Chadron State College 24 Folios Co… · Web viewChadron State College, which began as a Nebraska State Normal School in 1911, remains the only four-year institution of higher education

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NEBRASKA DEPARTMENT OF EDUCATIONTeacher Preparation Content Program Review

Institution: Chadron State College

Date Submitted: Summer 2012

Contact Person: Shawn Hartman

Phone: 308-432-6150 Fax: 308-432-6429

Email: [email protected]

Content Group/Area: LibraryAnd/orEndorsements and Grade level: Educational Library Media (K-12)

Program Level: X Initial AdvancedIs the program offered at more than one site? Yes X No

If yes, lit the sites at which the program is offered:

_________________________________________________________________________________

_________________________________________________________________________________

Type of Certificate: X Teaching Administrative Special Services

Accreditation Status: X NCATE X State TEAC Regional

Specialty Program Area Recognition ( if applicable):

Program Report Status: X Initial Review Rejoinder Response to Condition

XXX

X

X X X

X X X X

X X X

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Section 1: Contextual Information

Introduction

Institutional Overview

Chadron State College, which began as a Nebraska State Normal School in 1911, remains the only four-year institution of higher education in western Nebraska. In 1964 the institution enhanced its mission and the name was changed to Chadron State College (CSC). The college has experienced numerous changes and continual growth over their millennium.

Though small in number, early graduates represented education to a young, rugged, and rural society. Today, the college prepares students for much more than teacher education. The institutional role, mission, and objectives cover comprehensive college curricula, which includes basic and advanced programs. Teacher education remains, however, a central component. In 2010, for example, almost 30% of our student-body pursued degrees in teaching. These students are primarily from Chadron State’s expansive rural service region, which encompasses 26 counties and approximately 34,700 square miles.

Total institutional enrollment, as of fall 2010, now stands at 2,759 students, of which 64% are full-time. The majority of these students, approximately 61%, are Nebraskans. Traditional students, students under 23 years of age and single, make up the majority of the enrollment. Generally, students are first-generation and are from small rural high schools with graduating classes of 100 students or less. Non-traditional students, students over 23 years of age or married, comprise 41% of our full-time undergraduate enrollment, the majority of which are women.

Due to the expanse of our coverage area, Chadron State offers its courses, via interactive telecommunications, to two locations, Scottsbluff and North Platte, Nebraska, in addition to face-to-face instruction at these sites.

Institutional Charge, Vision and Mission Statements

Statutory charge. Priorities for Nebraska State Colleges, as established by the state legislature and reported in the 2006 Coordinating Commission for Postsecondary Education Comprehensive Statewide Plan for Postsecondary Education, are:

First instructional priority is the provision of baccalaureate general academic, occupational, and education degree programs;

Second instructional priority is to provide master's programs in education and other disciplines authorized by statute or by the Commission;

Third priorities are applied research, public service activities, and continuing education activities that serve their geographic service areas.

The Commission further defines CSC’s programmatic service as a Master's (comprehensive) College/University I Carnegie classification. Chadron State College's programmatic service area includes baccalaureate level liberal arts, occupational degree programs and professional degree programs in education.

The primary focus of Chadron State College's educational programs is high quality, comprehensive undergraduate programs leading to baccalaureate degrees in arts and sciences, business, and teacher education, all of which are enhanced by a coherent general education program.

Chadron State College’s new baccalaureate degree programs will reflect the needs of its service area and the priorities of the State College Board of Trustees.

Chadron State College offers the Master of Education, the Master of Organizational Management, and the Master of Business Administration degrees. http://www.ccpe.state.ne.us/PublicDoc/CCPE/

http://www.ccpe.state.ne.us/PublicDoc/CCPE/

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Like Peru and Wayne State Colleges (the other two institutions within the Nebraska State College system), Chadron State is a regional institution dedicated to teaching, scholarship, and community service, and serves a defined, geographical region.

Institutional vision and mission statements. The vision and mission as established by the faculty, professional staff, and administration at Chadron State College are:

Vision Chadron State College aspires to be a premiere institution of higher education in the western high plains states, innovatively pursuing excellence in teaching, scholarship, and service.

MissionChadron State College will enrich the quality of life in the region by providing

educational opportunities, research, service, and programs that contribute significantly to the vitality add diversity of the region.

The vision and mission set the focus for the future of the institution and aid in the development of the strategic plan which will guide us into a continuous state of improvement, and is designed to meet the needs of the region we serve.

Institutional Strategic Plan

Chadron State College has four outcome initiatives and twenty accompanying actions to achieve the initiatives set forth in the plan. The strategic plan for 2011 and beyond is as follows:

1. Initiative One: Streamlined, Relevant, High-Impact Learning Experiences Action (1) Revise Essential Learning Program (General Studies) Action (2) Create integrated and interdisciplinary programs Action (3) Implement experiential learning for college seniors Action (4) Expand student literacy to all areas of technology and media Action (5) Create co-curricular experiences that emphasize leadership, engagement,

civic responsibility and positive human interaction Action (6) Refine and redefine course delivery models Action (7) Promote standards of quality for courses and teaching Action (8) Establish a technology-supported, collaborative and creative teaching and learning

center to provide appropriate resources and tools to create high-impact learning experiences

2. Initiative Two: Competitive, Customer-focused Delivery of Services in

Support of Teaching and Learning

Action (9) Develop a campus-wide definition and process for student advising and schedule building

Action (10) Initiate a review of internal service gaps and establish a plan to improve communication and timely completion of services

Action (11) Review all campus services for relevance and efficiency Action (12) Initiate a review of internal service gaps with respect to academic computing

services

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Action (13) Establish a deliberate collaborative process to improve communication and effective teamwork across all areas of the college

