format

of the artifact, a Brief

Description of what the

artifact/activity is. A

minimum of 2 artifact per

standard indicator is

required.

Each standard has several standard element.

Each standard element has many statements

associated with it. Read the statement for the

standard element and write a brief statement

explaining why your chosen artifacts are

related to the standard-element.

Write a brief description of

what you learned from creating

and using these artifacts or

engaging in these activities

(first person required).

Write a brief description of how creating these

artifacts, engaging in these activities, and

using them with your students has helped you

to increase student learning. If you have not

directly assessed student learning describe

how the activity is an example of best practice

as cited in the literature on best practices on

increasing student learning. Include APA style

literature citation from the “Sources for

Creating Impact Statements” located in the

“Portfolio Information” section of our course.

1.1 Knowledge of learners

and learning: Candidates are

knowledgeable of learning

styles, stages of human growth

and development, and cultural

influences on learning.

Candidates assess learner needs

and design instruction that

reflects educational best

practice. Candidates support

the learning of all students and

other members of the learning

community, including those

with diverse learning styles,

physical and intellectual

abilities and needs. Candidates

base twenty-first century skills

instruction on student interests

and learning needs and link it to

the

Evidence for this standard

is a Learning Styles

Inventory that was given

to pupils to assess

individual learning needs

and modes of learning

prior to instruction. The

Inventory, student work

sample, and reflection are

included in one MS Word

document

The Learning Styles Inventory I gave to my

students is aligned with Standard 1.1 because

it demonstrates that I am able to assess

learner needs and design instruction based

on that assessment.

As a result of administering this

assessment instrument, I learned

that using only one mode of

instruction (lecture and

worksheets) was not meeting the

needs of many of my students

who the learning styles

inventory indicated were social

learners. For that reason I

revised my instruction to include

collaborative group work.

I believe that by engaging in this assessment

activity I demonstrate I can identify learner

needs and develop instruction based on best

practices. In this case, I revised my instruction

to include collaborative group work. As a

result of the activity, I noticed student scores

on the lesson rubric increased from last year’s

results. Research on learning styles indicates

that achievement scores will increase if

students are allowed to engage in their

preferred mode of learning (APA citation).

ISTE NETS-T

Standards

Name of Evidence Alignment with Standard Indicator What did I learn? How has it impacted student learning? How

is it connected to best-practice literature on

student learning?

I. TECHNOLOGY

OPERATIONS AND

CONCEPTS

Teachers demonstrate a sound

understanding of

technology operations and

concepts. Teachers:

A. demonstrate introductory

knowledge, skills, and

understanding of concepts

related to technology (as

described in the ISTE National

Educational

Technology Standards for

Students).

Include: Name of

proposed artifact, Format

of the artifact, a Brief

Description of what the

artifact/activity is. A

minimum of 2 artifact per

standard indicator is

required.

Each standard has several standard element.

Each standard element has many statements

associated with it. Read the statement for the

standard element and write a brief statement

explaining why your chosen artifacts are

related to the standard-element.


what you learned from creating

and using these artifacts or

engaging in these activities

(first person required).

Write a brief description of how creating these

artifacts, engaging in these activities, and using

them with your students has helped you to

increase student learning. If you have not

directly assessed student learning describe how

the activity is an example of best practice as

cited in the literature on best practices on

increasing student learning.

EXAMPLE: Technology Skill Module

5: Advanced Word from

LME 535

This artifact is a document

created using advanced

features of Microsoft

Word

The Advanced Word document from LME

537 represents my skills and abilities with

Microsoft Office tools which are part of the

school’s educational technology curriculum.

This artifact aligns with Standard Element

I.A. because it demonstrates my skills and

understanding in an important technology

application I use with my students and

enables me to integrate technology

effectively into the curriculum

I learned from creating this

artifact that there are many

features of Microsoft Word that

can be integrated into the existing

curriculum by incorporating them

into lessons, activities and

projects with the goal of

improving written

communication

Creating this artifact helps me to increase my

student's learning because by mastering the

skills, knowledge, and understanding of

Advanced Microsoft Word features, I can offer

my students more tools and methods to

complete lesson activities and projects, and

help them to improve how they use MS Word

to communicate their understanding of content.

Research indicates that integration of

technology into the curriculum increases

student achievement (APA Citation)

PPD TEMPLATE: AASL STANDARDS

NAME: Sheila Ruffin SEMESTER: Fall 2018 INSTRUCTOR: Paganelli CONCENTRATION: LITE

ALA/AASL Standards Name of Evidence Alignment with Standard

Indicator

What did I learn? How has it impacted student

learning? How is it

connected to best-practice

literature on student

learning?

Standard 1: Teaching for Learning: Candidates are

effective teachers who demonstrate knowledge of

learners and learning and who model and promote

collaborative planning, instruction in multiple

literacies, and inquiry-based learning, enabling

members of the learning community to become

effective users and creators of ideas and information.

Candidates design and implement instruction that

engages students' interests and develops their ability

to inquire, think critically, gain and share knowledge.

Write a brief description of how

creating these artifacts

engaging in these activities and using them with your

students has helped you to

increase student learning. If

you have not directly

assessed student learning

describe how the activity is

an example of best practice

as cited in the literature on

best practices on increasing

student learning.


how creating these artifacts

1.1 Knowledge of learners and learning: Candidates are

knowledgeable of learning styles, stages of human growth

and development, and cultural influences on learning.

Candidates assess learner needs and design instruction that

reflects educational best practice. Candidates support

the learning of all students and other members of the

learning community,

including those with diverse learning styles, physical and

intellectual abilities and needs. Candidates base twenty-first

century skills instruction on student interests and learning

needs and link it to the assessment of student achievement.

One artifact that is evidence of

standard 1.1 are the results of

student learning styles

assessment.

Learning Styles Data Results

The learning styles data aligns

with standard 1.1 because the data

made me knowledgeable of

students learning styles. I was

then able to assess students’ needs

and design instruction that reflects

those needs based on the learning

style results.

Looking at the results of

the learning styles

assessment I learned that

majority of my students are

active, sequential, and

visual learners. Knowing

this I revised my

instruction to meet the

needs of my students.

Research shows that when

students are permitted to learn

difficult academic information

or skills through their

identified preference, they tend

to achieve statistically higher

test and attitude scores than

when instruction is dissonant

with their preferences (Dunn,

Beaudry, & Klavas, 1989).

