Professional Education Unit - WKUStandard 4: Program Administration X X X X X X X X X The course...
Transcript of Professional Education Unit - WKUStandard 4: Program Administration X X X X X X X X X The course...
-
1
Professional Education Unit
Program Review Document 3: Program
Experiences
Preparation Program: Library Media Education
Degree: Non-degree (Certification Only)
Certification Level: P-12
Preparation Level: Initial
Rank Level: Rank II
Date Submitted: September 15, 2014
Link to Graduate Catalog: http://www.wku.edu/graduate/prospective_students/catalog.php
State Regulation governing this program: 16 KAR 2:010
The following WKU faculty and staff have contributed to the development of this document: Marge Maxwell, Cynthia Houston, Barbara
Fiehn, Andrea Paganelli
http://www.wku.edu/graduate/prospective_students/catalog.php
-
Pge
2
Introduction
Program Relationship to Unit Conceptual Framework and Continuous Assessment Plan
WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that prepare university students
to enter education professional fields. These fields include:
Teachers in elementary, middle, and high schools
Library media specialists
Principals and superintendents
School counselors
School nurses
School psychologists
Speech pathologists
All these education professional preparation programs are considered by the National Council for Accreditation of Teacher
Education (NCATE) and Kentucky’s Education Professional Standards Board (EPSB) to represent WKU’s Professional
Education Unit. Faculty representatives from each of the education fields in the Unit were involved in various aspects
related to the development and approval of the Conceptual Framework. An abridged version of the Conceptual Framework
is attached to this document as Appendix A.
It is important to note that during the development of the Conceptual Framework, committee members thought it important to delineate all essential beliefs, ideas, and implications even if they were difficult to measure or live out. Thus, many beliefs,
ideas, or implications reflect what the unit aspires to accomplish over time.
Based on these values, the Professional Education Council adopted the unit-wide Continuous Assessment Plan. From this
plan, each program developed a Program Assessment Plan (Appendix B). As can be seen from our plan, the first “Continuous
Assessment Matrix” maps out how our program attempts to live out the unit-wide assessment vision. The “Critical
Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress
toward the Kentucky Teacher Standards. Unless noted, all these assessments are collected within the unit’s Electronic
Portfolio and Accountability Systems and are used to guide decisions as indicated in the Transition Points described in the
Program Assessment Plan. The “Other Key Data Collection Matrix” identifies where other unit-wide data related to the unit
Conceptual Framework are collected within our program.
Furthermore, to ensure that all our program candidates work with diverse students, we have identified the clinical/field
experiences associated with LME courses as the designated experience where candidates are placed in diverse settings. We
determined our most diverse settings by averaging the ethnic diversity of the schools in our service area (about 11%) and
selecting schools as diverse that exceed this percentage. The following courses, assessments, and experiences provide
additional opportunities for our program candidates to address topics related to diversity:
The 200 clinical/field experiences prior to the Internship include the following:
LME 501 (10 hours) Facility and program evaluation;
LME 502 (10 hours) LMS job shadowing, journal, LMS interview and reflective paper;
LME 508 (10 hours) Reference collection analysis, LMS interview and reflective paper;
LME 518 (5 hours) Collaborative literature project with classroom teacher;
LME 527 (5 hours) Collaborative literature project with classroom teacher;
LME 535 (20 hours) Observations of teachers and students using technology;
LME 537 (10 hours) Instructional Design Project;
LME 589 (150 - 200 hours) all other required experiences for field hours including school board meeting
attendance, experiences at elementary, middle, and high school, experiences with diverse populations,
-
Pge
3
observations in Family Resource Centers and Youth Service Centers, student tutoring, experiences with families
of students, participation in Professional Learning Communities, and opportunities to assist teachers and other
personnel.
LME 592 Internship in LME (70 full days) includes 35 days in library media center in an elementary setting and 35
days in library media center in a middle or high school setting.
Finally, after the Professional Education Council adopted a unit-wide set of dispositions (see Appendix A), our program
identified the following courses and experiences where we or other field observers (e.g., cooperating teachers) assess our
students’ display of behavior associated with these dispositions.
As a mid-point assessment in the LME program, graduate students complete an online application for the LME 592
Internship. Students self-assess themselves on the Level 1 Dispositions. Library Media Supervisors of graduate students in
LME 592 assess LME graduate students on Level 2 Dispositions.
Program Overview
Brief Program Description
The Certification Only Program in Library Media Education (LME) is designed to give professionals both a deep and
practical knowledge of school libraries in P-12 settings. Within the LME certification program, candidates are expected to
become competent in theory, research, and application of best practices related to school libraries and exhibit appropriate
teacher dispositions and behaviors as indicated by the College of Education and Behavioral Sciences Teacher Disposition
Rating Form.
The program prepares persons for service as library media specialists. This graduate certification program requires 33 hours
of coursework in Library Media Education. Students seeking initial certification may be required to take additional courses
to satisfy state of Kentucky licensure requirements or to address deficiencies related to prior coursework in education. All
courses in the program contain critical performance indicators (CPIs) that must be successfully completed before the final
course grade will be recorded. Each course’s CPI becomes a part of the portfolio that is reviewed at the end of each
semester for progress through the program.
Successful completion of an internship is required. A GPA of 3.0 or higher in all graduate course work is required, with no
grade lower than a “C.” Note: To be eligible for recommendation for teacher certification, students must document that they
have received a passing score on the required Praxis II examination for school librarians for Kentucky.
Admission requirements to the LME Certification Only program include the following:
ALA accredited Master’s degree in Library Science A person who does not hold a teaching certificate may obtain initial certification in Kentucky as a Library Media
Specialist upon completion of the Certification Only in LME Program, admission to Professional Education at WKU,
and a passing score on the PRAXIS II Subject Assessment-Library Media Specialist. Information regarding the
requirements for admission to Professional Education may be found at http://www.wku.edu/ste. Students are expected
to apply for admission to professional education within the first semester of admission to the LME program.
Standards Addressed by Program
Kentucky Teacher Standards (Appendix B contains our Program Assessment Plan with tables correlating
LME courses to the KTS standards.)
American Association of School Libraries (Appendix B contains our Program Assessment Plan with tables correlating
LME courses to the AASL standards.)
