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Directions for the Portfolio Planning Document
The Portfolio Planning Document (PPD) provides the framework for the Professional Portfolio. The PPD is used to help you link the actions you engage in
and the artifacts that result from those actions with Professional Standards. The PPD is basically a chart you use to connect Artifacts with Standards. As part
of the PPD you will provide the following information:
• A minimum of two artifacts per standard indicator (1.1, 1.2, etc.) artifacts may not be used more than one time
• A short description of the artifact
• The name and format of the artifact
• A rationale for how the artifact is aligned with standards
• A reflective statement of what you learned related to teaching and learning from creating the artifact
• A reflective statement on how you have increased or impacted student learning as a consequence of engaging in activities related to the artifact with
supporting citations from the literature in APA format.
Students in the LMS concentration will use AASL standards. Students in the EDTECH concentration will use the ISTE standards. Students will use the
template provided for the PPD and submit it to Blackboard for grading.
Here are some step by step instructions to help you get started with the PPD.
1. Review the Professional Standards and Standard elements for your Concentration area (AASL or ISTE). They are posted in the Portfolio Area of
Blackboard and can be found online at: AASL Standards or ISTE Standards
2. Review the PPD Chart for required items needed, such as artifacts, rationale, etc.
3. Discuss with your cooperating media/technology specialist any projects you can engage in during the practicum that would help you meet any of the
standards and how they could be expressed in “artifacts”
4. Review Critical Performances from LME program courses to determine if you want to incorporate them into your Portfolio
(http://edtech2.wku.edu/portfolio/search_criticalperf.php)
5. Review school based initiatives/programs you are involved in to determine if you want to incorporate these artifacts into your Portfolio
6. Review the sample PPD entry and begin to complete the Chart and identify areas of the Chart that are incomplete; work with your cooperating
media/technology specialist to plan experiences and artifacts that would meet these standard elements
7. Create your impact statements using research on the relationship between literacy, libraries, and technology with student learning. Suggested readings are
included in a folder in the PPD area of Blackboard. Cite these resources in the PPD document using APA citation style.
SAMPLE PPD ENTRIES (ISTE and AASL)
AASL
Standards
Name of Evidence
(minimum 2 per
standard indicator)
Alignment with Standard Indicator What did I learn? How has it impacted student learning? How
is it connected to best-practice literature on
student learning?
Standard 1: Teaching for
Learning: Candidates are
effective teachers who
demonstrate knowledge of
learners and learning and
who model and promote
collaborative planning,
instruction in multiple
literacies, and inquiry-based
learning, enabling members
of the learning community
to become effective users
and creators of ideas and
information. Candidates
design and implement
instruction that engages
students' interests and
develops their ability to
inquire, think critically,
gain and share knowledge.
Include: Name of
proposed artifact, Format
of the artifact, a Brief
Description of what the
artifact/activity is. A
minimum of 2 artifact per
standard indicator is
required.
Each standard has several standard element.
Each standard element has many statements
associated with it. Read the statement for the
standard element and write a brief statement
explaining why your chosen artifacts are
related to the standard-element.
Write a brief description of
what you learned from creating
and using these artifacts or
engaging in these activities
(first person required).
Write a brief description of how creating these
artifacts, engaging in these activities, and
using them with your students has helped you
to increase student learning. If you have not
directly assessed student learning describe
how the activity is an example of best practice
as cited in the literature on best practices on
increasing student learning. Include APA style
literature citation from the “Sources for
Creating Impact Statements” located in the
“Portfolio Information” section of our course.
1.1 Knowledge of learners
and learning: Candidates are
knowledgeable of learning
styles, stages of human growth
and development, and cultural
influences on learning.
Candidates assess learner needs
and design instruction that
reflects educational best
practice. Candidates support
the learning of all students and
other members of the learning
community, including those
with diverse learning styles,
physical and intellectual
abilities and needs. Candidates
base twenty-first century skills
instruction on student interests
and learning needs and link it to
the
Evidence for this standard
is a Learning Styles
Inventory that was given
to pupils to assess
individual learning needs
and modes of learning
prior to instruction. The
Inventory, student work
sample, and reflection are
included in one MS Word
document
The Learning Styles Inventory I gave to my
students is aligned with Standard 1.1 because
it demonstrates that I am able to assess
learner needs and design instruction based
on that assessment.
As a result of administering this
assessment instrument, I learned
that using only one mode of
instruction (lecture and
worksheets) was not meeting the
needs of many of my students
who the learning styles
inventory indicated were social
learners. For that reason I
revised my instruction to include
collaborative group work.
I believe that by engaging in this assessment
activity I demonstrate I can identify learner
needs and develop instruction based on best
practices. In this case, I revised my instruction
to include collaborative group work. As a
result of the activity, I noticed student scores
on the lesson rubric increased from last year’s
results. Research on learning styles indicates
that achievement scores will increase if
students are allowed to engage in their
preferred mode of learning (APA citation).
ISTE NETS-T
Standards
Name of Evidence Alignment with Standard Indicator What did I learn? How has it impacted student learning? How
is it connected to best-practice literature on
student learning?
I. TECHNOLOGY
OPERATIONS AND
CONCEPTS
Teachers demonstrate a sound
understanding of
technology operations and
concepts. Teachers:
A. demonstrate introductory
knowledge, skills, and
understanding of concepts
related to technology (as
described in the ISTE National
Educational
Technology Standards for
Students).
Include: Name of
proposed artifact, Format
of the artifact, a Brief
Description of what the
artifact/activity is. A
minimum of 2 artifact per
standard indicator is
required.
Each standard has several standard element.
Each standard element has many statements
associated with it. Read the statement for the
standard element and write a brief statement
explaining why your chosen artifacts are
related to the standard-element.
Write a brief description of
what you learned from creating
and using these artifacts or
engaging in these activities
(first person required).
Write a brief description of how creating these
artifacts, engaging in these activities, and using
them with your students has helped you to
increase student learning. If you have not
directly assessed student learning describe how
the activity is an example of best practice as
cited in the literature on best practices on
increasing student learning.