Another artifact that is evidence

of standard 1.1 is the

differentiation report.

These artifacts were designed in

LME 537

Differentiation Report

The other artifact that aligns with

standard 1.1 is the differentiation

report. This report demonstrates

how I designed instruction to

meet students diverse learning

styles and abilities. In the

differentiation report is

specifically describe how the data

results effect instruction.

I learned how to create

differentiated instruction to

meet student’s individual

needs. I incorporated

numbered step by step

instructions and video

tutorials in the instructions.

I demonstrated that by

understanding my students

learning styles I can create

instruction that meets their

individual needs. I noticed

Research shows that

differentiated instruction

consistently yielded positive

results across a broad range of

targeted groups (Huebner,

2010).

that after the revisions to

the Instructional Design

Project students scored

higher on the rubric then

students did in the past.

1.2 Effective and knowledgeable teacher: Candidates

implement the principles of effective teaching and learning

that contribute to an active, inquiry-based approach to

learning. Candidates make use of a variety of instructional

strategies and assessment tools to design and develop

digital-age learning experiences and assessments in

partnership with classroom teachers and other educators.

Candidates can document and communicate the impact of

collaborative instruction on student achievement.

One artifact for standard 1.2 is a

personal reflection of my

Instructional design plan after I

developed the project in LME

535

Personal IDP Reflection LME

535

The personal IDP reflection align

with standard 1.2 because it

demonstrates how I documented

and communicated the impact of

collaborative instruction on

student’s achievement.

I learned that by reflecting

on the impact of the

collaborative instruction I

could pinpoint what

worked and where I could

improve to increase student

achievement. I could also

identify areas where I

needed more training.

Research shows the

importance of teachers doing

authentic joint work, focused

on common learning goals,

lead to teacher confidence to

more successful instructional

solutions and gains in student

achievement (Shannon, 2007)

Another artifact for standard 1.2

is a final reflection of the IDP

after I collaborated with an

English teacher and we co-

taught the lesson to students.

This artifact was developed in

LME 537.

Final Reflection after IDP in

LME 537

Final IDP reflection align with

standard 1.2 because

demonstrates how I documented

and communicated the impact of

collaborative instruction on

student’s achievement.

By reflecting on

instruction, I was able to

determine what I needed

to successfully collaborate

and co-teach a lesson that

used a variety of

instructional strategies.

A result of collaboration is

that students are likely to

achieve more and become

lifelong learners (Gavigan,

2010, as cited in Copeland &

Jacobs, 2017).

The final artifact is the

instructional design project

developed in LME 535 them

implemented in LME 537.

Instructional Design Plan IDP

The Instructional Design Plan

(IDP) aligns with standard 1.2

because it demonstrates effective

teaching with a variety of

instructional strategies and

assessments tools to develop

digital-age learning experiences in

partnership with another

classroom teacher.

Looking at the students

scored projects, I felt that

they understood

instructions and

successfully completed the

project. Completing this

project I learned how to

collaborate with a

classroom teacher to

create effective instruction

using a variety of

strategies and assessment

tools to achieve students’

success.

When students take

ownership of their learning,

when they invest their

identities in learning

outcomes active learning

takes place (Cummins et al,

2005).

1.3 Instructional partner:

Candidates model, share, and promote effective principles

of teaching and

learning as collaborative partners with other educators.

Candidates acknowledge the importance of participating

in curriculum development, of engaging in school

improvement processes, and of offering professional

development to other

educators as it relates to library and information use.


collaboration project. This

project was a collaborative

effort between an elementary

teacher named Mrs. Bass and

myself.

LME 518 Collaboration

The LME 518 Collaboration

project aligns with standard 1.3

because it demonstrates how I

modeled and shared effective

teaching principles while

collaborating with another

educator. This project outlines

how Mrs. Bass and I worked

together to incorporate literature

into content for her class.

I learned how to connect

literature with content

through effective

collaboration with content

teachers.

Feedback from Mrs. Bass on

our collaboration expressed

the impact our collaboration

had on the project. Research

shows that school libraries

play an important role in

student achievement,

curriculum development, and

instruction (New York

Comprehensive Center, 2011)

The other artifact for standard

1.3 is a collaborative project

about weeding a collection.

Group Project Weeding LME

527

Another artifact that aligns with

standard 1.3 is a collaborative

project about weeding a

collection created in LME 527.

This collaborative task

demonstrated how I engaged in

the school improvement process

as it relates to library and

information use. In this project

we drafted a letter to the

superintendent that addressed the

communities concern in regard to

weeding books.

I learned how to effectively

engage in the school

improvement process, by

explaining how weeding a

collection benefits the

school.

Copeland & Jacobs (2017)

state that when librarians and

teachers collaborate it follows

best practices and provides

students with relevant

experiences.

1.4 Integration of twenty-first century skills and

learning standards: Candidates advocate for twenty-first

century literacy skills to support the learning needs of the

school community. Candidates demonstrate how to

collaborate with other teachers to plan and implement

instruction of the AASL Standards for the 21st-Century

Learner and state student curriculum standards. Candidates

employ

strategies to integrate multiple literacies with content

curriculum. Candidates integrate the use of emerging

technologies as a means for effective and creative teaching

and to support P-12 students' conceptual understanding,

critical thinking

and creative processes.


blog post and video that

describes how I would

collaborate with other teachers

to plan and implement

instructions using 21st Century

and state standards.

Blog & Video Post Link

The blog & video post align with

standard 1.4 because it

demonstrates how I would

collaborate with teachers from

various content areas to plan and

implement instruction that

focused on 21st-Century learners

and state standards. I describe

how entrepreneurship standards

could be integrated into content

areas like math and language arts.

I learned how to advocate

for 21st-century learning by

collaborating with teachers

in various content areas. I

learned multiple strategies

to integrate literacies with

content curriculum.

The ultimate goal of teachers

and librarians is to help

students develop 21st-Century

skills and grow as empathic

global citizens (Copeland &

Jabcobs, 2017).

The second artifact is an

example of my use of emerging

technologies as a means for

effective and creative teaching.

Digital Footprint Video LME

537

The digital footprint video created

in LME 537 aligns with standard

1.4 because it demonstrates how I

used emerging technologies to

effectively and creatively educate

students about their digital

footprint. I used I-Movie to create

this video.

I learned how to use I-

movie to create effectively

teach for understanding

and critical thinking.