International Association of Technology Education (Appendix B contains our Program Assessment Plan with tables correlating LME courses to the ISTE standards.)
http://www.wku.edu/ste
-
Pge
4
A. Content Standards
1. Course Descriptions
Content Courses
Required Courses for the LME Certification Only Program
LME 501 PROGRAM ORGANIZATION and ADMIN 3 HOURS
Development and administration of the library media program to support the educational goals of the school. Includes
school/community needs assessment, program design, implementation of evaluation, budget, and other management areas.
LME 502 COLLECTION MANAGEMENT 3 HOURS
Principles of collection management to meet the needs of the school library media program. Evaluation, selection and acquisition of print,
non-print and electronic resources. Examination and development of collection policies and procedures, including acceptable use policies
and copyright.
LME 506 CLASS AND CATALOGING 3 HOURS
Classification, descriptive and subject cataloging for print and other media forms. Compliance with national standards including
MARC record format.
LME 508 INFORMATION SOURCES and SERVICES 3 HOURS
Information sources and services in school library media centers. Evaluation and use of print and electronic general reference sources,
including search techniques. Emphasis on reference interview process, information literacy, and development of pathfinders.
LME 512 ISSUES IN LME 3 HOURS
Types of information centers and their history, state and national accreditation standards, the development of communication and
information technologies, the impact of technology on education, and career opportunities. Attention to legal issues like intellectual
freedom, censorship, and information access.
LME 519 SPECIAL TOPICS: RESEARCH IN LME 3 HOURS
Special topics course. May be repeated once with a different topic. (Note: Variable content in areas of research, distance learning,
networking, web management.) The topic for this program is RESEARCH IN LME.
LME 535 SURVEY OF ED TECH PRACTICES 3 HOURS
Focus on instructional design and communication models appropriate to effective utilization of multimedia for instruction and training.
Application of various multimedia to design, produce, and evaluate instructional/training projects.
*LME 537 PRIN OF ED TECH APPLICATIONS 3 HOURS
Uses of technology for instruction and instructional management. Emphasis on instructional techniques, evaluation and utilization of
appropriate instructional software, productivity tools, and the Internet for various subjects, grade levels, and needs of diverse learners.
Select one of the following: LME 518 ADVANCED CHILDREN'S LITERATURE 3 HOURS
Materials available to meet the needs of children including outstanding authors, illustrators, topical issues, and the reviewing of children's
books.
LME 527 ADVANCED YOUNG ADULT LITERATURE 3 HOURS
Thematic examination of literary genres and non-print media appropriate for young adults ages 12-18. Includes management and service
components for effective young adult literature programs.
Practicum Requirement:
These are the required courses for students with an ALA accredited master’s degree without prior teaching certification.
LME 589 FIELD EXPERIENCE IN LIBRARY MEDIA EDUCATION (3 hours)
-
Pge
5
Prerequisite: Permission of the instructor; admission to professional education) Field experience in an appropriate
setting under supervision of a certified library media specialist for LME students seeking initial Kentucky teaching
certification in school
library media at the graduate level.
**LME 592 INTERNSHIP IN LME (3 hours) (for students with a master’s degree without prior teaching certification.)
(Permission of the instructor; completion of 24 hours of course work including LME 501, 512, 535, 537, and 589;
admission to candidacy; and admission to professional education) Field-based experience in an appropriate setting
under a certified library media specialist; the course is for students seeking initial Kentucky teaching certification in P-
12 School Media Librarian at the graduate level.
* Prerequisite: LME 535. Transfer credit is not accepted for LME 537.
** Prerequisites: Permission of the instructor; completion of 24 hours of course work including LME 501, 512, 535, 537, and 589;
admission to professional education
Students seeking initial certification may be required to take additional courses to satisfy state of Kentucky licensure requirements
or to address deficiencies related to prior coursework in education.
2. Standard Alignment Matrices
Program Alignment to Kentucky Teacher Standards Appendix B contains our Program Assessment Plan. The “Critical Performance Assessment Alignment Matrix” describes
the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards.
Program Alignment to Learned Society Standards: American Association of School Libraries Table 1 demonstrates the alignment of our content courses with our learned society standards.
Program Alignment to ALA/AASL Standards for Initial Preparation of School Librarians (2010)
Table 2 demonstrates the alignment of accreditation standards.
-
Pge
6
Table 1. Content Course Alignment to Learned Society Standards
LEARNED SOCIETY STANDARDS
American Association of School Libraries
LME
501
LME
502
LME
506
LME
508
LME
512
LME
519
LME
535
LME
537
LME
589
LME
592
LME
518
LME
527
Standard 1: Use of Information and Ideas X X X X X X X X X X X
Standard 2: Teaching and Learning X X X X X X X X X X X X
Standard 3: Collaboration and Leadership X X X X X X X X X
Standard 4: Program Administration X X X X X X X X X
The course alignment table above demonstrates alignment of LME courses with AASL standards. Appendix B contains a table aligning
AASL standards with Kentucky Teacher Standards. All course syllabi also provide KTS, AASL, AECT, and ISTE standards.
Table 2. Content Course Alignment to ALA/AASL Standards for Initial Preparation of School Librarians (2010)
LEARNED SOCIETY STANDARDS
American Library Association/American
Association of School Libraries
LME
501
LME
502
LME
506
LME
508
LME
512
LME
519
LME
535
LME
537
LME
590 or
591
LME
518
LME
527
Standard 1: Teaching for Learning X X X X X
Standard 2: Literacy and Reading X X X
Standard 3: Information and
Knowledge
X X X X X X X X X X X
Standard 4: Advocacy and Leadership X X X X X X X
Standard 5: Program Management and
Administration
X X X X X X
-
7
3. Courses/Experiences that Address the Professional Code of Ethics
Below are LME courses and experiences that address the professional Code of Ethics for Kentucky
School Personnel outlined in 16 KAR 1:020:
LME 502: Forum to address copyright, intellectual freedom, selection vs. censorship, and
ethics in selection
LME 512: Copyright and ethics quiz
LME 535: Legal, social, ethics of teaching and technology (research topic)
LME 592: field reflection about dispositions and teaching ethics, personal education philosophy essay
B. Program Alignment to Kentucky Core Academic Standards (KCAS).
As stated by the Kentucky Department of Education, “The instructional program should
emphasize the development of students' abilities to acquire and apply knowledge and assure that
appropriate accommodations are made for the diverse populations of students found within
Kentucky schools.” The LME Certification Only program strives to keep this basic tenant of
the KCAS at the forefront of the curriculum.