3. Initiative Three: Optimal Use of Limited Human and Physical Resources

Action (14) Based on the campus-wide review of services for relevance and efficiency (#11above) reallocate human resources more effectively according to mission-critical processes and functions as opposed to historical silos

Action (15) Implement a system of assessment and accountability for ensuring quality of mission critical functions

Action (16) Differentiate and streamline the role and responsibilities of faculty and staff Action (17) Initiate a digital document and self-service plan for process flow improvement,

accountability, document storage and retrieval, and paper reduction

4. Initiative Four: Increased Revenue

Action (18) Re-allocate one or more existing personnel lines to focus exclusively on market development

Action (19) Develop internal support for grant-writing Action (20) Build on fundraising momentum developed during the Vision

2011Comprehensive CampaignLink to Strategic Plan

Education Unit Mission/Philosophy

Chadron State College’s professional preparation programs are designed to produce “Visionary Leaders for Lifelong Learning”.

Mission

The mission of the Chadron State College Education Unit, founded on educating Visionary Leaders, is committed to creating diverse educational environments that are thoughtfully structured to provide opportunity for the success of all learners, now and for the future.

To accomplish the mission, CSC provides teacher, administrator, and counselor candidates with deliberate and appropriate educational experiences. Knowledge, skills, and dispositions are developed through extensive classroom and field-based interactions. Candidates have opportunities to develop their own professional philosophy and teaching style while learning to meet the needs of learners in authentic educational settings. This is accomplished with a vision that embraces tradition, innovation, and the strength of diversity, always with an eye to the future.

Philosophically, Education Unit faculty members act upon a set of beliefs that reflect the importance placed on the preparation of qualified professional educators who will meet the learning needs of all children in P-12 educational settings. To this end, unit faculty members are dedicated to the development of Visionary Leaders. The Education Unit believes the educator’s role is to facilitate learning. This facilitation is accomplished by creating opportunities for all learners to actively engage and participate in their learning

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environment, and to process knowledge delivered through methods appropriate to their individual learning style. The model is based, to a great extent, on the constructivist theory of learning.

Description of the Education Unit – Organization and Structure

The Education Unit is comprised of the Education Department and other campus departments providing teacher certification endorsement coursework at the initial and advanced levels. Campus departments offering endorsements are: Applied Sciences; Business; Counseling, Psychology, and Social Work; Education; English and Humanities; Health, Physical Education, and Recreation; Library Services; Mathematical Sciences; Music; Physical and Life Sciences; Social and Communication Arts; and Visual and Performing Arts. Link to CSC Organizational Chart

The CSC Department of Education houses the initial programs for Elementary Education, Early Childhood Education, Early Childhood Unified Education, and Special Education, as well as advanced programs in Reading Specialist, Educational Administration, and Curriculum and Instruction. (Curriculum and Instruction is not an endorsement program but rather an advanced, professional master’s degree.) The Education Department holds the major responsibility for providing professional teacher education curriculum.

The Education Unit is led by the unit head, the Academic Dean for Professional Licensure. The responsibilities of the academic dean include administrative oversight for program licensures and education programs. The dean serves as Chair of the Teacher Education Committee which includes teacher educators from each of the departments providing endorsement areas, and faculty teaching the professional teacher education programs. This committee is at the frontline for recommendation of policy, curriculum and procedures, and, also reviews assessment data and makes recommendations for change in curriculum, program and assessment processes. Membership of the Teacher Education Committee also includes one student and two public school representatives.

At Chadron State College, curricular changes at the initial and advanced levels are initiated within the departments and then presented to the Teacher Education Committee for advisement input. Initial level curriculum changes for all programs are presented to the Faculty Senate’s Academic Review Committee for final approval. Advanced level/ graduate program changes are presented to the Faculty Senate’s Graduate Council, for final approval. The major function of these committees is to see that changes align with CSC and Nebraska State College System policies.

The Education Unit offers teacher education programs to distant, outreach sites located in North Platte and Scottsbluff, Nebraska, and in Sheridan, Wyoming. The predominant initial education program at these sites is Elementary Education, where candidates may complete their entire pre-service curriculum. These programs operate cooperatively with the community colleges in their corresponding locations. At the advanced level, distant, outreach programs are also offered in North Platte and Scottsbluff, Nebraska, for the School Counseling program. Through a combination of on-line delivery and face-to-face delivery, students may complete these programs at the distance sites, enabling Chadron State to better meet the needs of the region.

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The Education Unit also offers secondary level, post-baccalaureate certification course programs at these distant, outreach sites and on the main campus. Initial and advanced program course delivery may be offered and received via interactive television (ITV), on-line, or through face-to-face instructional formats.

The Unit

The Teacher Education Unit offers certification programs aligned with state and national standards. Chadron State College offers twenty-eight initial endorsement programs, four initial supplemental endorsements, and four advanced endorsements. The following endorsements are currently in the phase-out stage: Specialist -Superintendent, secondary field -Industrial Education Technology, supplemental - Skilled and Technical Science Education, and supplemental - Driver Education. Certification programs offered through the Unit are:

Initial Level Programs (Bachelor of Science Degree (BS))

Secondary Education (7-12) o Art (K-12)o Basic Business (6-12) (4-9)o Biology (7-12)o Business Marketing and Information Technology Education (6-12)o Chemistry (7-12)o Coaching (7-12)o Earth Science (7-12)o Educational Library Media (K-12)o English (7-12)o Family and Consumer Sciences Education (7-12) (4-9)o Health (7-12)o Health and Physical Education (K-12)o History (7-12)o Industrial Technology Education (6-12)o Language Arts (7-12) (4-9)o Mathematics (7-12) (4-9)o Music (K-12)o Natural Science (7-12) (4-9)o Physical Education (K-6) (7-12)o Physical Science (7-12)o Physics (7-12)o Social Science (7-12) (4-9)

o Theatre (7-12)o Vocal Music (K-8)