Integrating technology into my

teaching was very beneficial. I

found that students understood

some content better and were

also able to demonstrate their

understanding using

technology.

https://sheilaruffin.lmeatwku.tech/blog-1-real-world-learning/

There is a growing body of

evidence that technology

integration positively affects

student achievement and

academic performance (Why

Do We Need Technology

Integration?, 2007).

Standard 2: Literacy and Reading: Candidates promote

reading for learning, personal growth, and enjoyment.

Candidates are aware of major trends in children's and

young adult literature and select reading materials in

multiple formats to support reading for information,

reading for pleasure, and reading for lifelong learning.

Candidates use a variety of strategies to reinforce

classroom reading instruction to address the diverse

needs and interests of all readers.

2.1 Literature: Candidates are familiar with a wide range

of children’s, young adult, and professional literature in

multiple formats and languages to support reading for

information, reading for pleasure, and reading for lifelong

learning.

Book discussions in LME 518

demonstrate that I am familiar

with a wide range of children’s,

young adult and professional

literature.

LME 527 Discussion Board

The book discussions in LME 518

and LME 527 align with standard

2.1 because in the discussions I

reviewed various type of

children’s, young adult and

professional literature. Then I

explained how I could use the

books in class. I was able to

engage in discussions with other

LME students to get more

strategies on how to incorporate

literature into the classroom.

I learned how I could use

various formats of

literature in the classroom

to engage students to read

for pleasure, information,

and lifelong learning.

Research shows that when

students get time to read

during school they began to

enjoy reading. Jody Podl

(1995), stated that after she

incorporated guided

independent reading into her

classroom it provided a way

for all students to engage in

reading (Podl, 1995). Students

appreciated that she had

confidence in their ability to

read and understand books

(Podl, 1995). It is essential for

the school librarian to be

familiar with a wide range of

children’s and young adult

literature in various formats,

because they could help

students find literature would

interest them. This would help

teachers that are implementing

practices like guided

independent readings.

The visual literature presentation

created in LME 518 aligns with

standard 2.1.

Visual Literature Presentation


standard 2.1 is a visual literature

book review created in LME 518.

This presentation aligns with this

standard because it shows how

visual literature can be used in the

classroom to support reading.

I learned how to review

illustrated literature and

explain how illustrations

can be used to help

students understand

literature.

Graboyes states that popular

manga, graphic classics and

graphic nonfiction books

attract a variety of students,

including students interested in

cartooning, English language

learners, and many nonreaders

who enjoy visual content

(Graboyes, 2011).

2.2 Reading promotion: Candidates use a variety of

strategies to promote leisure reading and model personal

enjoyment of reading in order to promote habits of creative

expression and lifelong reading.

The artifacts for standard 2.2 are

book trailers for the following

books.

• The Hate You Give

• Girls to the Rescue

Tulia

• Hunger Games

The book trailers from LME 527

are aligned with standard 2.2

because they were created to

promote leisure reading and draw

student interest in the titles.

I learned how to develop

activities that encourages

students to read. I also

learned that when students

read for pleasure they tend

to do better in their classes.

Research shows that reading

for enjoyment improves

reading scores. Reading and

literacy contribute to academic

success, so it’s imperative that

schools try alternative methods

of teaching reading that

promote enjoyment (Reis,

Fogarty, 2006).


is a literature and literacy

activity created in LME 527.

The other artifact that aligns with

standard 2.2 is the Integrating

Literacy and Literature Activity

created in LME 527. In this

activity, I created a book

campaign that promoted reading,

allowed students to share their

thoughts on literature and

provided incentives for students

who participated.

I learned how to create

activities that promote

reading for pleasure and

what it would take to

implement an activity like

this school wide.

Research from a reading

model called School

Enrichment Model in Reading

SEM-R shows that reading

increases readers stamina and

their test scores (Reis, Fogarty,

2006).

2.3 Respect for diversity: Candidates demonstrate the

ability to develop a collection of reading and information

materials in print and digital formats that support the

diverse developmental, cultural, social, and linguistic needs

of P-12 students and their communities.


YA Web 2.0 Collection &

Rationale created in LME 527

The YA Web Collection &

Rational from LME 527 align

with this standard because it

shows where I developed a

collection that showed diversity in

cultural, social, and linguistic

literature. The YA Web

Collection had titles that meet

diversity needs and incorporate

Web 2.0/ social media themes.

I learned how to use

catalog management tools

such as Librarything and

Librarycat. I learned how

to find books and reviews

using various collections

such as WorldCat. Using

these resources I was able

develop a collection made

up of eBooks, graphic

novels, and both fiction

and nonfiction about

cyberbullying

It’s important for libraries to

have various forms of diverse

literature. School libraries are

about reading and

understanding, critical

thinking and problem solving.

They are about research and

writing, the ability to evaluate

sources and exploration of

diverse perspectives and

experiences (Neal, 2018).

Having a diverse collection

gives students the ability to

explore diverse perspectives

and experiences.

Literature for a Diverse Society

Presentation created in LME

518

The literature for a diverse society

presentation created in LME 518

aligns with this standard because

it demonstrates my understanding

of multicultural and international

literature.

I learned about how to

develop multicultural and

intercultural learning

environments, how

teachers are culturally

responsive in their use of

literature, and the value of

multicultural and

international literature for

children.

Through school libraries,

students understand issues like

privacy, confidentiality,

intellectual freedom, open

access, fair use, and how these

relate to their work as learners

(Neal, 2018).

Candidates demonstrate the ability to develop a collection

of reading and information materials in print and digital

formats that support the diverse developmental, cultural,

social, and linguistic needs of P-12 students and their

communities

Book Reviews

• Freedom Over Me

• When Green Becomes

Tomatoes. Poems for All

Seasons

• Miss Mary Reporting: The

True Story of the Sports

Reporter Mary Garber

• Juan & Lucas

The book reviews demonstrate

my ability to develop a collection

of readings and information

materials in various formats that

support diverse readings.

I learned about various

diverse titles that support

social, cultural, and

linguistic needs for

students. I also learned

about various reading

strategies for students to

reflect on readings.

Having diversity at the

forefront of your mind can

help you into the habit of

seeking out and noting diverse

books (Johnson, 2015).

2.4 Literacy strategies: Candidates collaborate with

classroom teachers to reinforce a wide variety of reading

instructional strategies to ensure P-12 students are able to

create meaning from text.


a Wiki book review

The Wiki Book Review aligns

with this standard because it

provides a summary of award

winning diverse books. It also

provides classroom strategies that

could be used when collaborating

with classroom teachers.


classroom strategies that

could be used to

incorporate literature into

the classroom through

collaboration.