EXAMPLE: Technology Skill Module
5: Advanced Word from
LME 535
This artifact is a document
created using advanced
features of Microsoft
Word
The Advanced Word document from LME
537 represents my skills and abilities with
Microsoft Office tools which are part of the
school’s educational technology curriculum.
This artifact aligns with Standard Element
I.A. because it demonstrates my skills and
understanding in an important technology
application I use with my students and
enables me to integrate technology
effectively into the curriculum
I learned from creating this
artifact that there are many
features of Microsoft Word that
can be integrated into the existing
curriculum by incorporating them
into lessons, activities and
projects with the goal of
improving written
communication
Creating this artifact helps me to increase my
student's learning because by mastering the
skills, knowledge, and understanding of
Advanced Microsoft Word features, I can offer
my students more tools and methods to
complete lesson activities and projects, and
help them to improve how they use MS Word
to communicate their understanding of content.
Research indicates that integration of
technology into the curriculum increases
student achievement (APA Citation)
PPD TEMPLATE: AASL STANDARDS
NAME: Sheila Ruffin SEMESTER: Fall 2018 INSTRUCTOR: Paganelli CONCENTRATION: LITE
ALA/AASL Standards Name of Evidence Alignment with Standard
Indicator
What did I learn? How has it impacted student
learning? How is it
connected to best-practice
literature on student
learning?
Standard 1: Teaching for Learning: Candidates are
effective teachers who demonstrate knowledge of
learners and learning and who model and promote
collaborative planning, instruction in multiple
literacies, and inquiry-based learning, enabling
members of the learning community to become
effective users and creators of ideas and information.
Candidates design and implement instruction that
engages students' interests and develops their ability
to inquire, think critically, gain and share knowledge.
Write a brief description of how
creating these artifacts
engaging in these activities and using them with your
students has helped you to
increase student learning. If
you have not directly
assessed student learning
describe how the activity is
an example of best practice
as cited in the literature on
best practices on increasing
student learning.
Write a brief description of
how creating these artifacts
1.1 Knowledge of learners and learning: Candidates are
knowledgeable of learning styles, stages of human growth
and development, and cultural influences on learning.
Candidates assess learner needs and design instruction that
reflects educational best practice. Candidates support
the learning of all students and other members of the
learning community,
including those with diverse learning styles, physical and
intellectual abilities and needs. Candidates base twenty-first
century skills instruction on student interests and learning
needs and link it to the assessment of student achievement.
One artifact that is evidence of
standard 1.1 are the results of
student learning styles
assessment.
Learning Styles Data Results
The learning styles data aligns
with standard 1.1 because the data
made me knowledgeable of
students learning styles. I was
then able to assess students’ needs
and design instruction that reflects
those needs based on the learning
style results.
Looking at the results of
the learning styles
assessment I learned that
majority of my students are
active, sequential, and
visual learners. Knowing
this I revised my
instruction to meet the
needs of my students.
Research shows that when
students are permitted to learn
difficult academic information
or skills through their
identified preference, they tend
to achieve statistically higher
test and attitude scores than
when instruction is dissonant
with their preferences (Dunn,
Beaudry, & Klavas, 1989).
Another artifact that is evidence
of standard 1.1 is the
differentiation report.
These artifacts were designed in
LME 537
Differentiation Report
The other artifact that aligns with
standard 1.1 is the differentiation
report. This report demonstrates
how I designed instruction to
meet students diverse learning
styles and abilities. In the
differentiation report is
specifically describe how the data
results effect instruction.
I learned how to create
differentiated instruction to
meet student’s individual
needs. I incorporated
numbered step by step
instructions and video
tutorials in the instructions.
I demonstrated that by
understanding my students
learning styles I can create
instruction that meets their
individual needs. I noticed
Research shows that
differentiated instruction
consistently yielded positive
results across a broad range of
targeted groups (Huebner,
2010).
that after the revisions to
the Instructional Design
Project students scored
higher on the rubric then
students did in the past.
1.2 Effective and knowledgeable teacher: Candidates
implement the principles of effective teaching and learning
that contribute to an active, inquiry-based approach to
learning. Candidates make use of a variety of instructional
strategies and assessment tools to design and develop
digital-age learning experiences and assessments in
partnership with classroom teachers and other educators.
Candidates can document and communicate the impact of
collaborative instruction on student achievement.
One artifact for standard 1.2 is a
personal reflection of my
Instructional design plan after I
developed the project in LME
535
Personal IDP Reflection LME
535
The personal IDP reflection align
with standard 1.2 because it
demonstrates how I documented
and communicated the impact of
collaborative instruction on
student’s achievement.
I learned that by reflecting
on the impact of the
collaborative instruction I
could pinpoint what
worked and where I could
improve to increase student
achievement. I could also
identify areas where I
needed more training.
Research shows the
importance of teachers doing
authentic joint work, focused
on common learning goals,
lead to teacher confidence to
more successful instructional
solutions and gains in student
achievement (Shannon, 2007)
Another artifact for standard 1.2
is a final reflection of the IDP
after I collaborated with an
English teacher and we co-
taught the lesson to students.
This artifact was developed in
LME 537.
Final Reflection after IDP in
LME 537
Final IDP reflection align with
standard 1.2 because
demonstrates how I documented
and communicated the impact of
collaborative instruction on
student’s achievement.
By reflecting on
instruction, I was able to
determine what I needed
to successfully collaborate
and co-teach a lesson that
used a variety of
instructional strategies.
A result of collaboration is
that students are likely to
achieve more and become
lifelong learners (Gavigan,
2010, as cited in Copeland &
Jacobs, 2017).
The final artifact is the
instructional design project
developed in LME 535 them
implemented in LME 537.
Instructional Design Plan IDP
The Instructional Design Plan
(IDP) aligns with standard 1.2
because it demonstrates effective
teaching with a variety of
instructional strategies and
assessments tools to develop
digital-age learning experiences in
partnership with another
classroom teacher.