Middle Grades (4-9) Elementary Education (K-8) Early Childhood (B-3) Early Childhood Unified Education (B-3) Mild/Moderate Disabilities (K-12)

Advanced Level Programs (Masters of Science Degree (MS))

Educational Administration

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o School Principal; (K-12) (K-6) (4-9) (7-12) Endorsemento Special Education Coordinator; (K-12) Non-endorsement

School Counseling; (K-12) (K-6) (7-12) Curriculum and Instruction; Non-endorsement

o Secondary Educationo Elementary Fieldo Elementary Generalist

Reading Specialist; (K-12) Endorsement (non-degree seeking)

In the 2010-2011 academic year, at the initial level, education majors numbered 604. Of these, 125 were part-time students. At the advanced level, 164 of the 180 students were enrolled part-time. For the 2010-2011 academic year 82 students graduated at the advanced level. This represented approximately 55% of the institutions advanced degrees granted.

Unit Field Experience Requirements

All initial level candidates must complete 100 - 125 clock hours of classroom observation/participation within a classroom setting prior to their student teaching capstone experience; this number varies between Secondary and Elementary level programs, respectively. Pre-service field experience hours are required at all levels throughout the program, culminating with the student teaching field experience. Field experiences and their respective hourly requirements are listed below.

EDUC 131: Introduction to Teaching -- 10 clock hours of classroom observation PSYC 231: Educational Psychology -- 15 clock hours of classroom observation EDUC 300/320: Education Observation & Participation:

o EDUC 300: 75 clock hours for secondary candidates, and o EDUC 320: 100 clock hours for elementary candidateso EDUC 480/490: Student Teaching – 40 hours per week, over 16 weeks (1

semester)

See Chadron State College General Catalog for written evidence.

At the advanced level, the endorsement for Educational Administration requires 250 hours of field experience. The School Counseling endorsement program requires 450 hours of field experience for K-6 endorsement; 450 hours of field experience for 7-12 endorsement; and 900 hours for K-12 endorsement. See Chadron State College Graduate Catalog for written evidence.

Program Transition/Gateway Points: Admission, Retention and Exit

(Initial and Advanced Programs)

Initial Level Gateways. At the initial level candidates are provided basic information about program gateways (transition points) and assessments. The information is outlined and available online, in the Teacher Education Handbook and the CSC General Catalog 2011-2013 as well as in several education courses, e.g., EDUC 131: Intro to Teaching; EDUC 300/320: Observation & Participation. Five (5) transition points (gateways) serve as a guide for the candidates. A summary of these transitions/gateways is below.

Gateway 1: Admission to Chadron State College

Chadron State College admits all graduates of accredited Nebraska high schools and qualified out-of-state students. Upon admission to CSC students must: (1) complete the ACT or SAT exam and have official scores sent

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directly to the CSC Admissions Office; (2) have official high school/college transcripts sent; (3) submit application form and fee. Advisors are assigned to all students who gain entry into the college. Candidates enrolling in teacher education programs of study have, as their primary advisors, faculty from either the Education Department (Elementary and Special Education programs) or the department responsible for the endorsement (Middle Grades and Secondary Education programs).

Transfer students work through the START Office (Student Transition and Registration Team) to have their transcripts evaluated for CSC General Studies program requirements. Following the evaluation, the candidate is assigned an advisor. Transfer students who have completed an Associate’s Degree from an accredited institution are given credit for the CSC General Studies program requirements with the exception of six (6) credit hours of upper division level courses (Ethics and a global and social/cultural awareness course). An evaluation is then conducted related to the teacher education program core competencies as described in the conceptual framework document.

Gateway 2: Pre-Admission to Teacher Education Program

Pre-Admission program requirements, students/candidates must: (1) complete EDUC 131: Introduction to Teaching with at least a grade of “C” or better; (2) submit the Education Dossier; (3) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (4) submit application form, including a record of the above listed documents.

Gateway 3: Admission to Teacher Education Program (Candidacy)

Prior to admission to the Teacher Education Program and enrollment in EDUC 300 or 320: Observation & Participation, students/candidates must: (1) pass standardized basic skills proficiency test (Praxis I/PPST) with minimum scores of 170 in reading, 172 in writing, and 171 in mathematics; (2) submit application form; (3) complete coursework with at least a 2.5 grade point average on a four-point scale; (4) earn a “C” or above in English composition and oral communication (ENG 135, ENG136, and CA 125) or equivalent courses; (5) earn a grade of “C” or above in all professional education core coursework; and (6) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”. Students/Candidates who meet all pre-requisites may register for EDUC 300 or 320 Observation & Participation (field experience 75-125 hours). At this point students are fully admitted into the Education Program and officially become “candidates.”

Gateway 4a: Admission to Semester I of the Professional Year (Block)

Prior to admission to Semester I of the Professional Year (Block), the candidates must: (1a) elementary-level candidates must complete Elementary endorsement area and at least 50% of another endorsement(s) and/or a supporting minor(s); (1b) secondary-level candidates must complete Professional Education coursework and at least 75% of secondary content endorsement; and (1c) middle-level candidates must complete all of the professional education courses and at least 15 of the 18 required credit hours for the first content area of specialization, and at least 12 of the 18 credit hours of the second specialization; All candidates must (2) complete EDUC 300 or 320 with a grade of “C” or above (75/125 hours of verified field experience); (3) earn a GPA of 2.50 for all coursework and in each endorsement and/or supporting minor; (4) complete 90 credit hours and must meet residency requirements; (5) present five (5) faculty recommendations; (6) be recommended by the department faculty of the endorsement(s) area(s); (7) submit a revised Education Dossier; (8) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (9) submit the Application to the Professional Year form.