Section 1. KRS 158.6451 (2) The Kentucky Board of Education’s model curriculum framework
which is directly tied to the goals, outcomes, and assessment strategies developed pursuant to
this section and KRS 158.645 and 158.6453. The framework shall identify teaching and
assessment strategies, instructional material resources, ideas on how to incorporate the
resources of the community, a directory of model teaching sites, alternative ways of using
school time, and strategies to incorporate character education throughout the curriculum.”
http://education.ky.gov/curriculum/docs/pages/kentucky-core-academic-standards---new.aspx
The Kentucky Model Curriculum Framework 2011 [per section 1. KRS 158.6451(2)] serves as
a facilitation guide to assist an instructional supervisor, principal, school librarian, and/or
teacher leader. The framework provides a rationale for the need to revisit curriculum planning,
offers background information and exercises to generate “future oriented” thinking, and
suggests a process for designing and reviewing the local curriculum.
http://education.ky.gov/curriculum/docs/Pages/KY-Model-Curriculum-Framework.aspx
Learning Goals Courses
Learning Goal 1
**
Basic
Communication
and Mathematics
Skills
In LME 535 and LME 537 graduate students design and teach a technology integration
lesson demonstrating various forms of technology communication and skills.
In LME 506 and LME 508 students are required to use technology to present information
to peers and to complete authentic Library Media Center cataloging activities.
LME 501- Required projects that address access to technology, appropriate use of
technology, acquisition of technology to support diversity.
Learning Goal 2
**
In LME 535 and LME 537 graduate students discuss case studies solving educational
technology problems, develop original technology products, and teach integrated
http://education.ky.gov/curriculum/docs/pages/kentucky-core-academic-standards---new.aspxhttp://education.ky.gov/curriculum/docs/Pages/KY-Model-Curriculum-Framework.aspx
-
8 Application of
Core Concepts
technology lessons to P-12 students.
Learning Goal 5
**
Think and Solve
Problems
In LME 535 and LME 537 graduate students discuss case studies solving educational
technology problems, develop original technology products, and teach integrated
technology lessons to P-12 students.
In LME 519 Special Topics: Research in LME, the major assignment in this class is for
students to identify a research problem and methodology, then present the research report.
Students learn about the research process, use technology to identify appropriate literature,
process data results, and complete the written report.
In LME 502, students research and critique other libraries’ collection development
policies. The Critical Performance Indicator is the creation of a collection development
policy for a specific library setting. Additionally, LME 502 students conduct research and
make selections for specific underserved student population. Some demographic
information is required to produce an individual library’s profile.
In LME 508 students work collaboratively to research and create a presentation in inquiry
models suitable for K-12 settings, which is then presented to a group of peers. Students are
also required to engage in a number of activities designed to increase their skill in using
information resources to gather information.
Students in LME 512 (individually and collaboratively) work to discuss the texts, to solve
a problem, reach new understandings and create products. This work requires research,
evaluating information, analyzing data and communicating conclusions.
Learning Goal 6
**
Connect and
Integrate
Knowledge
In LME 519 Special Topics: Research in LME, the major assignment in this class is for
students to identify a research problem and methodology, then present the research plan.
Students learn about the research process, use technology to identify appropriate literature,
plan for processing data results, and complete the planning document.
Learning Goal 3*
Developing Self-
Sufficiency
In LME 535 graduate students discuss legal, ethical, and safety issues in technology.
In LME 502, graduate students discuss selection and censorship and intellectual freedom.
LME 501- Students must organize and present information using
communication/presentation technology.
Learning Goal 4
*
Responsible
Group
Membership
In LME 535 graduate students discuss legal, ethical, and safety issues in technology.
In LME 502, graduate students discuss selection and censorship and intellectual freedom.
LME 512 reviews state and national professional standards for library media education or
educational technology, the impact of technology on education, legal, ethical and global
issues in library media education and educational technology.
-
9
C. EPSB Themes
Our program is committed to graduating education professionals who are prepared to work with
diverse students, to assess student learning, to understand the importance of literacy across the
curriculum, and to close the achievement gap. Table 3 below delineates the courses in our
program that ensure that education candidates are prepared in these areas.
Table 3: How Program Addressed EPSB Themes
EPSB Themes
COURSES
Div
ersi
ty
Ass
essm
ent
Lit
era
cy
Clo
sin
g
Ach
iev
emen
t
Ga
p
How Course Addresses Theme
LME 501
X
LME 501 requires a project on examination of access for diverse students. It also requires a project for acquisition of resources
that support diverse populations. Students also address issues
with information literacy. Organization and management to close
the achievement gap are addressed in assigned readings and
examination of research (Colorado Study, etc.)
LME 512
X
This course reviews state and national professional standards for library media education or educational technology, the impact of
technology on education, legal, ethical and global issues in
library media education and educational technology,
understanding of the role of information and technology
professionals in a multi-cultural society. Students participate in
discussion boards and produce a topical paper discussing an
issue.
LME 535 X Students learn different instructional strategies addressing P-12 pupil needs and utilization of technology integration.
LME 537
X
X
X
X
Students in this course learn different assessment strategies. They create and implement assessment strategies to assess P-12 pupil
learning in their technology integration lesson. Students must
report pre- and post-assessment results for each objective in their
lesson. Literacy is addressed in objectives of most of the lessons
created by graduate students.
LME 592
X
X
X
In the standards reflection essay and in their field experience reflective papers students are required to reflect on state and
national professional standards and teacher education dispositions
that require them to address diversity, assessment, literacy and
meeting the diverse needs of students with instructional
modifications. In these reflections students write about their
experiences and professional growth in all of these areas.
LME 502
X
X
Discuss diversity as a broad issue beyond race and cultural origin. Identify an underserved diversity population and
identify library resources to meet the needs of this diverse
student population, support the school curriculum, and to
encourage literacy.