Research shows that

collaboration between the

school librarian and classroom

teacher can powerfully impact

curriculum (Hunt, 2018).

Discussion about how to

improve collaboration. The discussion aligns with this

standard because it describes how

we could improve collaboration

between the media specialist,

teachers and administration. It

provides suggestions on how I

would improve collaboration

through professional development

and being a part of the school

instructional leadership team.

I learned about methods of

collaboration between

teachers, media specialist

and administration. I

learned strategies to help

students who struggle to

read.

If the school library is to fulfil

its promise, then it must be

transformed from the top to

the bottom (Hunt, 2018).

Therefor the school librarian

has to advocate for its self and

collaborate with the school

administration.

LME 508 APA Short Quiz

The APA short essay

demonstrates my ability to


research to find strategies

Schooler, Reichie & Halpern

suggest that struggling

develop reading strategies for

students who struggle reading and

understanding technical content. I

used research to identify

dependent readers and

unmotivated readers. The

strategies would be essential

when collaborating with teachers

who are dealing with dependent

and unmotivated readers.

to help students who

struggle with reading.

students often believe they are

reading when they are actually

engaged in mindless reading,

which is zoning out while

staring at the printed page (as

cited in McEwan, 2007).

Standard 3: Information and Knowledge: Candidates

model and promote ethical, equitable access to and use

of physical, digital, and virtual collections of resources.

Candidates demonstrate knowledge of a variety of

information sources and services that support the needs

of the diverse learning community. Candidates

demonstrate the use of a variety of research strategies

to generate knowledge to improve practice.

3.1 Efficient and ethical information-seeking behavior:

Candidates identify and provide support for diverse student

information needs. Candidates model multiple strategies for

students, other teachers, and administrators to locate,

evaluate, and ethically use information for specific

purposes. Candidates collaborate with students, other

teachers, and administrators

to efficiently access, interpret, and communicate

information.

An artifact for standard 3.1 the

LME 508 discussion on

informatics

.

The discussions in LME 508

about informatics align with



develop multiple strategies for

students, teachers and

administrators to locate, evaluate

and ethically use information. The

strategies from the discussions

focus on the benefits of using

research in education to

collaborate and meet student’s

individual needs. All the

strategies described are supported

using research.


multiple strategies for

students, teachers, and

administrators to locate and

evaluate information.

Research shows that using

information is essential when

it comes to meeting student’s

individual needs. Identifying

learning styles as a basis for

providing responsive

instruction has never been

more important than now, as

educators meet the needs of a

diverse student population

(Dunn, Beaudry, & Klavas,

1989)


will be my LME 508 log sheet

The log sheet from LME 508

aligns with standard 3.1 because it

is evidence of my experiences

engaging in educational activities

in a culturally diverse library

setting. While working in the

library at a diverse school I

helped groups of students work

on their individual learning plans.

The log sheet documents the

diverse makeup of the school

population, the hours spent in the

I learned the benefits of

using research in education

to collaborate and meet

student individual needs.

library, and the activity.

3.2 Access to information: Candidates support flexible,

open access for library services. Candidates

demonstrate their ability to develop solutions for addressing

physical, social and intellectual barriers to equitable access

to resources and services. Candidates facilitate access to

information in print, non-print, and digital formats.

Candidates model and communicate the legal and ethical

codes of the profession.

LME 501 Student rights

http://web.b.ebscohost.com.libsr

v.wku.edu/ehost/pdfviewer/pdfvi

ewer?vid=7&sid=999fb298-

f80e-4aa8-a071-

36aaeba6c89b%40sessionmgr10

2

The reflective assignment in LME

501 aligns with standard 3.2

because it demonstrates my

ability to develop solutions for

addressing physical, social, and

intellectual barriers to equitable

access by explaining students’

rights. In this assignment I

explain how important it is for the

librarian to protect students’

rights when it comes to access to

resources. I describe how I would

facilitate access to information in

print and non-print resources.

I learned the importance of

protecting students’ rights

to access information. I

understood the role the

librarian plays in providing

students with access to

resources.

Throgmorton (2017) states that

many librarians are deeply

invested in ensuring

educational equity among

students and open educational

resources. Scotten (as cited in

Throgmorton, 2017), believes

that it’s important for

classroom materials to reflect

multiple perspectives of

students. It’s important for

students to learn about subjects

from multiple and diverse

perspectives (Throgmorton,

2017).

LME 518 Freedom DB May 26

The discussion from LME 518

about intellectual freedom aligns


explains my understanding of

intellectual freedom, how I would

facilitate access to information

and communicate the ethical

compliance with intellectual

freedom.

I learned about intellectual

freedom as it pertains to

elementary schools, how

librarians promote graphic

novels to teachers and

students, ways that graphic

novels challenge

elementary and middle

school settings, and ways a

school librarian model

compliance and intellectual

freedom ethics.

We distinguish between our

personal convictions and

professional

duties and do not allow

our personal beliefs to

interfere

with fair representation of the

aims of our institutions or the

provision of access to their

information

resources (Reynolds,2018).

3.3 Information technology: Candidates demonstrate their

ability to design and adapt relevant learning

experiences that engage students in authentic learning

through the use of digital tools and resources. Candidates

model and facilitate the effective use of current and

emerging digital tools to locate, analyze, evaluate, and use

information resources to support research, learning,

creating, and communicating in a digital society.

LME 537 Google Form

The Google form developed in

LME 537 aligns with standard 3.3


ability to design and engage

students in authentic learning

using Google forms. Using this

tool, I was able to display the

results of a survey students

participated in. This allowed me

to model how to use the tool to

analyze data, support research and

communicate information.


emerging technology tools

to engage my students in

learning at high levels. I

also learned how to use

emerging digital tools to

support research and

communicate information.

Research shows that learners

experience greater self-

efficacy and achieve higher

course performance when

provided with resources that

cater to various ways of

knowing, communication

information, and remembering

(as cited in Maxtrix, C.

Hodson & J Hodson, 2014,

http://web.b.ebscohost.com.libsrv.wku.edu/ehost/pdfviewer/pdfviewer?vid=7&sid=999fb298-f80e-4aa8-a071-36aaeba6c89b%40sessionmgr102






p.3).