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Gateway 4b: Admission to Semester II of the Professional Year (Teacher Internship)

Prior to placement in Semester II of the Professional Year (Teacher Internship/student teaching), candidates must: (1) complete Semester I of the Professional Year (Block) with a grade of “C” or above in all courses; and (2) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement.”

Gateway 5: Graduation, Certification and Entry to the Profession

Upon graduation, candidates will have met all the teacher certification requirements for Nebraska licensure. These requirements are: (1) submission of the Application for Graduation to the Registrar’s Office; (2) completion of the Teacher Intern (student teaching) experience with a minimum GPA of 2.5 (State of Nebraska requirement); (3) complete all CSC degree requirements; and (4) submit application for a teaching certificate. (See Initial Gateway Table.)

Advanced Level Gateways. At the advanced level candidates are provided the gateway information online in the CSC Graduate Catalog 2011-2013 and at the CSC Graduate website http://www.csc.edu/graduate/index.csc). The candidates must proceed through the following four (4) transition (gateway) points:

Gateway 1: Admission to Graduate Study

Chadron State College admits all candidates for the Master of Education degree who hold a Bachelor’s degree in Education from accredited colleges and universities. In addition the candidate must: (1) have earned an undergraduate GPA of 2.75 or have completed 12 graduate hours at CSC with a GPA of 3.25 or higher; and (2) submit an application for admission to graduate study. (The Graduate Record Examination (GRE) is required for the Masters of Education in Curriculum and Instruction, Science focus).

Gateway 2: Admission to Graduate Status (filing Plan of Study)

Admission to Graduate Status requires completion of a Plan of Study within the first 9-18 hours of graduate coursework. Candidates must maintain a 3.00 GPA or higher.

Gateway 3: Application for Oral Examination

Application must be made for the Oral Examination for the Master’s Degree. The candidate must: (1) submit the application form; (2) complete the majority of coursework and practicum requirements as described by each department and college policy; (3) maintain a minimum GPA of 3.00 for all program coursework; (4) meet all college requirements for credit hours and residency; and (5) be enrolled in course work necessary to complete the degree. The student must complete the degree program within a period of seven years from the year the student completed his or her graduate course applicable toward their degree.

Gateway 4: Application for Graduation and Conferring of Degree

Candidate must: (1) complete and submit application for graduation; (2) prepare and present a professional portfolio document in the area of concentration; (3) complete all requirements successfully as stated on the plan of study; and (4) pass a final oral examination.

See Advanced Programs Gateway Table.

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http://www.csc.edu/graduate/index.csc


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Key Program Assessments

Initial Level Key Assessments. Consistent with each program gateway (cited above) are specific program key assessments. Table for Key Assessments for Initial Programs-Attachment C as well as the CSC Assessment Plan for Initial Programs are presented in each endorsement folio. As the tables illustrate, the key assessments cover content knowledge; pedagogical and professional knowledge, skill and dispositions; and effects on student learning. Multiple assessments are applied for each assessment target.

Advanced Level Key Assessments. Advanced level assessments for the Educational Administration, School Counseling, and Curriculum and Instruction are presented in the Table of Key Assessment Advanced Programs- Attachment C. The assessments address content knowledge, pedagogical and professional knowledge, skills and disposition, and effects on student learning. Multiple assessments are applied to each key area for these programs in the CSC Assessment Plan for Advanced Programs.

Explanation of the Conceptual Framework -Developing Visionary Leaders for Lifelong Learning

The term “visionary,” in the context of the model, implies a forward looking, far-seeing, positive, and open-minded approach to learning. The Education Unit at Chadron State College prepares candidates to provide visionary leadership within the high plains educational settings and to educational environments beyond this region. The model supports and compliments the Chadron State College Vision and Mission.

The model for “Developing Visionary Leaders for Life Long Learning” is depicted by three interlocking circles, each representing an interrelated area of the curriculum, for the initial level: General Studies, Specialty Studies, and Professional Studies. The General Studies curriculum is designed to provide candidates with a broad liberal studies background, while the Specialty Studies curricula is comprised of the content coursework in each teaching endorsement area offered at Chadron State College. The Professional Studies curriculum is comprised of those core education courses taught by Education Department faculty. These Professional Studies courses emphasize the pedagogical knowledge, skills, and dispositions candidates use to effectively teach P-12 students. At the graduate (advanced) level, the “Visionary Leader” model continues to build on the pedagogical knowledge, skills, and dispositions developed for the candidate’s academic and professional career. The General Studies represents the core master’s program (research and inquiry); Specialty Studies describes the specialized content necessary for the degree; and the Professional Studies encompasses the practical and field based learning’s demonstrated by the candidate. At the advanced level, Specialty and Professional Studies often are blended into the same courses and experiences.

The Professional Studies circle of the model embraces the seven components that make up the conceptual framework for the Unit. These components are: Assessment, Communication, Human

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Relations/Diversity, Methodology/Technology, Professionalism, Thinking Skills, and Leadership. These seven components are interwoven throughout the unit’s professional preparation programs and form the basis of the constructivist approach in preparing candidates to become Visionary Leaders. The seven components are introduced and developed within the first three years of the initial candidate’s educational program, and serve as the basis for each of the unit’s key assessments. Advanced level candidates receive their introduction to the components during the EDCI 631 Introduction to Graduate Studies course. Following are the seven components of the Visionary Leader Model and their respective student outcome statements. (The colors of each conceptual framework component will be used throughout the folio to visually link CSC’s Conceptual Framework to key assessment data displays.)