-
10
LME 506
X
X
Students learn the search functions of online public access catalogs, subject classification, the Dewey Decimal Classification
and the organization of resources in school libraries; they share
ideas and discuss information literacy lesson plans that can be
used to teach these basic information literacy skills
LME 508
X
X
Students are required to work collaboratively to develop an annotated bibliography of print and electronic information
resources that serves a culturally and linguistically diverse
community; students use print and electronic information
resources in information literacy activities.
D. Program Faculty
-
11
Table 4: Education and Content Faculty Information
Faculty Name
Highest Degree,
Field, &
University
Assignment:
Indicate the role(s) of the
faculty
member 1
Faculty
Rank2
3 Scholarship , Leadership in Professional
4 Organizations, and Service : List up to 3 major contributions in the past 3 years
5
Teaching or other professional
experience in P-12 schools
Status to
institution
&
education
unit 6
Barbara Fiehn Ed.D., Leadership, Saint Mary’s Univ.
of Minnesota
Faculty
Courses taught: LME 501 LME 502 LME 512 LME 518 LME 527 LME 519
Associate Professor
- 2013-2014 Intellectual Freedom Committee of
the American Library Association, Privacy
Committee, sub-committee for Privacy Tool Kit
revision. 2010-2012 American Library
Association, Intellectual Freedom Committee
member.
- 2010-2014 member of Faculty Senate and of the
University Undergraduate Curriculum
Committee
- 2010-2014 published 4 book chapters, 4 journal
articles, contributed numerous book reviews,
made 3 international/national and 12
state/regional conference presentations.
- 18 years teacher/librarian - 2 years regional library
consultant
- 6 years district media services coordinator
- 14 years in-service presenter and consultant in
school libraries.
FT/FT
Cynthia Houston Ph.D. Curriculum and Instruction
Cognate in
Instructional
Technology
Southern Illinois
University,
Carbondale
Faculty
Courses Taught: LME 506 LME 508 LME 527
Associate Professor
- articles published in International Journal of Technology in Teaching and Learning, Cataloging and Classification Quarterly, Kentucky Libraries
- author of two textbooks in Library Media Education
- Consultant and professional development provider for International Exchange Program
with a K-12 school in Spain
- NCATE /CAEP program reviewer
- 4 years state education - consultant to P-12 schools - 4 years archival and media
specialist experience
FT/FT
1 For example, faculty, clinical super clinical supervisor, department chair, etc.
2 For example, professor, associate professor, assistant professor, adjunct professor, instructor, administrator, etc. 3
Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel.
Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in
new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation. 4
Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the
institution and unit’s mission. 5
For example, three contributions of scholarship, leadership, and service might be 1) Scholarship - article published in a specific journal, 2) Leadership - officer of a
state or national association, and 3) Service - an evaluation of a local school program. NOTE: You MUST provide evidence of SCHOLARSHIP. 6
Use these codes: FT/FT – full time to the university and full time to the unit/program; FT/PT – full time to the university and part time to the unit/program; or, PT/PT – part time to the university and part time to the unit/program.
-
12
Marge Maxwell Ph.D., Curriculum and Instruction,
University of North
Carolina at Chapel
Hill
Faculty
Courses Taught: LME 535 LME 537
Professor - six journal articles in last three years - six book publications as editor - one book accepted and in publication, I am lead
author with two other colleagues - twelve international conference presentations
in last three years
- 7 years teaching - 14 years supervision in P-12
schools
FT/FT
Andrea Paganelli
Ph.D.,
Educational
Leadership,
Policy and
Technology,
University of
Alabama
Faculty
Courses taught: LME 512 LME 589 LME 592
Assistant Professor
- five international/national presentations in the last two years.
- Paganelli, A., Houston, C. R. (2013). School Library eBook Providers and Spanish Language
Equity: An Analysis of eBook Collections
Available to School Libraries. School Libraries
Worldwide, 19(1), 100-113.
http://search.ebscohost.com/login.aspx?direct=tru
e&db=llf&AN=86388907&site=ehost-live
- 11.5 years as school librarian in P-12 schools
FT/FT
http://search.ebscohost.com/login.aspx?direct=true&db=llf&AN=86388907&site=ehost-livehttp://search.ebscohost.com/login.aspx?direct=true&db=llf&AN=86388907&site=ehost-live
-
13
E. WKU Curriculum Contract
Library Media Education – Certification Only
Initial Preparation
Contact Information:
Last, First Middle WKU ID Number
Street Home Phone Number
City State Zip Code E-mail Address
Specific degree requirements with advisement sheets attached.
-
14
Library Media Education – Certification Only Initial Preparation
Curriculum Contract The Certification Only Program in Library Media Education (LME) is designed to give professionals
both a deep and practical knowledge of school libraries in P-12 settings. The program prepares persons
for service as library media specialists. This graduate certification program requires 33 hours of
coursework in Library Media Education. Students seeking initial certification may be required to take
additional courses to satisfy state of Kentucky licensure requirements or to address deficiencies related
to prior coursework in education.
Course Number Course Title Hours
Required Core Courses (24)
LME 501 LME 502 LME 506 LME 508 LME 512 LME 519 LME 535 *LME 537
Program Organization and Administration Collection Management Classification and Cataloging Information Sources and Services Issues in Library Media Education Special Topics: Research in LME Survey of Educational Technology Practices Principles of Educational Technology Applications
3 3 3 3 3 3 3 3
Select one of the following courses: (3)
LME 518
LME 527
Advanced Children's Literature
Advanced Young Adult Literature
3
3
Practicum Requirement: (6)
There are two required courses for students with an ALA accredited master’s degree without prior
teaching certification. These students must complete BOTH of the following courses:
LME 589 FIELD EXPERIENCE IN LIBRARY MEDIA EDUCATION (3 hours)
Prerequisite: Permission of the instructor; admission to professional education. Field experience in
an appropriate setting under supervision of a certified library media specialist for LME students
seeking initial Kentucky teaching certification in school library media at the graduate level.
**LME 592 INTERNSHIP IN LME (3 hours) (for students with a master’s degree without prior
teaching certification.)