Looking at the students
scored projects, I felt that
they understood
instructions and
successfully completed the
project. Completing this
project I learned how to
collaborate with a
classroom teacher to
create effective instruction
using a variety of
strategies and assessment
tools to achieve students’
success.
When students take
ownership of their learning,
when they invest their
identities in learning
outcomes active learning
takes place (Cummins et al,
2005).
1.3 Instructional partner:
Candidates model, share, and promote effective principles
of teaching and
learning as collaborative partners with other educators.
Candidates acknowledge the importance of participating
in curriculum development, of engaging in school
improvement processes, and of offering professional
development to other
educators as it relates to library and information use.
One artifact for standard 1.3 is a
collaboration project. This
project was a collaborative
effort between an elementary
teacher named Mrs. Bass and
myself.
LME 518 Collaboration
The LME 518 Collaboration
project aligns with standard 1.3
because it demonstrates how I
modeled and shared effective
teaching principles while
collaborating with another
educator. This project outlines
how Mrs. Bass and I worked
together to incorporate literature
into content for her class.
I learned how to connect
literature with content
through effective
collaboration with content
teachers.
Feedback from Mrs. Bass on
our collaboration expressed
the impact our collaboration
had on the project. Research
shows that school libraries
play an important role in
student achievement,
curriculum development, and
instruction (New York
Comprehensive Center, 2011)
The other artifact for standard
1.3 is a collaborative project
about weeding a collection.
Group Project Weeding LME
527
Another artifact that aligns with
standard 1.3 is a collaborative
project about weeding a
collection created in LME 527.
This collaborative task
demonstrated how I engaged in
the school improvement process
as it relates to library and
information use. In this project
we drafted a letter to the
superintendent that addressed the
communities concern in regard to
weeding books.
I learned how to effectively
engage in the school
improvement process, by
explaining how weeding a
collection benefits the
school.
Copeland & Jacobs (2017)
state that when librarians and
teachers collaborate it follows
best practices and provides
students with relevant
experiences.
1.4 Integration of twenty-first century skills and
learning standards: Candidates advocate for twenty-first
century literacy skills to support the learning needs of the
school community. Candidates demonstrate how to
collaborate with other teachers to plan and implement
instruction of the AASL Standards for the 21st-Century
Learner and state student curriculum standards. Candidates
employ
strategies to integrate multiple literacies with content
curriculum. Candidates integrate the use of emerging
technologies as a means for effective and creative teaching
and to support P-12 students' conceptual understanding,
critical thinking
and creative processes.
One artifact for standard 1.4 is a
blog post and video that
describes how I would
collaborate with other teachers
to plan and implement
instructions using 21st Century
and state standards.
Blog & Video Post Link
The blog & video post align with
standard 1.4 because it
demonstrates how I would
collaborate with teachers from
various content areas to plan and
implement instruction that
focused on 21st-Century learners
and state standards. I describe
how entrepreneurship standards
could be integrated into content
areas like math and language arts.
I learned how to advocate
for 21st-century learning by
collaborating with teachers
in various content areas. I
learned multiple strategies
to integrate literacies with
content curriculum.
The ultimate goal of teachers
and librarians is to help
students develop 21st-Century
skills and grow as empathic
global citizens (Copeland &
Jabcobs, 2017).
The second artifact is an
example of my use of emerging
technologies as a means for
effective and creative teaching.
Digital Footprint Video LME
537
The digital footprint video created
in LME 537 aligns with standard
1.4 because it demonstrates how I
used emerging technologies to
effectively and creatively educate
students about their digital
footprint. I used I-Movie to create
this video.
I learned how to use I-
movie to create effectively
teach for understanding
and critical thinking.
Integrating technology into my
teaching was very beneficial. I
found that students understood
some content better and were
also able to demonstrate their
understanding using
technology.
There is a growing body of
evidence that technology
integration positively affects
student achievement and
academic performance (Why
Do We Need Technology
Integration?, 2007).
Standard 2: Literacy and Reading: Candidates promote
reading for learning, personal growth, and enjoyment.
Candidates are aware of major trends in children's and
young adult literature and select reading materials in
multiple formats to support reading for information,
reading for pleasure, and reading for lifelong learning.
Candidates use a variety of strategies to reinforce
classroom reading instruction to address the diverse
needs and interests of all readers.
2.1 Literature: Candidates are familiar with a wide range
of children’s, young adult, and professional literature in
multiple formats and languages to support reading for
information, reading for pleasure, and reading for lifelong
learning.
Book discussions in LME 518
demonstrate that I am familiar
with a wide range of children’s,
young adult and professional
literature.
LME 527 Discussion Board
The book discussions in LME 518
and LME 527 align with standard
2.1 because in the discussions I
reviewed various type of
children’s, young adult and
professional literature. Then I
explained how I could use the
books in class. I was able to
engage in discussions with other
LME students to get more
strategies on how to incorporate
literature into the classroom.
I learned how I could use
various formats of
literature in the classroom
to engage students to read
for pleasure, information,
and lifelong learning.
Research shows that when
students get time to read
during school they began to
enjoy reading. Jody Podl
(1995), stated that after she
incorporated guided
independent reading into her
classroom it provided a way
for all students to engage in
reading (Podl, 1995). Students
appreciated that she had
confidence in their ability to
read and understand books
(Podl, 1995). It is essential for
the school librarian to be
familiar with a wide range of
children’s and young adult
literature in various formats,
because they could help
students find literature would
interest them. This would help
teachers that are implementing
practices like guided
independent readings.
The visual literature presentation
created in LME 518 aligns with
standard 2.1.
Visual Literature Presentation
Another artifact that aligns with
standard 2.1 is a visual literature
book review created in LME 518.
This presentation aligns with this
standard because it shows how
visual literature can be used in the
classroom to support reading.
I learned how to review
illustrated literature and
explain how illustrations
can be used to help
students understand
literature.
Graboyes states that popular
manga, graphic classics and
graphic nonfiction books
attract a variety of students,
including students interested in
cartooning, English language
learners, and many nonreaders
who enjoy visual content
(Graboyes, 2011).