Assessment. Successful candidates will understand both formal and informal strategies to assess the learner’s intellectual, social, and physical development. The candidate will be able to design and assess learning activities utilizing the data collected from those assessment measures to make instructional and/or curricular decisions to improve student learning.

Communication. Successful candidates will demonstrate effective communication skills with all constituents, while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications.

Human Relations/Diversity. Successful candidates will develop and maintain a physically inclusive and emotionally safe classroom environment conducive to effective learning, which encourages the voicing of student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.

Methodology/Technology. Successful candidates will demonstrate the active willingness to model and use skills and knowledge to promote learning activities that are consistent with identified learning objectives, using varied methodological and technology driven modalities. Similarly, candidates are constructing their own beliefs about effective teaching practices.

Professionalism. Successful candidates will demonstrate conduct befitting a professional educator, to include the following dispositions: regular self-reflection; positive ethical behavior; respectful attitude; proper mode of dress; effective classroom management skills; appropriate knowledge of subject matter; and seeks the opportunity to grow professionally.

Thinking Skills. Thinking skills apply to all subjects and to student learning at all levels. Candidates at all levels will recognize and demonstrate activities that elicit critical thought beyond recall and comprehension.

Leadership. Successful candidates recognize and demonstrate leadership traits that promote the engagement of individuals in a professional and ethical manner to lead toward common goals.

Candidate Proficiencies Aligned with Professional and State Standards

In applying the seven components of the Visionary Leader model with their associated outcomes, candidates meet the professional standards for the Nebraska Department of Education and National Council for Accreditation of Teacher Education preparing educators and other professional school personnel for initial

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and advanced programs. The matrix shown in Section II will illustrate the alignment of the Nebraska Standard to the individual endorsements offered at Chadron State College.

Advising TemplateLibrary Information Management

2011-2013Code: GS=General Studies, ME=Minor Elective

Year 1Fall Semester Spring Semester Summer Semester

LMS 334

(CCC LIBR 2100)Info Resources 3 3

LMS 335

(CCC LIBR 2150) Selec & Assess 3

BIS 100 Intro Comp App 3

LMS 434

(No CCC Equiv) Elec Info Tech 3

ENG 135 Comp I 3 3

ENG 136 Comp II 3

GS Health & Wellness 3 GS History 3GS Government 3 GS Math 3

Total Hours15 Total Hours

15 Total Hours 0


LMS 333

(CCC LIBR 2250) Administration 3

LMS 150

(CCC LIBR 1010)Intro to Libraries 3

BIS 130 Prin Info System 3

LMS 332

(CCC LIBR 2210) Org. of Resources 3

GS Biology & Lab 3BIS 331 Database Management 3

GS Communications 3 GS Physical Science 3ME Minor Electives 3 ME Minor Elective 3GS Physical Activity 1 GS Physical Activity 1


16 Total Hours 0


LMS 439

(CCC LIBR 2940) Prac. & Proced. 3 GS

Global & Social Awareness 3

BIS 230 Web Page Development 3 ME Minor Elective 6GS Humanities 3 GS Fine Arts 3GS History 3 GS Reasons and Values 3ME Minor Elective 3 Additional Electives 3

Additional Electives 3

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18 Total Hours 0


ME Minor Elective 3 ME Minor Elective 3

GSGlobal & Social Awareness 3 Additional Electives 9Additional Electives 9


12 Total Hours 0

Degree Program Total 125

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Advising TemplateBachelor of Science in Education-Endorsement in Library Media Specialist K-12

2011-2013Code: GS=General Studies, ME=Minor Elective


BIS 230Web Page Development 3 BIS 130 Prin Info System 3

EDUC 131 Intro to Teaching 3

SPED 230 Intro Exec Learner 3

ENG 135 Composition I 3

ENG 136 Composition II 3

GS Communications 3 GS Biology & Lab 3GS History 3 GS Math 3GS Physical Activity 1 GS Physical Activity 1


16 Total Hours 0


LMS 333

(CCC LIBR 2250) Admin 3

LMS 150

(CCC LIBR 1010) Intro to Libraries 3

EDUC 224 Multimedia 2

LMS 332

(CCC LIBR 2210) Org. of Resources 3

GS Humanities 3ENG 235 Child Literature 3

GS Physical Science 3 Additional Electives 3

GS History 3 GSGlobal & Social Awareness 3

GS Fine Arts 3 GS Health & Wellness 3


18 Total Hours 0


LMS 334

(CCC LIBR 2100) Info Res 3

LMS 335

(CCC LIBR 2150) Sel. & Assessmt 3

ENG 438 Adolescent Literature 3

LMS 434

(No CCC Equiv.) Elec. Info Tech. 3

PSYC 231 Eductional Psychology 3

EDUC 431E Special Methods 3

Additional Electives 6 Additional Electives 3

GSGlobal & Social Awareness 3 GS Reason & Values 3

GS Government 3


18 Total Hours 0

Year 4

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Fall Semester Spring Semester Summer SemesterLMS 439

(CCC LIBR 2940) Prac. & Proc. 3 Student Teaching

16

Block12


16 Total Hours 0

Degree Program Total

134

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New Program Rule 24 MatrixX Revised Program Table of Alignment of Standards and Assessments

Name of Institution: Chadron State CollegeDate Submitted: January 19, 2011

Endorsement: Library Media Specialist Grade Levels: K-12Total Hours Required by Rule 24: 30 Program Hours Required by Institution: 33 Endorsement Type: Field

Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

(For additional lines in each section, please go to the end of the row and press the tab key.)