(Permission of the instructor; completion of 24 hours of course work including LME 501, 512, 535,
537, and 589; admission to candidacy; and admission to professional education). Field-based
experience in an appropriate setting under a certified library media specialist; the course is for
students seeking initial Kentucky teaching certification in P-12 School Media Librarian at the
graduate level.
* Prerequisite: LME 535. Transfer credit is not accepted for LME 537.
** Prerequisites: Permission of the instructor; completion of 24 hours of course work including LME
501, 512, 535, 537, and 589; admission to candidacy; admission to professional education
Students seeking initial certification may be required to take additional courses to satisfy state of
Kentucky licensure requirements or to address deficiencies related to prior coursework in education.
TOTAL HOURS 33
-
15
Delineation of Unit/Program Transition Points
Certification Only in LME
Initial Preparation Preparation Program: LIBRARY MEDIA EDUCATION
Transition Point 1: Admission to Education Preparation Programs
Data Reviewed
LME Program Specific Data
3.0 GPA
Master’s degree
Completion of graduate application
Official Transcripts submitted
Pre Professional Skills Test (PPST) or GRE Test Scores
Dispositions
Professional Code of Ethics
Minimal Criteria for
Admission
ALA accredited Master’s degree in Library
Science (Teaching certificate not required)
The candidate must submit documentation of a completed physical, TB screening, Kentucky
State Police criminal background check for
working with minors, all dated within one year
prior to admission to teacher education.
Complete one of the following teacher admission testing requirement:
o The Praxis Core Academic Skills for Educators (CASE) with minimums of 156 in
Reading, 162 in Writing, 150 in Math.
o The Graduate Record Exam (GRE) with a minimum Verbal score of 150 and a minimum
Quantitative score of 143 along with an
Analytical Writing score of at least 4.0.
Test scores are utilized to demonstrate Critical
Thinking and Communication Skills. Three
positive letters of recommendation are
required that can speak to a student’s potential
success as a graduate student and their
dispositions for teaching indicating their
creativity and collaboration skills
Sign and file a statement verifying an understanding of such information as the
current employment conditions, demands of
the teaching field, wide range of skills
essential to the teaching field, amount and
nature of required class work, necessity of
becoming involved in clinical experiences,
increasing complexity of the teaching
profession, cut-off scores on required tests,
and academic attainment required for
admission.
File a statement indicating a commitment to uphold The Professional Code of Ethics for
Kentucky School Personnel and received
notification of the Code of Conduct Review.
Review
Cycle
Each
term.
Reviewed By
Graduate Studies/LME Faculty
-
16 Transition Point 2: Admission to Final Experience
Data Reviewed Minimal Criteria for
Continuation
Review
Cycle
Reviewed By
Program Specific Data:
Application to LME 592 Internship
• Successful completion of the required core
courses
Successful completion of LME 589 and the 200 field hours
• Self-evaluation of Level 1 Dispositions
• 3.0 (Proficient) or higher on all Critical
Performances
• 3.0 overall GPA
Admission to Professional Education
Reviewed at
time of
application
to register
for LME
592
LME faculty
Transition Point 3: Program Exit
Data Reviewed Minimal Criteria for
Continuation
Review
Cycle Reviewed By
Program Specific Data:
Adherence to planned program of study.
Professional Portfolio
• Completion of Internship (equivalent
to student teaching)
Completion of planned program • 3.0 (Proficient) score on Professional
Portfolio
3.0 overall GPA
Reviewed by two faculty members during practicum semester
LME faculty
A recommendation for Kentucky School Media Librarian (KML) certification must meet the
following requirements: Completion of all criteria outlined above. Passing score(s) on the appropriate PRAXIS II exam (0311) and PLT
Completion of CA-1 form
A CA-1 form must be filed and approved by the university’s Certification Officer for a
recommendation for Initial Certification for School Librarian and Rank II.
EPSB Disclaimer: Teacher certification requirements are subject to change. Before registering for the
test(s), please refer to the Education Professional Standards Board (EPSB) website www.epsb.ky.gov for
current requirements or contact the Division of Professional Learning and Assessment at 502-564-4606 or toll
free 888-598-7667.
Student Signature: Date:
Advisor Signature: Date:
http://www.epsb.ky.gov/
-
17
F.
Syllabi All education and methods course syllabi associated with our program are
available at http://www.wku.edu/cebs/peu/course_syllabi_epsb.php
LME 501: Program Organization and Administration
LME 502: Curriculum Development
LME 506: Classification and Cataloging
LME 508: Information Sources and Services
LME 512: Issues in LME
LME 518: Advanced Children’s Literature
LME 519: Special Topics: Research in LME
LME 527: Advanced Young Adult Literature
LME 535: Survey of Educational Technology Practices
LME 537: Principles of Educational Technology Applications
LME 589: Field Experiences in LME
LME 592: Internship in LME
http://www.wku.edu/cebs/peu/course_syllabi_epsb.php
-
18
APPENDIX A
Professional Education Unit
Conceptual Framework Core Beliefs
-
19
Conceptual Framework
Mission The professional education unit of Western Kentucky University recruits, prepares, and supports school practitioners and education leaders who can facilitate the learning of all children and empower them to achieve at high levels as they become life-long learners and productive citizens in a global society.
Vision
The professional education unit aspires to become a nationally recognized community of scholars who apply the best that theory, research, and experience can contribute to teaching and learning and create new knowledge that makes teaching, learning, and the operation of school more efficient and effective.
Beliefs About Children & Schools
BELIEF 1
All children can learn at high levels.
BELIEF 2
All children have a right to a quality education that empowers them to meet high expectations for learning
as defined by a democratic society.
Beliefs About Education Professionals
BELIEF 3
Diversity in our schools adds richness to the learning environment and provides enhanced
opportunities and possibilities for teaching and learning.
BELIEF 4
Highly effective education professionals require high levels of ability, rigorous training, and on- going
development of teaching/leadership skills that include reflective decision-making.
BELIEF 5
Highly effective education professionals know, apply, and reflect on the effectiveness of a variety of theories,
models and strategies in order to produce maximum learning for all students in all types of school contexts
and cultures.
BELIEF 6
Highly effective education professionals interact with the home and/or community of their students to
facilitate teaching and learning.