LME 527 Infographic

“Crowdfunding”

https://www.easel.ly/create?id=h

ttps://s3.amazonaws.com/easel.ly

/all_easels/3041348/1505090895

&key=pri

The infographic about

crowdfunding also aligns with

standard 3.3 because it’s a model

of how I effectively used an

infographic about crowdfunding

to engage students in learning.

The infographic informs students

of the pros and cons of getting a

bank loan and using

crowdfunding to start a business.

It also includes a video that

further explains the concept of

crowdfunding. The technology

tool used to create the infographic

is called Easelly.


an infographic to provide

information. This was my

first time creating an

infographic and I like how

I could incorporate images

and videos to provide

information.

An infographic assignment

challenges student to visually

communicate. Rather than

present this position in a text-

based format, students can

design an information

visualization to illustrate their

argument, using online tools

(Hodson & J Hodson, 2014,

p.2).

LME 537 “Infographic

Information Sheet”

The final artifact that aligns with

standard 3.3 is a task that explains

ways that infographics can be

used by teachers. It also breaks

down how the infographic that I

created for my students lines up

with engagement level 3 and 4 on

the CREATE model.

I learned various ways that

that teachers could use

infographics in the

classroom.

This research attempts to

demonstrate the pedagogical

benefits of integrating

infographic assignments into

an online or blended course,

and to detail some of the

technical and instructional

challenges involved (Hodson

& J Hodson, 2014, p.2).

3.4 Research and knowledge creation: Candidates use

evidence-based, action research to collect data. Candidates

interpret and use data to create and share new knowledge to

improve practice in

school libraries.

Mini Research Project Chart

developed in LME 508

The mini research project chart

developed in LME 508 aligns

with standard 3.4 because, it

demonstrates how I used action

research to collect data and share

results with peers. This project

chart outlines my data collection

process for this research. The

chart breaks down the method,

procedure, subjects, literature

review, and data collection.


evidence-based research to

collect data and share new

knowledge.

Evidence based research can

be essential in school

achievement, but it takes a

collaborative effort. Moving to

evidence-base professional

practice requires the leadership

and hard work of teachers,

principals, central office

administrators,

superintendents, parents and

community members.

https://www.easel.ly/create?id=https://s3.amazonaws.com/easel.ly/all_easels/3041348/1505090895&key=pri




Evidence based practice will

only become a reality when

educators embrace the

scientific spirit and seek out

and apply programs and

practices that demonstrate

their effectiveness

(Fleischman, 2006).

Role of a LMS & technology

presentation developed in LME

508


standard 3.4 is a presentation

created in LME 508. The

presentation is about the role of

the library media specialist when

it comes to technology

integration. This presentation

demonstrates how I collected data

and presented results to peers in

the library media program. The

research determined that the

library media specialist wasn’t

instrumental in helping teachers

integrate technology into the

classroom. I then explained why

media specialist didn’t feel

comfortable when it came to

technology integration.

I learned that the library

media specialist in most

schools, doesn’t guide

teachers when it came to

integrating technology in

the classroom. During my

quest for information, I

also found reasons why the

media specialist didn’t

work with teachers and

technology integration.

One reason that stuck out

to me was that the media

specialist didn’t feel

comfortable using the tools

themselves, which made it

difficult to assist teachers

with integrating it.

Several resources are available

that can help educators bridge

the gap between research and

practices, they are to explore

ways to strengthen the

connection between research

and practice, decipher and

apply research, learn more

about using scientific

approaches to improve

learning, consult credible,

timely, and usable evidence

reviews (Fleischman, 2006).

Standard 4: Advocacy and Leadership: Candidates

advocate for dynamic school library programs and

positive learning environments that focus on student

learning and achievement by collaborating and

connecting with teachers, administrators, librarians,

and the community. Candidates are committed to

continuous learning and professional growth and lead

professional development activities for other

educators. Candidates provide leadership by

articulating ways in which school libraries contribute

to student achievement.

4.1 Networking with the library community: Candidates

demonstrate the ability to establish connections with other

libraries and to strengthen cooperation among library

colleagues for resource sharing, networking, and facilitating

access to information. Candidates participate and

collaborate as members of a social and intellectual network

Librarian PLC

Attended the Digital Skills PLC.

The minutes from the Digital

Skills PLC for librarians aligns



establish connections with other

libraries and to strengthen

After attending the

professional learning

community for librarians

about digital skills, I

learned about

curating/integrating digital

Research shows that school

library media specialist must

become informed about

multitype library activities and

other cooperative networks,

of learners.

cooperation among library

colleagues. This PLC was perfect

for networking with the library

community and gaining a better

understanding of digital skills

used in the library.

resources. We also

discussed using Google

classroom in the library

and Makerspace. I learned

the value in networking

with other librarians. I

observed librarians share

resources and information.

for they need to help the

teachers, principals,

administrators, board

members, and parents

understand the benefits to be

derived from participating in a

cooperatively developed

network (Bender, 1979).

Facebook Librarian groups

Learning Librarians

Teen Librarians

Screenshots from the Facebook

groups align with standard 4.1


ability to establish connections

with other libraries and to

strengthen cooperation among

colleagues for resource sharing.

My supervising librarian

introduced me to these

groups and I am so excited.

These social networking

groups are full of

resources, ideas and

information. I noticed a

few post where librarians

asked other librarians for

ideas for Halloween teen

events. I learned about

several budget friendly

ideas.

Research shows that the

Internet “network of networks:

does a lot more than simply

provide librarians with access

to a world of databases and

technological resources. It

brings a human dimension to

technology with its ability to

connect individuals across

town or across the world

(Eiseberg & Milbury, 1994)

4.2 Professional development: Candidates model a strong

commitment to the profession by participating in

professional growth and leadership opportunities through

membership in library associations, attendance at

professional conferences, reading professional publications,

and exploring Internet resources. Candidates plan for

ongoing professional growth.

Member of the Library

association

My membership to the Kentucky

Library Association aligns with

standard 4.2 because it shows my

commitment to the profession in

professional growth and

leadership opportunities. I joined

the KLA to gain access to

professional conferences and

publications.

Being a member of the

KLA I know have access to

webinars, professional

publications and

professional conferences. I

joined because of these

benefits and more such as

updating and exchanging

of information, adding my

voice in legislative

concerns, and networking

with peers. With this

access, I am learning and

engaging more and more in

this profession.

It is important to have an

annual professional

development plan for yourself.