2.2 Reading promotion: Candidates use a variety of
strategies to promote leisure reading and model personal
enjoyment of reading in order to promote habits of creative
expression and lifelong reading.
The artifacts for standard 2.2 are
book trailers for the following
books.
• The Hate You Give
• Girls to the Rescue
Tulia
• Hunger Games
The book trailers from LME 527
are aligned with standard 2.2
because they were created to
promote leisure reading and draw
student interest in the titles.
I learned how to develop
activities that encourages
students to read. I also
learned that when students
read for pleasure they tend
to do better in their classes.
Research shows that reading
for enjoyment improves
reading scores. Reading and
literacy contribute to academic
success, so it’s imperative that
schools try alternative methods
of teaching reading that
promote enjoyment (Reis,
Fogarty, 2006).
Another artifact for standard 2.2
is a literature and literacy
activity created in LME 527.
The other artifact that aligns with
standard 2.2 is the Integrating
Literacy and Literature Activity
created in LME 527. In this
activity, I created a book
campaign that promoted reading,
allowed students to share their
thoughts on literature and
provided incentives for students
who participated.
I learned how to create
activities that promote
reading for pleasure and
what it would take to
implement an activity like
this school wide.
Research from a reading
model called School
Enrichment Model in Reading
SEM-R shows that reading
increases readers stamina and
their test scores (Reis, Fogarty,
2006).
2.3 Respect for diversity: Candidates demonstrate the
ability to develop a collection of reading and information
materials in print and digital formats that support the
diverse developmental, cultural, social, and linguistic needs
of P-12 students and their communities.
The artifacts for standard 2.3 are
YA Web 2.0 Collection &
Rationale created in LME 527
The YA Web Collection &
Rational from LME 527 align
with this standard because it
shows where I developed a
collection that showed diversity in
cultural, social, and linguistic
literature. The YA Web
Collection had titles that meet
diversity needs and incorporate
Web 2.0/ social media themes.
I learned how to use
catalog management tools
such as Librarything and
Librarycat. I learned how
to find books and reviews
using various collections
such as WorldCat. Using
these resources I was able
develop a collection made
up of eBooks, graphic
novels, and both fiction
and nonfiction about
cyberbullying
It’s important for libraries to
have various forms of diverse
literature. School libraries are
about reading and
understanding, critical
thinking and problem solving.
They are about research and
writing, the ability to evaluate
sources and exploration of
diverse perspectives and
experiences (Neal, 2018).
Having a diverse collection
gives students the ability to
explore diverse perspectives
and experiences.
Literature for a Diverse Society
Presentation created in LME
518
The literature for a diverse society
presentation created in LME 518
aligns with this standard because
it demonstrates my understanding
of multicultural and international
literature.
I learned about how to
develop multicultural and
intercultural learning
environments, how
teachers are culturally
responsive in their use of
literature, and the value of
multicultural and
international literature for
children.
Through school libraries,
students understand issues like
privacy, confidentiality,
intellectual freedom, open
access, fair use, and how these
relate to their work as learners
(Neal, 2018).
Candidates demonstrate the ability to develop a collection
of reading and information materials in print and digital
formats that support the diverse developmental, cultural,
social, and linguistic needs of P-12 students and their
communities
Book Reviews
• Freedom Over Me
• When Green Becomes
Tomatoes. Poems for All
Seasons
• Miss Mary Reporting: The
True Story of the Sports
Reporter Mary Garber
• Juan & Lucas
The book reviews demonstrate
my ability to develop a collection
of readings and information
materials in various formats that
support diverse readings.
I learned about various
diverse titles that support
social, cultural, and
linguistic needs for
students. I also learned
about various reading
strategies for students to
reflect on readings.
Having diversity at the
forefront of your mind can
help you into the habit of
seeking out and noting diverse
books (Johnson, 2015).
2.4 Literacy strategies: Candidates collaborate with
classroom teachers to reinforce a wide variety of reading
instructional strategies to ensure P-12 students are able to
create meaning from text.
The artifacts for standard 2.4 are
a Wiki book review
The Wiki Book Review aligns
with this standard because it
provides a summary of award
winning diverse books. It also
provides classroom strategies that
could be used when collaborating
with classroom teachers.
I learned about various
classroom strategies that
could be used to
incorporate literature into
the classroom through
collaboration.
Research shows that
collaboration between the
school librarian and classroom
teacher can powerfully impact
curriculum (Hunt, 2018).
Discussion about how to
improve collaboration. The discussion aligns with this
standard because it describes how
we could improve collaboration
between the media specialist,
teachers and administration. It
provides suggestions on how I
would improve collaboration
through professional development
and being a part of the school
instructional leadership team.
I learned about methods of
collaboration between
teachers, media specialist
and administration. I
learned strategies to help
students who struggle to
read.
If the school library is to fulfil
its promise, then it must be
transformed from the top to
the bottom (Hunt, 2018).
Therefor the school librarian
has to advocate for its self and
collaborate with the school
administration.
LME 508 APA Short Quiz
The APA short essay
demonstrates my ability to
I learned how to use
research to find strategies
Schooler, Reichie & Halpern
suggest that struggling
develop reading strategies for
students who struggle reading and
understanding technical content. I
used research to identify
dependent readers and
unmotivated readers. The
strategies would be essential
when collaborating with teachers
who are dealing with dependent
and unmotivated readers.
to help students who
struggle with reading.
students often believe they are
reading when they are actually
engaged in mindless reading,
which is zoning out while
staring at the printed page (as
cited in McEwan, 2007).
Standard 3: Information and Knowledge: Candidates
model and promote ethical, equitable access to and use
of physical, digital, and virtual collections of resources.
Candidates demonstrate knowledge of a variety of
information sources and services that support the needs
of the diverse learning community. Candidates
demonstrate the use of a variety of research strategies
to generate knowledge to improve practice.