BELIEF 7
Highly effective education professionals have a strong content knowledge, sound pedagogical knowledge
and skills, and essential dispositions for facilitating learning and functioning as team members in schools.
-
20 • WKU has adopted the following knowledge and skills as key to the success of education
professionals:
Kentucky’s Teacher Standards
Standard 1 – Content Knowledge: Demonstrates a current and sufficient knowledge of certified content areas to develop student knowledge and performance in those areas
Standard 2 – Designs/Plans: Designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge
Standard 3 – Learning Climate: Creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge
Standard 4 – Implements/Manages: Introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge
Standard 5 – Assessment: Assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge
Standard 6 – Technology: Uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the
community; and conduct research
Standard 7 – Reflection: Reflects on and evaluates specific teaching/learning situations and/or programs
Standard 8 – Collaboration: Collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge
Standard 9 – Professional Development: Evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements
a professional development plan
Standard 10 – Leadership: Provides professional leadership within the school, community, and education profession to improve student learning and well-being
-
21
• WKU has adopted the following dispositions as key to the success of education professionals:
Candidate
Values…
As Demonstrated by…
Learning
Attendance - Consistently attends class and is on time
Class participation - Actively engaged and interested in the class activities
Class preparation - Consistently comes to class well prepared
Communication - Uses language to express ideas very effectively regardless of the age of the
listener
Personal Integrity
Emotional control - Displays steady emotional temperament, is receptive to viewpoints of others
and their suggestions
Ethical behavior - Shows self to be a person of strong character
Diversity Willingly works with others from different ability, race, gender, or ethnic groups
Collaboration Actively seeks out and incorporates ideas of others and willingly works with others to improve the
overall environment
Professionalism
Respect for school rules, policies, and norms - Knows school rules and policies, follows them
consistently, understands the purpose of regulations and respects their intent
Commitment to self-reflection and growth - Actively seeks suggestions and constructive
criticism, regularly engages in learning through self-reflection
Professional development and involvement - Makes use of information from professional
organizations, professional publications, and educational resources
Professional responsibility - Accepts responsibility for own actions and for helping all students
learning and actively seeks self-improvement
BELIEF 8
Highly effective education professionals utilize technology for teaching and learning, assessment
management, and research to the greatest extent possible.
Beliefs About Assessment and Accountability
BELIEF 9
Highly effective education professionals hold themselves accountable for their own performance by
collecting, analyzing, and reporting learning results and using this information to improve
performance and programs.
BELIEF 10
Highly effective education units develop and maintain assessment systems that follow the
continuous progress of candidates toward the achievement of high standards-based performance
expectations that are clearly defined and publicly communicated.
-
22
Alignment Matrix: NCATE, Kentucky Teacher Standards, PEU Conceptual Framework, WKU Strategic Plans
NCATE Relationship
Standard Source
WKU PEU Conceptual Framework WKU Strategic Planning Documents
Conceptual Framework
Standards/Values
Conceptual
Framework
Beliefs
Academic Affairs
Strategic Plan
(Objectives)
WKU
Strategic Plan
(Goals)
NCATE Content/Pedagogical
Content Knowledge
Co
nce
ptu
al F
ram
ewo
rk A
lig
ned
wit
h
Ken
tuck
y T
each
er S
tan
dar
ds
KTS1
Content Knowledge
3,5,7
1
1
NCATE
Pedagogical Knowledge & Skills
KTS 2 Designs/Plans 1-3,5,7 1 1
KTS 3 Learning Climate 1-3,7 1 1
KTS 4 Implements/Manages 2,3,5,7 1 1
KTS 5 Assessment/Evaluation 1,2,4,6,7,9 1 1
KTS 6 Technology 5,7-9 1,3 1,3
KTS 7 Reflection 5,7-9 1 1
KTS 8 Collaboration 1-3,6 2,3,4 2,34
KTS 9 Professional Development 4,5,7,9 1,3 1,3
KTS 10 Leadership 1,2,4,5,7,9 1,2 1,2
NCATE Dispositions KTS 2-4 Dispositions 1-3,5-7,9 1 1
NCATE Standard 3
C
on
cep
tual
Fra
mew
ork
Field Experiences & Clinical Practice 3,5,6 1,2 1,2
NCATE Standard 4 KTS 2-4 Diversity 1-3,6 1-3 1-3
NCATE P-12 Learning Impacts P-12 Student Learning 5,8,9 1 1
-
23
APPENDIX B
Professional Education Unit
Program Assessment Plan
Name of Preparation Program:
Library Media Education
Date Completed: September 15, 2014
Date Submitted: September 15, 2014
Submitted By: Marge Maxwell
Cynthia Houston
Barbara Fiehn
Andrea Paganelli
-
24
WKU PROFESSIONAL EDUCATION UNIT WIDE CONTINUOUS ASSESSMENT MATRIX - ADVANCED PREPARATION
Component 1:
Admission Data
Component 2:
Course Based
Assessment Data
Component 3:
Clinical Experiences Data
Component 4:
Culminating
Assessment Data
Component 5:
Exit and Follow Up Data
Conceptual
Framework
Standards/Values REQS
Critical
Performances
Early Clinical
Experiences
(LME 592 Enrollment
Application)
Final Clinical
Experience/Evaluation
(LME 592 Practicum
Supervisor Evaluation)
Capstone Assessment
(Professional Portfolio
Reflection & Evidence)
Exit Survey
(LME 592)
Alumni
Survey
Employer
Survey
Content Knowledge
Var
iou
s D
ata
Req
uir
ed b
y G
radu
ate
Stu
die
s an
d/o
r P
rog
ram
Ali
gn
ed t
o K
entu
cky
Tea
cher
and
Lea
rned
So
ciet
y S
tand
ard
s
Q 10, 15-23
KTS 1 Q 16-19
Designs/Plans Q 10, 15-17, 21-23
KTS 2 Q 16, 18, 20
Learning Climate Q 10-17
KTS 3 Q 15-16, 20-21
Implements/Manages Q 10, 16, 17
KTS 4 Q 16, 21
Assessment/Evaluation Q 10, 15-17
KTS 5 Q 16
Technology Q 10-23
KTS 6 Q 15-23
Reflection Q 10, 15-17