Research shows that the best

professional development is

ongoing, experiential,

collaborative, and connected to

and derived from working with

students and understanding

their culture (Edutopia, 2008).

Professional development

discussion

The professional development

discussion aligns with standard

4.2 because it describes how I

would offer staff development at

my current school; connect with

the professional community

In the professional

development discussion, I

learned the value of

ongoing professional

development. In this

discussion I learned how to

Research shows that the

library media specialist can

enhance school improvement

efforts. The media specialist

could be the catalyst for

implementing new PD

outside of the school, and the

advantages of developing an

annual professional development

plan for myself. This discussion

demonstrates how I will continue

my professional growth in and out

of school.

develop my own PD for

staff members and what

components that should be

considered for an effective

PD session.

programs within his or her

own building (Brown, Dotson,

& Yontz, 2011).

4.3 Leadership: Candidates are able to articulate the role

and relationship of the school library program's impact on

student academic achievement within the context of current

educational initiatives. Utilizing evidence-based practice

and information from education and library research,

candidates communicate ways in which the library program

can enhance school improvement efforts.

Technology in the classroom

ILT presentation

The technology presentation

presented to the Instructional

Leadership Team (ILT) aligns

with standard 4.3 because I

articulated the role the media

specialist has on technology

integration and used research to

explain how that can impact

student achievement. The

presentation highlighted the

benefits of incorporating

technology and provided

examples for content areas like

Math and Science. I used

research-based practices to

explain how library program

could enhance student

achievement, by integrating more

technology.


research to support school

achievement as a library

media specialist.

Developing this project

showed that I could present

research supported

evidence to instructional

leaders and get feedback

before I presented to other

teacher. The focus of this

presentation was to

demonstrate how the media

specialist could help

teachers with technology

integration that would

improve student

achievement.

Research shows that librarians

promote student learning

through technology, literacy,

and collaboration with

teachers (Dees Mayer, Morin,

& Willis, 2010).

Annotated Bibliography

Service Learning project

The service learning annotated

bibliography developed in LME



ability to articulate the role and

relationship of the libraries impact

on student achievement within the

context of real world learning.

Students are using what they

learned and applying it to real

world situation. The annotated

bibliography also demonstrates

how I used evidence-based

practices and information from

education and library research to

I learned about several

service learning projects

going on in schools around

the world. Learned how

students developed projects

and the impact they service

projects had on the schools.

Research shows that as part of

the learning community, we

are challenged to serve as

leaders who can identify needs

based on data and observation

and then provide positive

feedback to the community for

address those needs (Dees

Mayer, Morin, & Willis,

2010).

communicate ways the library

program could enhances school

improvement through service

learning.

4.4 Advocacy: Candidates identify stakeholders within and

outside the school community who

impact the school library program. Candidates develop a

plan to advocate for school library and information

programs, resources, and services.

Advocacy Tool Kit

The advocacy toolkit developed

in LME 501 aligns with standard


reviewed professional advocacy

toolkits from different

professional societies and then

described how it could be used to

address issues in Library Media

Education.


advocacy tools to create a

plan to address issues in

library media education. I

was able to come up with a

strategy and begin working

on an advocacy plan.

Research shows that school

libraries often lack an adequate

advocate base. Without the

base, they cannot counter

misinformed policy and

budgeting practices that make

it difficult to gather the

resources to establish library

media centers in schools that

don’t have them or to improve

them in schools that do

(Leverett, 2001).

Advocacy Campaign Plan The advocacy campaign plan

aligns with standard 4.4 because it

demonstrates my ability to create

a plan to advocate for school

library and information programs,

resources, and services. In this

advocacy plan the goal was to get

lead teachers and administrators

buy in on incorporating more

technology into the classrooms.


an organized research-

based plan to advocate for

library media education. I

was able to lay out how

issues would be presented

to administrators and staff.

After implementing my

plan I was able to reflect

and identify areas of

improvement.

Leverett (2001) states that

library media specialists are in

the best position to educate

superintendents, school

boards, principals, and

community members

concerning the benefits of a

strong library media program.

Standard 5: Program Management and

Administration: Candidates plan, develop,

implement, and evaluate school library programs,

resources, and services in support of the mission of

the library program within the school according to

the ethics and principles of library science,

education, management, and administration.

5.1 Collections: Candidates evaluate and select print, non-

print, and digital resources using professional selection

tools and evaluation criteria to develop and manage a

quality collection designed to meet the diverse curricular,

personal, and professional needs of students, teachers, and

administrators. Candidates organize school library

collections according to current library cataloging and

classification principles and standards.

Catalog Worksheets

Print & Electronic format LME

506

Cat. Worksheet

Cataloging worksheet

The catalog worksheets developed

in LME 506 align with standard


used professional selection tools

and evaluation criteria to develop

and manage a collection. I also

organized the items according to

current library cataloging

classification principles and

standards.

I learned about the

standards and resources for

organizing information in a

school library. I learned

about Sears Subject

headings, RDA standards,

and MARC record format.

Using the current library

cataloging and classification

principles and standards make

searching for information

easier. The purpose of library

catalogs is to impose order on

some corner of the chaotic

bibliographic universe were

live in and to help us find the

authoritative information we

need (Houston, 2016).

Virtual Collection Project LME

527

The Virtual Collection project



demonstrates how I used non-

print and digital resources to

develop and manage a collection

designed to meet a need. The

collection also demonstrates how

I organized items according to

current library and cataloging

classification principles and

standards.

I learned how to create a

virtual collection. I learned

that using controlled

vocabulary while

developing the collection

could make it easier for

others to browse and search

thru my collections.

Thorgmorton (2017) states that

the amount of content

available to students and

teachers has skyrocketed,

curation is becoming a

necessary skill for everyone

(Thorgmorton, 2017).

5.2 Professional Ethics: Candidates practice the ethical

principles of their profession, advocate for intellectual

freedom and privacy, and promote and model digital

citizenship and responsibility. Candidates educate the

school community on the ethical use of information and

ideas.

LME 501 Ethics The Ethics document created in

LME 501 align with standard 5.2

because it explains the ethical

principles of my profession and

ethic commonalities between my

profession and the technology

and library media profession. It

also discusses students’ rights to

confidentiality.

I learned about the

similarities between the

ethics in my profession and

the ethics in the library

media profession, such as

how important it is to

protect student’s

constitutional rights.