3.1 Efficient and ethical information-seeking behavior:
Candidates identify and provide support for diverse student
information needs. Candidates model multiple strategies for
students, other teachers, and administrators to locate,
evaluate, and ethically use information for specific
purposes. Candidates collaborate with students, other
teachers, and administrators
to efficiently access, interpret, and communicate
information.
An artifact for standard 3.1 the
LME 508 discussion on
informatics
.
The discussions in LME 508
about informatics align with
standard 3.1 because it
demonstrates my ability to
develop multiple strategies for
students, teachers and
administrators to locate, evaluate
and ethically use information. The
strategies from the discussions
focus on the benefits of using
research in education to
collaborate and meet student’s
individual needs. All the
strategies described are supported
using research.
I learned how to develop
multiple strategies for
students, teachers, and
administrators to locate and
evaluate information.
Research shows that using
information is essential when
it comes to meeting student’s
individual needs. Identifying
learning styles as a basis for
providing responsive
instruction has never been
more important than now, as
educators meet the needs of a
diverse student population
(Dunn, Beaudry, & Klavas,
1989)
Another artifact for standard 3.1
will be my LME 508 log sheet
The log sheet from LME 508
aligns with standard 3.1 because it
is evidence of my experiences
engaging in educational activities
in a culturally diverse library
setting. While working in the
library at a diverse school I
helped groups of students work
on their individual learning plans.
The log sheet documents the
diverse makeup of the school
population, the hours spent in the
I learned the benefits of
using research in education
to collaborate and meet
student individual needs.
library, and the activity.
3.2 Access to information: Candidates support flexible,
open access for library services. Candidates
demonstrate their ability to develop solutions for addressing
physical, social and intellectual barriers to equitable access
to resources and services. Candidates facilitate access to
information in print, non-print, and digital formats.
Candidates model and communicate the legal and ethical
codes of the profession.
LME 501 Student rights
http://web.b.ebscohost.com.libsr
v.wku.edu/ehost/pdfviewer/pdfvi
ewer?vid=7&sid=999fb298-
f80e-4aa8-a071-
36aaeba6c89b%40sessionmgr10
2
The reflective assignment in LME
501 aligns with standard 3.2
because it demonstrates my
ability to develop solutions for
addressing physical, social, and
intellectual barriers to equitable
access by explaining students’
rights. In this assignment I
explain how important it is for the
librarian to protect students’
rights when it comes to access to
resources. I describe how I would
facilitate access to information in
print and non-print resources.
I learned the importance of
protecting students’ rights
to access information. I
understood the role the
librarian plays in providing
students with access to
resources.
Throgmorton (2017) states that
many librarians are deeply
invested in ensuring
educational equity among
students and open educational
resources. Scotten (as cited in
Throgmorton, 2017), believes
that it’s important for
classroom materials to reflect
multiple perspectives of
students. It’s important for
students to learn about subjects
from multiple and diverse
perspectives (Throgmorton,
2017).
LME 518 Freedom DB May 26
The discussion from LME 518
about intellectual freedom aligns
with standard 3.2 because it
explains my understanding of
intellectual freedom, how I would
facilitate access to information
and communicate the ethical
compliance with intellectual
freedom.
I learned about intellectual
freedom as it pertains to
elementary schools, how
librarians promote graphic
novels to teachers and
students, ways that graphic
novels challenge
elementary and middle
school settings, and ways a
school librarian model
compliance and intellectual
freedom ethics.
We distinguish between our
personal convictions and
professional
duties and do not allow
our personal beliefs to
interfere
with fair representation of the
aims of our institutions or the
provision of access to their
information
resources (Reynolds,2018).
3.3 Information technology: Candidates demonstrate their
ability to design and adapt relevant learning
experiences that engage students in authentic learning
through the use of digital tools and resources. Candidates
model and facilitate the effective use of current and
emerging digital tools to locate, analyze, evaluate, and use
information resources to support research, learning,
creating, and communicating in a digital society.
LME 537 Google Form
The Google form developed in
LME 537 aligns with standard 3.3
because it demonstrates my
ability to design and engage
students in authentic learning
using Google forms. Using this
tool, I was able to display the
results of a survey students
participated in. This allowed me
to model how to use the tool to
analyze data, support research and
communicate information.
I learned how to use
emerging technology tools
to engage my students in
learning at high levels. I
also learned how to use
emerging digital tools to
support research and
communicate information.
Research shows that learners
experience greater self-
efficacy and achieve higher
course performance when
provided with resources that
cater to various ways of
knowing, communication
information, and remembering
(as cited in Maxtrix, C.
Hodson & J Hodson, 2014,
p.3).
LME 527 Infographic
“Crowdfunding”
https://www.easel.ly/create?id=h
ttps://s3.amazonaws.com/easel.ly
/all_easels/3041348/1505090895
&key=pri
The infographic about
crowdfunding also aligns with
standard 3.3 because it’s a model
of how I effectively used an
infographic about crowdfunding
to engage students in learning.
The infographic informs students
of the pros and cons of getting a
bank loan and using
crowdfunding to start a business.
It also includes a video that
further explains the concept of
crowdfunding. The technology
tool used to create the infographic
is called Easelly.
I learned how to develop
an infographic to provide
information. This was my
first time creating an
infographic and I like how
I could incorporate images
and videos to provide
information.
An infographic assignment
challenges student to visually
communicate. Rather than
present this position in a text-
based format, students can
design an information
visualization to illustrate their
argument, using online tools
(Hodson & J Hodson, 2014,
p.2).
LME 537 “Infographic
Information Sheet”
The final artifact that aligns with
standard 3.3 is a task that explains
ways that infographics can be
used by teachers. It also breaks
down how the infographic that I
created for my students lines up
with engagement level 3 and 4 on
the CREATE model.
I learned various ways that
that teachers could use
infographics in the
classroom.
This research attempts to
demonstrate the pedagogical
benefits of integrating
infographic assignments into
an online or blended course,
and to detail some of the
technical and instructional
challenges involved (Hodson
& J Hodson, 2014, p.2).
3.4 Research and knowledge creation: Candidates use
evidence-based, action research to collect data. Candidates
interpret and use data to create and share new knowledge to
improve practice in
school libraries.