006.38D Certificate Endorsement Requirements:This endorsement shall require the applicant to hold a teaching certificate or concurrently earn a subject or field endorsement, and acquire a minimum of 30 semester hours in library media courses, including administration, technology, organization of resources, information access, children and young adult literature, selection, and curriculum and instruction.

Candidate Proficiencies

Course #, Title, and Credits

A student must either currently hold a teaching certificate or concurrently earn a field or subject endorsement in another area and complete the following 33 hours with a minimum G.P.A. of 2.50

Course Assessment(s) Key Program Assessment(s) Content Knowledge

X

Pedagogical Knowledge

x

Skills

x

Dispositions

x

P-12 Student Learning

x

ENG 235 Children’s Literature – 3 Assignments/ExamsCourse Grade

ENG 438 Adolescent Literature - 3 Assignments/ExamsCourse Grade

BIS 230 Web Page Development – 3 Assignments/ExamsCourse Grade

LMS 150 Introduction to Libraries 3 Assignments/ExamsCourse Grade

LMS 332 Organization of Resources – 3 Assignments/ExamsCourse Grade

LMS 333 Library Administration – 3 Final Paper/Course Grade

LMS 334 Information Resources – 3 Observation Project/Course Grade

LMS 335 Selection & Assessment of Resources – 3 Final Project (Collection Development Policy)Course Grade

LMS 434 Electronic Information Technology – 3 Assignments/ExamsCourse Grade

LMS 439 Procedures and Practice in LM – 3 Oral Interview/Final PaperCourse Grade

BIS 130 Principles of Information Systems – 3 Assignments/ExamsCourse Grade

17 Rule24 March2007 Version

P a g e | 18

Standard/Description

A. Demonstrate a commitment to personal professional growth, including being able to:1. Exhibit comprehension of the role of libraries in a democratic society and the interrelationships of all types of libraries

and information agencies;2. Exhibit an understanding of the role of the school library media program as a central element in the intellectual life of

the school;3. Advocate and promote opportunities to improve the profession both independently and collectively;4. Engage in continuous self-evaluation and self-directed learning for personal professional growth;5. Demonstrate a knowledge of appropriate local, state, regional, and national professional associations, guidelines, and

publications;6. Demonstrate a knowledge of legal regulations regarding intellectual property rights and educational fair use guidelines

of the copyright law;7. Demonstrate a knowledge of means for promoting intellectual freedom;8. Demonstrate a knowledge of professional ethics;9. Exhibit comprehension of the importance of cooperation and networking among libraries and other information

agencies;10. Identify legislation and policy at the local, state, and national levels that affect the development of the school library

media programs and take appropriate action; and,11. Use systematic practices for researching existing and emerging applications of technology as they impact the library

media program.


Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge


Skills Dispositions P-12 Student Learning

LMS 332 Organization of Resources – 3 A.11-Apply AACR3rev. rules for determining access points (main and added entries) and record them in MARC format with correct tags, indicators, and subfield codes

x x

LMS 333 Library Administration – 3 A.3-Leadership/Motivation assignment. Assume you are a library administrator and write a paper describing your leadership skills and how you as an administrator would motivate your staff.

A.2-Write a Library Mission Statement that reflects the mission of a library of your choice

Written Assignment-part of final grade

Written Assignment – part of final grade

x

x

x

x

X

x

LMS 335 Selection & Assessment of Resources – 3 A. 1-Create a Collection Development policy which includes provision to ensure free access to information and resource sharing strategiesA.5, 6 & 10Include how Copyright Law pertains to print items, to other formats, and to materials produced in-house in your collection development policy

Final Project


X

X

X

X


P a g e | 19

Examine legal issues as they pertain to the library, identify and create policies that will help the facility comply with them.A.7-Create a policy for challenged material and protection of patrons’ rights.A. 9-Visit a library and learn how they share resources (ILL, consortia for electronic databases, etc.), with what other institutions, and the legal implication of what they are doing (copyright issues).



x x

LMS 434 Electronic Information Technology – 3 A.11-Evaluate various sources of information about technology as it applies to the library media program.


X X X x

LMS 439 Procedures and Practice – 3 A. 4 –Write a paper that addresses your employment plans, long-term goals for professional development, library opportunities available, and training needs for the first five years after graduation.A. 8Professionally communicate and collaborate with teachers, administrators, and community members in school and community settings.


X X X X x


B. B. Demonstrate the ability to communicate effectively with elementary, middle level, and secondary students, faculty, staff, administrators, school boards, parents, and other members of the community, including being able to:1. Create a positive teaching and learning climate in the school library media center;2. Listen and respond to information requests in a manner that encourages further patron inquiry;3. Practice effective interpersonal relationships within as well as outside the school community and communicate

regularly to further school goals and relate library media program needs and accomplishments;4. Exhibit communication skills necessary for collaborative planning of curriculum and lessons with teachers, i.e., the

ability to demonstrate an understanding of curriculum objectives, to listen effectively, to use probing and clarifying questions, and to negotiate responsibility for activities;

5. Develop and implement an effective public relations program that communicates the vital contribution of the school library media program to learning; and,

6. Use technology to communicate information and ideas.





LMS 333 Library Administration – 3 B.1 & 5 Written Assignment – part of x x


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Consider three services offered by a library or information agency of your choice (e.g., reference, ILL, circulation, bibliographic instruction, etc.) and analyze each on culminating in a judgment of what you perceive to be the level of customer participation involved in each of these services.B. 3 –Interview a library manager and discuss: library goals and accomplishments, various management styles, difficult decisions that need to be addressed, etc.B.5

final grade


LMS 334 Information Resources – 3 B. 2-Clarify patron requests by listing thoughtful open and closed ended questions that could potentially be asked.