Now more than ever we need

to ensure that what we do in

our libraries is consistent with

our professional values,

especially those around access

(Farkas, 2017).

LME 508 Digital Citizenship

resources

The digital citizenship resources

created in LME 508 align with

standard 5.2 because it lists and

explains several digital citizen

resources. These resources

education the school community

on ethical use of information.


online resources that could

be uses to educate the

school community about

digital citizenship.

When school leaders ban

social media and fail to

develop powerful visions for

digital citizenship, they

neglect to educate students for

our digitally connected world,

where citizenship is digital

(Krutka & Carpenter, 2017).

5.3 Personnel, Funding, and Facilities: Candidates apply

best practices related to planning, budgeting, and evaluating

human, information, and physical resources. Candidates

organize library facilities to enhance the use of information

resources and services and to ensure equitable access to all

resources for all users. Candidates develop, implement, and

evaluate policies and procedures that support teaching and

learning in school libraries.

ED Tech elements of facilities

final wku stuff

The ED Tech Elements of

Facilities chart aligns with



evaluate human, information, and

physical resources.

I learned how to evaluate a

media center to determine

if it meets the needs of the

school community. I

explained and provided

recommendations for

accommodating students

with special needs, media

center air quality, climate,

flooring, and various other

elements in the facility.

The pressure on the library to

make room for other services

and programs will be strong

and constant and the library

administrator will be

continually faced with difficult

political, practical, and

strategic choices (Anderson,

2014).

Collection Management Policy

The collection management

policy aligns with standard 5.3

because it demonstrates I would

organize library facilities to

enhance the use of information

I learned how to develop a

detailed collection

management policy that

describes my mission and

goals for the collection. It

Research suggest that more

reliable and complete

information about the use of

materials will be available, and

resources and services to ensure

equitable access to all resources

for all users. The collection

management policy demonstrates

my ability to develop policies and

procedures that support teaching

and learning.

describes my collection

policies for deselection,

gifts/donations,

controversial materials. I

also describe collection

management procedures

for circulation, inventory,

rental/leases, and repairs.

when this information is

related to available funds and

space, it should make the

process of collection

management more rational

(Fletcher, 1983).

5.4 Strategic Planning and Assessment: Candidates

communicate and collaborate with students, teachers,

administrators, and community members to develop a

library program that aligns resources, services, and

standards with the school's mission. Candidates make

effective use of data and information to assess how the

library program addresses the needs of their diverse

communities.

Critical Performance 501

The critical performance



demonstrates how I used data to

assess how a media center

addresses the needs of their

diverse community.

I learned how to evaluate

very aspect of a media

center to determine if the

diverse needs of the

community are being met.

High school libraries should

constantly be reevaluated and

updated so it remains an

exploration center where

creative thinking and

discovery flourish with an

accessible and easy to use

collection of books and other

media (Graboyes, 2011).

Mission statement LME 501

The mission statement from LME



ability to develop a program with

a mission that aligns with the

schools and districts mission for a

library program.

I learned how to identify

the mission of a school,

district and media center

and explain how those

missions are connect to the

mission of my library

program.

The mission statement for a

library must directly focus on

serving its community.

Fletcher (1983), states that a

library should be aware of the

purposes for which the

statement is being developed

at that particular time

(Fletcher, 1983). The mission

statement was among the key

political factors that have

impact on collection

development policies

(Fletcher, 1983).

Bibliography Page

Beaudry, J. S., Dunn, R., Klavas, A. (March, 1989). Survey of research on learning styles. Education Leadership Journal

Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198903_dunn.pdf

Informational Brief: Impact of school libraries on student achievement, (2011). New York Comprehensive Center. Retrieved from

http://www.nysl.nysed.gov/libdev/nyla/nycc_school_library_brief_exec_summary.pdf

Shannon, G.S. & Bylsma, P. (2007). The Nine Characteristics of High-Performing Schools: A research-based resource for schools and districts to assist with

improving student learning. (2nd Ed.). Olympia, WA: OSPI

Retrieved from http://www.k12.wa.us/research/pubdocs/ninecharacteristics.pdf

Why do we need technology integration? (2007). Retrieved from https://www.edutopia.org/technology-integration-guide-importance

Neal, J. (2018). Fight for School Libraries: Student success depends on them. American Libraries, 49(3/4), 4. Retrieved from

http://web.a.ebscohost.com.libsrv.wku.edu/ehost/pdfviewer/pdfviewer?vid=6&sid=e384bce8-b1f7-46b3-95eb-32f5d18b21f0%40sessionmgr4010

Reis, S. M., & Fogarty, E. A. (2006). Savoring Reading Schoolwide. Educational Leadership, 64(2), 32. Retrieved from

http://web.a.ebscohost.com.libsrv.wku.edu/ehost/detail/detail?vid=12&sid=d5ec0b5b-19f1-4960-a5fa-

c3b2ee7aab51%40sessionmgr4009&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=22711491&db=ulh

Hunt, J. (2018). Advocate This, Not That! (cover story). School Library Journal, 64(1), 20. Retrieved from

http://web.a.ebscohost.com.libsrv.wku.edu/ehost/pdfviewer/pdfviewer?vid=31&sid=d5ec0b5b-19f1-4960-a5fa-c3b2ee7aab51%40sessionmgr4009

Podl, J. B. (1995). Introducing teens to the pleasures of reading. Educational Leadership, 53(1), 56. Retrieved from


Matrix, S., Hodson, C., & Hodson J. (2014). Teaching with infographics: Practicing new digital competencies and visual literacies. Journal of Pedagogic

Development, 4(2). Retrieved from https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/283/429

Fleischman, S. (2006). Moving to Evidence-Based Professional Practice. Educational Leadership, 63(6), 87. Retrieved from

http://search.ebscohost.com.libsrv.wku.edu/login.aspx?direct=true&db=ulh&AN=20034811&site=ehost-live

Throgmorton, K. (2017). Open Educational Resources: Redefining the role of school librarians. American Libraries, 48(9/10), 16. Retrieved from


Edutopia, S. (2008, 03 16). Why is teacher development important?: Because students deserve the best. Retrieved from http://www.edutopia.org/teacher-