Mini Research Project Chart
developed in LME 508
The mini research project chart
developed in LME 508 aligns
with standard 3.4 because, it
demonstrates how I used action
research to collect data and share
results with peers. This project
chart outlines my data collection
process for this research. The
chart breaks down the method,
procedure, subjects, literature
review, and data collection.
I learned how to use
evidence-based research to
collect data and share new
knowledge.
Evidence based research can
be essential in school
achievement, but it takes a
collaborative effort. Moving to
evidence-base professional
practice requires the leadership
and hard work of teachers,
principals, central office
administrators,
superintendents, parents and
community members.
Evidence based practice will
only become a reality when
educators embrace the
scientific spirit and seek out
and apply programs and
practices that demonstrate
their effectiveness
(Fleischman, 2006).
Role of a LMS & technology
presentation developed in LME
508
Another artifact that aligns with
standard 3.4 is a presentation
created in LME 508. The
presentation is about the role of
the library media specialist when
it comes to technology
integration. This presentation
demonstrates how I collected data
and presented results to peers in
the library media program. The
research determined that the
library media specialist wasn’t
instrumental in helping teachers
integrate technology into the
classroom. I then explained why
media specialist didn’t feel
comfortable when it came to
technology integration.
I learned that the library
media specialist in most
schools, doesn’t guide
teachers when it came to
integrating technology in
the classroom. During my
quest for information, I
also found reasons why the
media specialist didn’t
work with teachers and
technology integration.
One reason that stuck out
to me was that the media
specialist didn’t feel
comfortable using the tools
themselves, which made it
difficult to assist teachers
with integrating it.
Several resources are available
that can help educators bridge
the gap between research and
practices, they are to explore
ways to strengthen the
connection between research
and practice, decipher and
apply research, learn more
about using scientific
approaches to improve
learning, consult credible,
timely, and usable evidence
reviews (Fleischman, 2006).
Standard 4: Advocacy and Leadership: Candidates
advocate for dynamic school library programs and
positive learning environments that focus on student
learning and achievement by collaborating and
connecting with teachers, administrators, librarians,
and the community. Candidates are committed to
continuous learning and professional growth and lead
professional development activities for other
educators. Candidates provide leadership by
articulating ways in which school libraries contribute
to student achievement.
4.1 Networking with the library community: Candidates
demonstrate the ability to establish connections with other
libraries and to strengthen cooperation among library
colleagues for resource sharing, networking, and facilitating
access to information. Candidates participate and
collaborate as members of a social and intellectual network
Librarian PLC
Attended the Digital Skills PLC.
The minutes from the Digital
Skills PLC for librarians aligns
with standard 4.1 because it
demonstrates my ability to
establish connections with other
libraries and to strengthen
After attending the
professional learning
community for librarians
about digital skills, I
learned about
curating/integrating digital
Research shows that school
library media specialist must
become informed about
multitype library activities and
other cooperative networks,
of learners.
cooperation among library
colleagues. This PLC was perfect
for networking with the library
community and gaining a better
understanding of digital skills
used in the library.
resources. We also
discussed using Google
classroom in the library
and Makerspace. I learned
the value in networking
with other librarians. I
observed librarians share
resources and information.
for they need to help the
teachers, principals,
administrators, board
members, and parents
understand the benefits to be
derived from participating in a
cooperatively developed
network (Bender, 1979).
Facebook Librarian groups
Learning Librarians
Teen Librarians
Screenshots from the Facebook
groups align with standard 4.1
because it demonstrates my
ability to establish connections
with other libraries and to
strengthen cooperation among
colleagues for resource sharing.
My supervising librarian
introduced me to these
groups and I am so excited.
These social networking
groups are full of
resources, ideas and
information. I noticed a
few post where librarians
asked other librarians for
ideas for Halloween teen
events. I learned about
several budget friendly
ideas.
Research shows that the
Internet “network of networks:
does a lot more than simply
provide librarians with access
to a world of databases and
technological resources. It
brings a human dimension to
technology with its ability to
connect individuals across
town or across the world
(Eiseberg & Milbury, 1994)
4.2 Professional development: Candidates model a strong
commitment to the profession by participating in
professional growth and leadership opportunities through
membership in library associations, attendance at
professional conferences, reading professional publications,
and exploring Internet resources. Candidates plan for
ongoing professional growth.
Member of the Library
association
My membership to the Kentucky
Library Association aligns with
standard 4.2 because it shows my
commitment to the profession in
professional growth and
leadership opportunities. I joined
the KLA to gain access to
professional conferences and
publications.
Being a member of the
KLA I know have access to
webinars, professional
publications and
professional conferences. I
joined because of these
benefits and more such as
updating and exchanging
of information, adding my
voice in legislative
concerns, and networking
with peers. With this
access, I am learning and
engaging more and more in
this profession.
It is important to have an
annual professional
development plan for yourself.
Research shows that the best
professional development is
ongoing, experiential,
collaborative, and connected to
and derived from working with
students and understanding
their culture (Edutopia, 2008).
Professional development
discussion
The professional development
discussion aligns with standard
4.2 because it describes how I
would offer staff development at
my current school; connect with
the professional community
In the professional
development discussion, I
learned the value of
ongoing professional
development. In this
discussion I learned how to
Research shows that the
library media specialist can
enhance school improvement
efforts. The media specialist
could be the catalyst for
implementing new PD
outside of the school, and the
advantages of developing an
annual professional development
plan for myself. This discussion
demonstrates how I will continue
my professional growth in and out
of school.
develop my own PD for
staff members and what
components that should be
considered for an effective
PD session.
programs within his or her
own building (Brown, Dotson,
& Yontz, 2011).
4.3 Leadership: Candidates are able to articulate the role
and relationship of the school library program's impact on
student academic achievement within the context of current
educational initiatives. Utilizing evidence-based practice
and information from education and library research,
candidates communicate ways in which the library program
can enhance school improvement efforts.