Exam X X x

EDUC 431e Special Methods – 3 B.4-Communicate with teachers and other staff in the development of K-12 curriculum/information literacy skills.

Project criteria X X X X x

LMS 434 B. 6-Use systematic practices for researching existing and emerging applications of technology as they impact the library media program

Assignment – part of final grade

X X X x


C. C. Apply basic principles of evaluating and selecting resources to build and maintain a collection that includes access to internal and external resources to support the educational mission of the district, including being able to:1. Create and implement selection and collection development policies and procedures that reflect the district’s mission;2. Develop criteria for evaluating resources at all grade levels;3. Use collection management principles and procedures for needs assessment, evaluating, selecting, and discarding

resources;4. Evaluate internal and external resources; and,5. Apply systematic techniques in maintaining resources to support personal development, curriculum, multi-cultural, and

life-long learning needs of students, faculty, staff, and administration.





LMS 335 Selection and Assessment of Resources C.1-Create a collection development policy that supports the district’s mission

Final Project X X X x


P a g e | 21

C.2-Select materials that best satisfy the needs of the intended learner and intended curricular unit.C.3-Use the collection development policy to determine what material is needed and what should be discardedC.4-Evaluate materials in a collection by critiquing a sample of the holdings and write a collection development policy for internally produced materials.C.5-Ascertain and understand the needs of the community and the library patrons: collect historical data, geographical information, transportation availability, political information demographic data, economic data, communication systems, social and educational organizations, cultural and recreational organizations.


D. D. Develop a library media program that provides access to information and ideas, including being able to:1. Develop and monitor services and policies that ensure equitable and unrestricted access to information and ideas in all

formats and for all ability levels;2. Develop and monitor a formal process for addressing expressed concerns about library media resources;3. Communicate concepts pertinent to information access; and,4. Develop and monitor policies and procedures to protect confidentiality and privacy of library media center users.





LMS 335 Selection and Assessment of Resources -3 D.1&2Write a collection development policy

Final project x x x x

LMS 333 Library Administration – 3 D.3 &4Textbook chapter readings on Policy making and Decision making – postings on discussion board.

Daily assignments – part of final grade

X X x


E. E. Use resources to support the information needs of elementary, middle level, and secondary students, and the instructional development needs of faculty, including being able to:1. Develop a partnership with faculty to ensure that the evaluation and selection process provides curriculum-related

resources appropriate to learner characteristics such as abilities, interests, needs, and learning styles;2. Ensure that the evaluation and selection process provides curriculum-related resources that reflect instructional



P a g e | 22

strategies, and learning and teaching styles; and,3. Recognize the characteristics unique to each information format and select items according to their specific

contribution to learning objectives or personal, developmental needs.




LMS 335 Selection and Assessment of Records – 3 E. 1,2 & 3Select materials best suited for the learner and curricular unit; identify the unique qualities of various formats.

Assignment – part of final grade

X X X X x


F. F. Assist elementary, middle level, and secondary students and faculty to design and produce resources using current technology, including being able to:1. Analyze criteria to determine the appropriateness of producing local resources as opposed to selecting commercially

produced resources;2. Apply basic principles of instructional design in developing, producing, and implementing technological resources for a

specified learning objective; and,3. Apply evaluative criteria for locally produced media for inclusion in the collection.





LMS 335 Selection and Assessment of Records – 3 F.1& 3Collection Development Policy

Discussion Board Participation and Final Project

X x x x x

Educ 224 Multimedia Support of Instruction/Learning Use visual design criteria to develop or choose media for instruction

Part of criteria list for projects X X X x


G. G. Implement policies and procedures for the acquisition, cataloging, processing, circulating, and maintaining resources to ensure access, including being able to:1. Coordinate the acquisition process for resources, technology, equipment, and supplies;2. Implement standard recognized procedures for classifying, cataloguing, and processing resources which will facilitate

computerization and resource sharing;3. Organize and maintain current bibliographic records;4. Select appropriate systems for circulation and access;5. Implement and evaluate circulation policies and procedures based on needs of users; and,6. Implement procedures for ongoing inventory and maintenance of resources.





LMS 332 Organization of Resources – 3 G.2Identify the basic elements of descriptive cataloging and record them in MARC format with correct tags, indicators, and subfield coded.Apply AACR2R rules of access points in determining main and added entries and record tem in MARC format with correct tags, indicators, and subfield codes.Demonstrate an understanding

Graded assignments, objective tests


X X X X x


P a g e | 23

of subject analysis by the determination of topic and the selection of standard subject terminology appropriate to the item being cataloged, and record them in MARC format with correct tags, indicators, and subfield codes.Demonstrate an understanding of the general principles of classification by assigning Dewey Decimal classification numbers and Cutter numbers/work marks appropriate to the item being cataloged and record them in MARC format with correct tags, indicators, and subfield codes.G. 3Examine the various processes necessary in maintaining a database (e.g. authority control, shelf listing, report generating, weeding, inventory control.)



Graded Assignments/ Exams

LMS 333 Library Administration - 3 G.4Assigned readings from the text book, class discussion on how to develop criteria and evaluate circulation systems and access pointsG.5Assigned readings from the textbook and additional research on library circulation policies and procedures, information needs, etc.

