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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

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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,

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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

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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)

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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.

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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

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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.

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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.

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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

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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

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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

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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


Continuation

Review

Cycle Reviewed By


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


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


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)


Project (Part 2)


Project (Part 2)

Instructional

Design Project

(Part 2)


Project (Part 2)


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)


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



Engagement Activity



Engagement Activity

LME 535 Instructional Design Project (Part

1)

Instructional Design Project (Part

1)


1)

Instructional Design Project

(Part 1)

LME 537 Instructional Design Project (Part

2)


2)


2)


(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













28


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)


Project (Part 1)


Project (Part 1)


Project (Part 1)


Project (Part 1)


(Part 2)


Project (Part 2)


Project (Part 2)


Project (Part 2)


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


Critical Performance

Advanced Kentucky Teacher Standards (KTS)











29



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


Project (Part 1)


Project (Part 1)


Project (Part 1)


(Part 2)


(Part 2)


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













30

Delineation of Unit/Program Transition Points – Initial Preparation

Preparation Program: LIBRARY MEDIA EDUCATION (Initial Preparation)

Transition Point 1: Admission to Education Preparation Programs


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)





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





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 –



KTS/Impacts P-12 Student Learning Capstone Assessment LME 592 –

Professional Portfolio

KTS/Dispositions Final Clinical Experience Evaluation

LME 592 –



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.