KTS 7 Q 16, 22, 23
Collaboration Q 10-14, 18-23
KTS 8 Q 15, 17, 18
Professional
Development
Q 10-17 KTS 9 Q 15, 16
Leadership Q 10, 18-20
KTS 10 Q 17
Dispositions
Q 14 Q 24-31
Field Experiences &
Clinical Practice Q 15 Q 10
Diversity
Q 12, 13 Q9
Impacts P-12 Student
Learning KTS 2, 4, 5
DATA MAINTAINED
BY: OTS Faculty Program Program Program Program Program Program
DATA HOUSED IN: CEBS ACCSYS CEBS ACCSYS
DATA REPORTING
CYCLE: Semester Yearly Yearly Yearly Yearly Yearly Yearly Biannually
DATA REVIEWED
BY: Program
Faculty/Programs/P
EC Program Program Program/Dean Program Program Program
Transition Points: 1: Program
Admission 2: Admission to Culminating Assessment (May be part of TP 2 or 3) 3: Program Exit
-
25 How Data Fit and Are Used Within the Electronic Accountability System
DEMOGRAPHIC
S WKU Professional Education Unit Electronic Accountability System Components
REPORT
S
COMPONENT 1 COMPONENT
2 COMPONENT 3
COMPONENT
4 COMPONENT 5
Admission Data
Electronic
Portfolio
System
Early
Clinical
Experienc
es
Final
Clinical
Experie
nce
Culminating
Assessment
Data
Certification
& Praxis
Follow Up
Surveys
INITIAL
PREPARATI
ON
Data entered by
Office of Teacher
Services after
Student
Orientation
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data
entered by
Curriculu
m &
Instruction
staff after
candidates
submit
Fieldwork
Summary
Form
Data
entered
by
Office
of
Teacher
Service
s
Teacher Work
Sample Scores
entered
electronically
by faculty &
Ed Technology
Data entered
by Office of
Teacher
Services
Electronic
survey data
merged into
Accountability
System
ADVANCED
PREPARATI
ON
Data entered by
Office of Teacher
Services after
Graduate
Admission
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data
currently
housed by
each
program
Data
currentl
y
housed
by each
progra
m
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered
by Office of
Teacher
Services
Data currently
housed by each
program
TRANSITION
POINTS
1: Program
Admission
2: Admission to Culminating Assessment
and/or
Final Clinical Experience
(Overlap in
some AP
Programs)
3: Program Exit
-
26
Critical Performance Assessment Alignment Matrix (Current: 2014)
Initial Preparation Professional Education Program (Library Media Education)
Courses
Learned Society Standards – ISTE (International Society for Technology Education)
I II III IV V VI Technology
Operations And
Concepts
Planning And Designing
Learning Environments
And Experiences
Teaching, Learning,
And The
Curriculum
Assessment
And
Evaluation
Productivity And
Professional Practice
Social, Ethical, Legal,
And Human Issues
LME 501 Program Evaluation Program Evaluation Program
Evaluation Program Evaluation
LME 512
Professional Issue
Advocacy Campaign
Strategic Plan and
Engagement Activity
Professional Issue
Advocacy Campaign
Strategic Plan and
Engagement Activity
Professional Issue
Advocacy Campaign
Strategic Plan and
Engagement Activity
LME 535 Instructional Design
Project (Part 1)
Instructional Design
Project (Part 1)
LME 537 Instructional Design
Project (Part 2)
Instructional Design
Project (Part 2)
Instructional
Design Project
(Part 2)
Instructional Design
Project (Part 2)
Instructional Design
Project (Part 2)
LME 589 School Library Media
Center Classroom
Management Plan
LME 590, 591, 592 Professional
Portfolio Professional Portfolio
Professional
Portfolio
Professional
Portfolio Professional Portfolio Professional Portfolio
Instructional Computer Technology Endorsement (includes LME 535, 537, 545, 547, 550, 737)
LME 545 Global Partnering Project Global Partnering
Project
Global
Partnering
Project
Global Partnering Project Global Partnering
Project
LME 547 Technology Professional
Development Project
Technology
Professional
Development Project
Technology
Professional
Development
Project
Technology Professional
Development Project
LME 550 Flipped Lesson Flipped Lesson Flipped Lesson
LME 737 Educational Technology
Leadership
Educational Technology
Leadership
Alignment 1,6 2,3,6 3,4,6 5,6 6,7,8,9 6,7
Kentucky Teacher Standards
Kentucky Teacher Standards (KTS)
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
-
27
Critical Performance Assessment Alignment Matrix (Current: Fall 2014)
Initial Preparation Professional Education Program (Library Media Education)
Courses
Learned Society Standards – AASL (American Association for School Librarians)
I II III IV
Use of Information and Ideas Teaching and Learning Collaboration and Leadership Program Administration
LME 501 Program Evaluation Program Evaluation Program Evaluation Program Evaluation
LME 512
Professional Issue Advocacy
Campaign Strategic Plan and
Engagement Activity
Professional Issue Advocacy
Campaign Strategic Plan and
Engagement Activity
Professional Issue Advocacy
Campaign Strategic Plan and
Engagement Activity
LME 535 Instructional Design Project (Part
1)
Instructional Design Project (Part
1)
Instructional Design Project (Part
1)
Instructional Design Project
(Part 1)
LME 537 Instructional Design Project (Part
2)
Instructional Design Project (Part
2)
Instructional Design Project (Part
2)
Instructional Design Project
(Part 2)
LME 589 School Library Media Center
Classroom Management Plan
LME 590, 591,
592 Professional Portfolio Professional Portfolio Professional Portfolio Professional Portfolio
Alignment
3,6,8,9 1,2,3,4,5,6,7,9, 1,6,8,10 1,2,6,8
Kentucky Teacher Standards
Kentucky Teacher Standards (KTS)
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
-
28
Critical Performance Assessment Alignment Matrix (Current: Fall 2014)
Additional Preparation Professional Education Program (Library Media Education)
Courses
Learned Society Standards – ALA/AASL Standards for Initial Preparation of School Librarians (2010) I II III IV V
Teaching for Learning Literacy and Reading Information and
Knowledge
Advocacy and
Leadership
Program Management
and Administration
LME 501 Program Evaluation Program Evaluation Program Evaluation Program Evaluation Program Evaluation
LME 512
Professional Issue
Advocacy Campaign
Strategic Plan and
Engagement Activity
Professional Issue
Advocacy Campaign
Strategic Plan and
Engagement Activity