Discussion Board Participation

Discussion Board Participation

X

X

X

x

LMS 335 Selection and Assessment of Resources - 3 G. 1Discuss the technology requirements for access to information sourcesG.6Write a Collection Development Policy

Discussion Board Postings

Final Project

X

X X

X

X X x


H. H. Work with elementary, middle level, and secondary students, faculty, staff, administrators, and members of the community to develop, implement, and evaluate library media programs to meet educational goals, including the management of personnel, resources, services, and facilities, including being able to:1. Demonstrate an understanding of how to establish library media program goals within district policies;2. Develop annual and long-range plans to meet the goals of a library media program and disseminate those plans to

individuals and groups;3. Interpret and support school and district policies and regulations;4. Apply effective management principles to the administration of the school library media program;



P a g e | 24

5. Design, establish and communicate policies and procedures for the implementation of an effective library media program;

6. Prepare, justify and administer the library media program budget based on instructional program needs;7. Participate in planning, scheduling (including flexible scheduling), and using library media facilities to support the

instructional program;8. Supervise, assign, instruct, and assist in the evaluation of support staff, volunteers, and student assistants;9. Collaborate with others to provide increased access to information through resource sharing;10. Evaluate the instructional effects of the library media program;11. Apply appropriate research findings to improve teaching and learning through the library media program;12. Conduct action research to assist in the development and implementation of an effective library media program;13. Monitor, assess, and employ existing and emerging technologies for management and instructional applications;14. Demonstrate a knowledge of how technology is used to connect information sources among users both locally and

globally;15. Utilize and facilitate the efforts of a library media advisory committee; and,16. Participate in school-wide instruction leadership efforts, including being able to train library media staff and faculty in

library media programs, processes and procedures, including technology, resources, equipment, and services.




LMS 333 Library Administration - 3 H.1, 2, 3, 4, 5, 6, 8, 10,15, 16Visit a library and Interview a library manager, write a mission statement, read assigned readings in textbook

Discussion board postingsCourse Grade

X X X

LMS 334 Information Resources – 3 H.9Observation Project

Course Grade X X X

EDUC 431e Special Methods - 3 H. 7, 11, 12Access and print from the ALA web site, the AASL Position Statement on Flexible Scheduling and explain its benefit.Investigate and evaluate recent research in library media.Develop a research topic and write a research proposal

Test

Project criteria

Project criteria

X X X

LMS 434 Electronic Information Technology H. 13, 14Research existing and emerging applications of technology as they impact the library media programLocate and search remote library catalogs

Evaluation of various sources of informationCourse Grade

AssignmentCourse Grade

X x


I. Serve as a learning facilitator within schools and as a leader of faculty, administration, and elementary, middle level, and secondary students in the development of effective strategies for teaching and learning, including being able to:1. Cooperatively plan with other faculty to ensure that information literacy skills are taught and practiced as curriculum

integrated learning experiences, including retrieving, analyzing, interpreting, organizing, evaluating, synthesizing, and communicating information and ideas;

2. Demonstrate an understanding of how to participate, as an educational leader, an equal partner, and a change agent in the curriculum development process at both the building and district levels;

3. Work with other faculty to identify appropriate instructional strategies and creative uses of resources;4. Collaboratively plan with other faculty to provide activities and opportunities for students to assume responsibilities for

planning, undertaking, and assuming independent learning;5. Anticipate the need for specific information and resources in response to information needs identified in the curriculum



P a g e | 25

development process;6. Share with other faculty the role of teacher, motivator, coach, and guide for students in the development of reading,

listening, and viewing competencies, including critical thinking skills, for lifelong learning;7. Motivate and guide students in appreciating literature;8. Collaboratively plan with other faculty in designing, evaluating, and modifying teaching and learning activities, and in

evaluating student mastery of these activities;9. Assist students and faculty in developing independence in retrieving, analyzing, interpreting, organizing, evaluating,

synthesizing, and communicating information and ideas;10. Design production activities, including adapting resources for new purposes, to assist in the development of skills for

analyzing, evaluating, synthesizing, and communicating information; and,11. Plan and implement staff development activities to increase competence in locating, using, and producing resources

for teaching and professional growth.



Skills Dispositions

P-12 Student Learning

LMS 335 Selection and Assessment of Resources - 3 I. 5Describe how to make provisions for the acquisition of requested materials

Discussion Board Participation X X x

LMS 439 Procedures and Practice - 3 I. 2, 3, 4, 9Apply principles and techniques of library media education to actual media programs (librarian/teacher collaboration, curriculum committees, student assistance)

Oral InterviewJournal EntriesFinal PaperCourse Grade

X X X x x

EDUC 431e Special Methods - 3 I. 1, 6, 8, 9,11Demonstrate an understanding of how to collaborate with teachers by working in groups to integrate information literacy skills into lesson plans and the curriculum.List and describe the four major roles of library media specialists.Correlate information literacy skills into the curriculum and Nebraska Standards.Evaluate library research path models with information literacy skills.Develop an in-service training program for staff in information literacy skills and knowledge.

Project Criteria

Exam

Project Criteria

Project Criteria

Exam

XX

X X c

LMS 434 Electronic Information Technology - 3 I. 10Create materials to assist in the development of skills for analyzing, evaluating, synthesizing, and communicating information by applying guidelines to critically evaluate information.

AssignmentsCourse Grade

X X X X x

ENG 235 Children’s Literature I. 7 Project Criteria X X X X x


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Discuss the role of literature within the community of an individual classroom and across the curriculum


Documents

Chadron State College 24 Folios Co… · Web viewChadron State College, which began as a Nebraska State Normal School in 1911, remains the only four-year institution of higher education