Technology in the classroom
ILT presentation
The technology presentation
presented to the Instructional
Leadership Team (ILT) aligns
with standard 4.3 because I
articulated the role the media
specialist has on technology
integration and used research to
explain how that can impact
student achievement. The
presentation highlighted the
benefits of incorporating
technology and provided
examples for content areas like
Math and Science. I used
research-based practices to
explain how library program
could enhance student
achievement, by integrating more
technology.
I learned how to use
research to support school
achievement as a library
media specialist.
Developing this project
showed that I could present
research supported
evidence to instructional
leaders and get feedback
before I presented to other
teacher. The focus of this
presentation was to
demonstrate how the media
specialist could help
teachers with technology
integration that would
improve student
achievement.
Research shows that librarians
promote student learning
through technology, literacy,
and collaboration with
teachers (Dees Mayer, Morin,
& Willis, 2010).
Annotated Bibliography
Service Learning project
The service learning annotated
bibliography developed in LME
545 aligns with standard 4.3
because it demonstrates my
ability to articulate the role and
relationship of the libraries impact
on student achievement within the
context of real world learning.
Students are using what they
learned and applying it to real
world situation. The annotated
bibliography also demonstrates
how I used evidence-based
practices and information from
education and library research to
I learned about several
service learning projects
going on in schools around
the world. Learned how
students developed projects
and the impact they service
projects had on the schools.
Research shows that as part of
the learning community, we
are challenged to serve as
leaders who can identify needs
based on data and observation
and then provide positive
feedback to the community for
address those needs (Dees
Mayer, Morin, & Willis,
2010).
communicate ways the library
program could enhances school
improvement through service
learning.
4.4 Advocacy: Candidates identify stakeholders within and
outside the school community who
impact the school library program. Candidates develop a
plan to advocate for school library and information
programs, resources, and services.
Advocacy Tool Kit
The advocacy toolkit developed
in LME 501 aligns with standard
4.4 because it demonstrates how I
reviewed professional advocacy
toolkits from different
professional societies and then
described how it could be used to
address issues in Library Media
Education.
I learned how to use
advocacy tools to create a
plan to address issues in
library media education. I
was able to come up with a
strategy and begin working
on an advocacy plan.
Research shows that school
libraries often lack an adequate
advocate base. Without the
base, they cannot counter
misinformed policy and
budgeting practices that make
it difficult to gather the
resources to establish library
media centers in schools that
don’t have them or to improve
them in schools that do
(Leverett, 2001).
Advocacy Campaign Plan The advocacy campaign plan
aligns with standard 4.4 because it
demonstrates my ability to create
a plan to advocate for school
library and information programs,
resources, and services. In this
advocacy plan the goal was to get
lead teachers and administrators
buy in on incorporating more
technology into the classrooms.
I learned how to develop
an organized research-
based plan to advocate for
library media education. I
was able to lay out how
issues would be presented
to administrators and staff.
After implementing my
plan I was able to reflect
and identify areas of
improvement.
Leverett (2001) states that
library media specialists are in
the best position to educate
superintendents, school
boards, principals, and
community members
concerning the benefits of a
strong library media program.
Standard 5: Program Management and
Administration: Candidates plan, develop,
implement, and evaluate school library programs,
resources, and services in support of the mission of
the library program within the school according to
the ethics and principles of library science,
education, management, and administration.
5.1 Collections: Candidates evaluate and select print, non-
print, and digital resources using professional selection
tools and evaluation criteria to develop and manage a
quality collection designed to meet the diverse curricular,
personal, and professional needs of students, teachers, and
administrators. Candidates organize school library
collections according to current library cataloging and
classification principles and standards.
Catalog Worksheets
Print & Electronic format LME
506
Cat. Worksheet
Cataloging worksheet
The catalog worksheets developed
in LME 506 align with standard
5.1 because it demonstrates how I
used professional selection tools
and evaluation criteria to develop
and manage a collection. I also
organized the items according to
current library cataloging
classification principles and
standards.
I learned about the
standards and resources for
organizing information in a
school library. I learned
about Sears Subject
headings, RDA standards,
and MARC record format.
Using the current library
cataloging and classification
principles and standards make
searching for information
easier. The purpose of library
catalogs is to impose order on
some corner of the chaotic
bibliographic universe were
live in and to help us find the
authoritative information we
need (Houston, 2016).
Virtual Collection Project LME
527
The Virtual Collection project
developed in LME 527 aligns
with standard 5.1 because it
demonstrates how I used non-
print and digital resources to
develop and manage a collection
designed to meet a need. The
collection also demonstrates how
I organized items according to
current library and cataloging
classification principles and
standards.
I learned how to create a
virtual collection. I learned
that using controlled
vocabulary while
developing the collection
could make it easier for
others to browse and search
thru my collections.
Thorgmorton (2017) states that
the amount of content
available to students and
teachers has skyrocketed,
curation is becoming a
necessary skill for everyone
(Thorgmorton, 2017).
5.2 Professional Ethics: Candidates practice the ethical
principles of their profession, advocate for intellectual
freedom and privacy, and promote and model digital
citizenship and responsibility. Candidates educate the
school community on the ethical use of information and
ideas.
LME 501 Ethics The Ethics document created in
LME 501 align with standard 5.2
because it explains the ethical
principles of my profession and
ethic commonalities between my
profession and the technology
and library media profession. It
also discusses students’ rights to
confidentiality.
I learned about the
similarities between the
ethics in my profession and
the ethics in the library
media profession, such as
how important it is to
protect student’s
constitutional rights.
Now more than ever we need
to ensure that what we do in
our libraries is consistent with
our professional values,
especially those around access
(Farkas, 2017).
LME 508 Digital Citizenship
resources
The digital citizenship resources
created in LME 508 align with
standard 5.2 because it lists and
explains several digital citizen
resources. These resources
education the school community
on ethical use of information.
I learned about various
online resources that could
be uses to educate the
school community about
digital citizenship.
When school leaders ban
social media and fail to
develop powerful visions for
digital citizenship, they
neglect to educate students for
our digitally connected world,
where citizenship is digital
(Krutka & Carpenter, 2017).