Professional Issue
Advocacy Campaign
Strategic Plan and
Engagement Activity
Professional Issue
Advocacy Campaign
Strategic Plan and
Engagement Activity
LME 535 Instructional Design Project
(Part 1)
Instructional Design
Project (Part 1)
Instructional Design
Project (Part 1)
Instructional Design
Project (Part 1)
Instructional Design
Project (Part 1)
LME 537 Instructional Design Project
(Part 2)
Instructional Design
Project (Part 2)
Instructional Design
Project (Part 2)
Instructional Design
Project (Part 2)
Instructional Design
Project (Part 2)
LME 590 or 591 Professional Portfolio Professional Portfolio Professional Portfolio Professional Portfolio Professional Portfolio
Alignment
3,6,8,9 1,2,3,4,5,6,7,9, 1,6,8,10 1,2,6,8 4,8,9,10
Kentucky Teacher Standards
Critical Performance
Advanced Kentucky Teacher Standards (KTS)
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
-
29
Critical Performance Assessment Alignment Matrix (Current: Fall 2014)
Initial Preparation Professional Education Program (Library Media Education)
Courses
Learned Society Standards – AECT (Association for Educational Communications and Technology)
I II III IV V
Design Development Utilization Management Evaluation
LME 501 Program Evaluation Program Evaluation
LME 512
Professional Issue
Advocacy Campaign
Strategic Plan and
Engagement Activity
Professional Issue
Advocacy Campaign
Strategic Plan and
Engagement Activity
LME 535 Instructional Design
Project (Part 1)
Instructional Design
Project (Part 1)
Instructional Design
Project (Part 1)
LME 537 Instructional Design Project
(Part 2)
Instructional Design Project
(Part 2)
Instructional Design
Project (Part 2)
LME 589
School Library Media
Center Classroom
Management Plan
LME 590, 591,
592 Professional Portfolio Professional Portfolio Professional Portfolio Professional Portfolio
Alignment
1,2,3 1,2,3,8 1,2,3,5,6 2,3,5,10 5,7,10
Kentucky Teacher Standards
Kentucky Teacher Standards (KTS)
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
-
30
Delineation of Unit/Program Transition Points – Initial Preparation
Preparation Program: LIBRARY MEDIA EDUCATION (Initial Preparation)
Transition Point 1: Admission to Education Preparation Programs
Data Reviewed Minimal Criteria for
Admission/Continuation
Review Cycle Reviewed By
Unit Level Data:
Admission Application
Undergraduate Degree
GAP Score
Teaching Certificate
Completion of application
Transcripts
Evidence of certificate
Each month
Graduate Studies
Additional Program Specific Data for
LME
Application Portfolio
that includes:
A letter of application with information about the applicant's
academic and career background,
professional goals and interests,
and other information relevant to
the applicant's potential for success
in the program
A current resume or vitae
Two letters of recommendation from professional colleagues or
college/university faculty members
who can provide information about
the applicant's potential for success
in the MS in LME program
Minimum 3-page original writing sample that demonstrates the
applicant's analytical writing
ability.
Each month Graduate
Studies/LME
faculty
Transition Point 2: Admission to Final Experience (e.g., Practicum)
Data Reviewed Minimal Criteria for
Admission/Continuation
Review Cycle Reviewed By
Program Specific Data:
Application to LME 592 Practicum
Successful completion of 24 hours
Self-evaluation of Level 1 Dispositions
3.0 (Proficient) or higher on all Critical Performances
Research class completed
3.0 GPA
Completion of LME 589 and the 200 field hours
Admission to Professional Education if initial certification
candidate
Reviewed at the
time of
application to
register for the
LME 592
LME faculty
-
31
Transition Point 3: Program Exit
Data Reviewed Minimal Criteria for
Admission/Continuation
Review Cycle Reviewed By
Program Specific Data:
Professional Portfolio (capstone project)
3.0 (Proficient) score on Professional Portfolio
3.0 GPA
Reviewed by
two faculty
members during
the practicum
semester
LME faculty
-
32
Other Key Data Collection Matrix
Preparation Program: LIBRARY MEDIA EDUCATION (Initial Preparation)
CF Values Unit-Wide Assessment
Program Level Data Collection Points (Courses)
1 2 3 4 5
Dispositions Dispositions Assessment
Application for
Enrollment in LME
592
LME 592 –
Practicum/Internship
Supervisor Evaluation
Field Experiences & Clinical Practice Early Clinical Experience Summary Information
Application for
Enrollment in LME
592
Field Experiences & Clinical Practice Final Clinical Experience Summary Information
LME 592 –
Practicum/Internship
Supervisor Evaluation
KTS/Impacts P-12 Student Learning Capstone Assessment LME 592 –
Professional Portfolio
KTS/Dispositions Final Clinical Experience Evaluation
LME 592 –
Practicum/Internship
Supervisor Evaluation
KTS Exit Survey LME 592 – Graduate
Survey
Diversity* Early/Final Clinical Experience Summary
Information
Application for
Enrollment in LME
592
-
33
Annual Program Assessment Report Outline (Due annually)
1. Present your continuous assessment results in the following areas:
a. Admission Data
b. Course Based Assessment Data
c. Clinical Experiences Data – Be sure to include dispositions assessment results, P-12 student diversity statistics, and results of efforts to ensure all candidates work with diverse students.
d. Culminating Assessment Data – Be sure to include impact on P-12 student learning data.
e. Exit and Follow Up Data
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards (Advanced Programs) AND other key Conceptual Framework values. Be sure to describe what the results tell you about
your candidates’ progress toward/proficiency on each standard/CF value.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings, department/program level meetings, written reports, presentations, etc.).
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on your assessment results.
b. Describe any program curriculum or experience changes you have made/will make based on your assessment results.
c. Describe any decisions about group/individual student progress you have made/will make based on your assessment results.