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198903_dunn.pdf

http://www.nysl.nysed.gov/libdev/nyla/nycc_school_library_brief_exec_summary.pdf

http://www.k12.wa.us/research/pubdocs/ninecharacteristics.pdf

https://www.edutopia.org/technology-integration-guide-importance


http://web.a.ebscohost.com.libsrv.wku.edu/ehost/detail/detail?vid=12&sid=d5ec0b5b-19f1-4960-a5fa-c3b2ee7aab51%40sessionmgr4009&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=22711491&db=ulh

http://web.a.ebscohost.com.libsrv.wku.edu/ehost/detail/detail?vid=12&sid=d5ec0b5b-19f1-4960-a5fa-c3b2ee7aab51%40sessionmgr4009&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=22711491&db=ulh

http://web.a.ebscohost.com.libsrv.wku.edu/ehost/pdfviewer/pdfviewer?vid=31&sid=d5ec0b5b-19f1-4960-a5fa-c3b2ee7aab51%40sessionmgr4009


https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/283/429



http://www.edutopia.org/teacher-development-introduction

development-introduction

Brown, C., Dotson, L., & Yontz, E. (2011). Professional Development for School Library Media Professionals: Elements for Success. TechTrends: Linking

Research & Practice to Improve Learning, 55(4), 56–62. https://doi-org.libsrv.wku.edu/10.1007/s11528-011-0512-x

Eisenberg, M. B., & Milbury, P. (1994). LMpass:[_]NET. School Library Journal, 40(11), 31. Retrieved from


Bender, D. R. (1979). School Library Journal, 26(3), 29. Retrieved from


Dees, D., Mayer, A., Morin, H., & Willis, E. (2010). Librarians as Leaders in Professional Learning Communities through Technology, Literacy, and

Collaboration. Library Media Connection, 29(2), 10. Retrieved from

http://login.libsrv.wku.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=55094302&site=ehost-live

Leverett, Larry. 2001. “Extending Your Influence by ‘Spreading the Word.’” Book Report 20 (1): 24.


Graboyes, A. S. (2011). A 21st Century Library in a 20th Century Space. Educational Leadership, 69(4), 74. Retrieved from


FARKAS, M. (2017). Access and Resistance. American Libraries, 48(3/4), 70. Retrieved from


Krutka, D. G., & Carpenter, J. P. (2017). DIGITAL CITIZENSHIP in the Curriculum: Educators can support strong visions of citizenship by teaching with

and about social media. Educational Leadership, 75(3), 50. Retrieved from


Anderson, R. (2014). Battle over Library Space: Saying Yes & No. Library Journal, 139(8), 15. Retrieved from


Fletcher, J. (1983). Library Journal, 108(9), 881. Retrieved from


Reynolds, D. (2018). Not the Morality Police. American Libraries, 49(9/10/2018), 6. Retrieved from


Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L., … Sastri, P. (2005). Affirming Identity in Multilingual Classrooms. Educational

Leadership, 63(1), 38. Retrieved from http://search.ebscohost.com.libsrv.wku.edu/login.aspx?direct=true&db=ulh&AN=18154031&site=ehost-live

http://www.edutopia.org/teacher-development-introduction

https://doi-org.libsrv.wku.edu/10.1007/s11528-011-0512-x



http://login.libsrv.wku.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=55094302&site=ehost-live








Huebner, T. A. (2010). Differentiated Instruction. Educational Leadership, 67(5), 79. Retrieved from


COPELAND, A., & JACOBS, L. (2017). The Power of Collaboration between School Librarian and Classroom Teacher. Teacher Librarian, 45(2), 22–27.

Retrieved from http://login.libsrv.wku.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=127006159&site=ehost-live

McEwan, E. (2007). Teach the seven strategies of highly effective readers. Retrieved from http://www.adlit.org/article/19844/

Johnson, A. (2015). Diversity on My Mind. American Libraries, 46(3/4), 82. Retrieved from



http://login.libsrv.wku.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=127006159&site=ehost-live

http://www.adlit.org/article/19844/


PPD Grading Rubric

Criteria Apprentice Proficient Distinguisehd

Description of Actions/Evidence,

What LME student Learned, What

pupils learned or have potential to

learn

100

Descriptions do not adequately

describe the actions and the evidence

resulting from the actions; connection

to standard indicator is not clearly

made; the description of what LME

student learned does not clearly show

ability to reflect on professional

growth; the description of the impact

on student learning does not clearly

show LME student's ability to

connect the activities/evidence with

best practices literature or show

potential for increasing students'

cognitive or motivational

development. No supporting research

referenced.

Descriptions adequately describe the

actions and the evidence resulting

from the actions; connection to

standard indicator is made; the

description of what LME student

learned shows ability to reflect on

professional growth; the description

of the impact on student learning

shows LME student's ability to

connect the activities/evidence with

either best practices literature or

pre/post measurements of learning,

and shows the potential to increase

students' cognitive or motivational

development. Supporting research

reference using APA citation style.

Descriptions clearly describe the

actions and the evidence resulting

from the actions; connection to

standard indicator is clearly made; the

description of what LME student

learned shows ability to reflect on

professional growth in relation to

standards and expresses a recognition

of the importance of these activities

in professional growth and

development; the description of the

impact on student learning shows

LME student's ability to connect the

activities/evidence with either best

practices literature or pre/post

measurements of learning, and the

potential to increase students'

cognitive or motivational

development in a clearly measurable

or documented way. Supporting

research referenced using APA

citation style.

Quality of Evidence as it represents

students best work in LME program

and professional activities

75

A minimum of two actions/evidences

per standard indicator are not

provided. Some actions/evidences in

the PPD used more than one time.

Not all the actions/evidences

demonstrate clear mastery of the all

the components of the standard

indicator.


per standard indicator are provided.

There are no actions/evidences in the

PPD used more than one time. Most

of the actions/evidences demonstrate

clear mastery of the all the

components of the standard indicator.


per standard indicator are provided.

There are no actions/evidences in the

PPD used more than one time. The

actions/evidences demonstrate clear

mastery of the all the components of

the standard indicator.

Quality of communication in overall

organization of ideas, grammar,

spelling and clarity of writing style.

25

There area spelling and grammar

errors in each of the PPD areas.

Statements do not adequately

describe the required information.

Sentences do not communicate the

required information.

Almost flawless spelling and

grammar in each of the PPD areas.

Statements adequately describe the

required information. Sentences

communicate the required

information.

Flawless spelling and grammar in

each of the PPD areas. Statements are

organized and brief descriptions of

the required information. Sentences

are clear and direct, effectively

communicating the required

information.

directions for the portfolio planning document€¦ · directions for the portfolio planning...

Documents