5.3 Personnel, Funding, and Facilities: Candidates apply
best practices related to planning, budgeting, and evaluating
human, information, and physical resources. Candidates
organize library facilities to enhance the use of information
resources and services and to ensure equitable access to all
resources for all users. Candidates develop, implement, and
evaluate policies and procedures that support teaching and
learning in school libraries.
ED Tech elements of facilities
final wku stuff
The ED Tech Elements of
Facilities chart aligns with
standard 5.3 because it
demonstrates my ability to
evaluate human, information, and
physical resources.
I learned how to evaluate a
media center to determine
if it meets the needs of the
school community. I
explained and provided
recommendations for
accommodating students
with special needs, media
center air quality, climate,
flooring, and various other
elements in the facility.
The pressure on the library to
make room for other services
and programs will be strong
and constant and the library
administrator will be
continually faced with difficult
political, practical, and
strategic choices (Anderson,
2014).
Collection Management Policy
The collection management
policy aligns with standard 5.3
because it demonstrates I would
organize library facilities to
enhance the use of information
I learned how to develop a
detailed collection
management policy that
describes my mission and
goals for the collection. It
Research suggest that more
reliable and complete
information about the use of
materials will be available, and
resources and services to ensure
equitable access to all resources
for all users. The collection
management policy demonstrates
my ability to develop policies and
procedures that support teaching
and learning.
describes my collection
policies for deselection,
gifts/donations,
controversial materials. I
also describe collection
management procedures
for circulation, inventory,
rental/leases, and repairs.
when this information is
related to available funds and
space, it should make the
process of collection
management more rational
(Fletcher, 1983).
5.4 Strategic Planning and Assessment: Candidates
communicate and collaborate with students, teachers,
administrators, and community members to develop a
library program that aligns resources, services, and
standards with the school's mission. Candidates make
effective use of data and information to assess how the
library program addresses the needs of their diverse
communities.
Critical Performance 501
The critical performance
developed in LME 501 aligns
with standard 5.3 because it
demonstrates how I used data to
assess how a media center
addresses the needs of their
diverse community.
I learned how to evaluate
very aspect of a media
center to determine if the
diverse needs of the
community are being met.
High school libraries should
constantly be reevaluated and
updated so it remains an
exploration center where
creative thinking and
discovery flourish with an
accessible and easy to use
collection of books and other
media (Graboyes, 2011).
Mission statement LME 501
The mission statement from LME
501 aligns with standard 5.4
because it demonstrates my
ability to develop a program with
a mission that aligns with the
schools and districts mission for a
library program.
I learned how to identify
the mission of a school,
district and media center
and explain how those
missions are connect to the
mission of my library
program.
The mission statement for a
library must directly focus on
serving its community.
Fletcher (1983), states that a
library should be aware of the
purposes for which the
statement is being developed
at that particular time
(Fletcher, 1983). The mission
statement was among the key
political factors that have
impact on collection
development policies
(Fletcher, 1983).
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Anderson, R. (2014). Battle over Library Space: Saying Yes & No. Library Journal, 139(8), 15. Retrieved from
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Fletcher, J. (1983). Library Journal, 108(9), 881. Retrieved from
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Reynolds, D. (2018). Not the Morality Police. American Libraries, 49(9/10/2018), 6. Retrieved from
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PPD Grading Rubric
Criteria Apprentice Proficient Distinguisehd
Description of Actions/Evidence,
What LME student Learned, What
pupils learned or have potential to
learn
100
Descriptions do not adequately
describe the actions and the evidence
resulting from the actions; connection
to standard indicator is not clearly
made; the description of what LME
student learned does not clearly show
ability to reflect on professional
growth; the description of the impact
on student learning does not clearly
show LME student's ability to
connect the activities/evidence with
best practices literature or show
potential for increasing students'
cognitive or motivational
development. No supporting research
referenced.
Descriptions adequately describe the
actions and the evidence resulting
from the actions; connection to
standard indicator is made; the
description of what LME student
learned shows ability to reflect on
professional growth; the description
of the impact on student learning
shows LME student's ability to
connect the activities/evidence with
either best practices literature or
pre/post measurements of learning,
and shows the potential to increase
students' cognitive or motivational
development. Supporting research
reference using APA citation style.
Descriptions clearly describe the
actions and the evidence resulting
from the actions; connection to
standard indicator is clearly made; the
description of what LME student
learned shows ability to reflect on
professional growth in relation to
standards and expresses a recognition
of the importance of these activities
in professional growth and
development; the description of the
impact on student learning shows
LME student's ability to connect the
activities/evidence with either best
practices literature or pre/post
measurements of learning, and the
potential to increase students'
cognitive or motivational
development in a clearly measurable
or documented way. Supporting
research referenced using APA
citation style.
Quality of Evidence as it represents
students best work in LME program
and professional activities
75
A minimum of two actions/evidences
per standard indicator are not
provided. Some actions/evidences in
the PPD used more than one time.
Not all the actions/evidences
demonstrate clear mastery of the all
the components of the standard
indicator.
A minimum of two actions/evidences
per standard indicator are provided.
There are no actions/evidences in the
PPD used more than one time. Most
of the actions/evidences demonstrate
clear mastery of the all the
components of the standard indicator.
A minimum of two actions/evidences
per standard indicator are provided.
There are no actions/evidences in the
PPD used more than one time. The
actions/evidences demonstrate clear
mastery of the all the components of
the standard indicator.
Quality of communication in overall
organization of ideas, grammar,
spelling and clarity of writing style.
25
There area spelling and grammar
errors in each of the PPD areas.
Statements do not adequately
describe the required information.
Sentences do not communicate the
required information.
Almost flawless spelling and
grammar in each of the PPD areas.
Statements adequately describe the
required information. Sentences
communicate the required
information.
Flawless spelling and grammar in
each of the PPD areas. Statements are
organized and brief descriptions of
the required information. Sentences
are clear and direct, effectively
communicating the required
information.