Assessment Categories
- Content knowledge (CK)
- Service delivery knowledge / pedagogical knowledge (SDK / PK)
- Professional dispositions (PD)
- Human relations (HR)
- Communications (C)
|
Program competency |
WI DPI standards
for initial licensure |
AASL/ NCATE Standard |
NBPTS |
Possible
artifacts |
Information Technology in Schools and Libraries (LIBMEDIA 641)
Formerly Computer
Applications in Libraries
UWSSLEC: Information Technology in Schools and Libraries
|
| CK |
1. Demonstrate an understanding of technological
systems and software used in schools and libraries |
Access 1, Tech 1 |
3.2, 3.3 |
III, VI |
Discussions and quizzes. |
| CK |
2. Monitor, evaluate, determine where best hosted, and employ current and emerging digital technologies used in schools and libraries for:
- Organizing access to resources (e.g, integrated library systems)
- Encouraging a participatory culture by involving users in contributing to the library’s resources (e.g, social networking software such as social bookmarking, blogs, wikis, content management system)
- Facilitating access to resources within and outside the library (e.g., networking, VoIP, servers, firewalls and proxy servers, filtering software, wireless access, cloud computing, remote hosting, handheld devices)
|
Access 1, Tech 1 |
3.2, 3.3 |
III, VI |
Examine an integrated library system in depth for its ability to facilitate access to information based on an analysis of user needs.
Research one technology and issues surrounding it and develop learning activities on its background, implementing this new technology in a school including policies and procedures. (Individual research project plus Moodle lesson(group))
Discussions and quizzes.
Activities in Moodle Lessons. |
| CK, PD |
3. Examine issues that surround development, use,
and modification of digital resources and technologies (e.g., filtering, privacy and
patron records, net neutrality, copyright, DRM, Creative Commons,
security, licensing and terms of service agreements) and begin to develop
strategies for addressing these issues. |
Admin 3 |
5.2 |
III |
Research one technology and issues surrounding it and develop learning activities on its background, implementing this new technology in a school including policies and procedures. (Individual research project plus Moodle lesson(group)) |
| CK |
4. Examine support structures needed for information and instructional technology including:
- Communicating effectively and collaborating with others
- Developing appropriate staffing structures
- Identifying when to take responsibility for aspects of information and instructional technology
|
Admin 2 |
5.3, 5.4 |
V |
Examine the staffing needs for information and instructional technology in a school district and develop a staffing plan. |
| CK |
5. Examine the issue, challenges, advantages, and models of implementation of open source software. |
Access 1, Tech 1 |
3.2, 3.3 |
III, VI |
Moodle Activities
Moodle Lesson (group) |
| CK |
6. Plan, design and incorporate strategies responsive to the needs of students with diverse abilities and needs that encourage active learning, interaction, participation and collaboration in the online environment with clear expectations, appropriate feedback, and valid formative and summative assessments. This course will satisfy the Wisconsin DPI requirement for 30 hours of prfessional development designed to prepare a teacher for online teaching (WI State Statute 118.19(13)) by addressing the following standards:
- The teacher has the prerequisite technology skills to teach online.
- The teacher plans, designs and incorporates strategies to encourage active learning, interaction, participation and collaboration in the online environment.
- The teacher provides online leadership in a manner that promotes student success through regular feedback, prompt response and clear expectations.
- The teacher models, guides and encourages legal, ethical, safe, and healthy behavior related to technology use.
- The teacher understands and is responsive to students with special needs in the online classroom and is able to implement individualized instructional plans (IEPs) as necessary.
- The teacher demonstrates competencies in creating and implementing assessment in online learning environments in ways tht assure validity and reliability of instruments and procedures.
- The teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assess learning progress by measuring student achievement of learning goals.
- The teacher demonstrates competencies in using data and findings from assessments and other data sources to modify instructional methods and content and to guide student learning.
|
Access 1, Tech 1, 2, Instr Leadership 3, 5 |
1.1, 1.2, 1.3, 3.2, 3.3, 5.4 |
I, II, III, VI |
Moodle Actvitites
Moodle Lesson (group) |
Top |
Leadership and Administration
of Library and Technology Programs (LIBMEDIA 751)
UWSSLEC: Leadership and Administration
of Library and Technology Programs
|
| CK |
- Leadership: Demonstrate the
ability to:
- apply a knowledge of management principles and change theory
at the school and district level,
- employ leadership skills to facilitate change in the library
and school environment,
- demonstrate communications skills for advocacy, marketing, and
public relations,
- articulate the importance of the librarian and library program
to a variety of audiences in school, district, and beyond,
advocating for adequate staffing and resources,
- engage community resources, and
- participate in local, regional,
state and national collaborative opportunities and consortial agreements,
|
Instructional Leadership (f), Communications and Group
Dynamics (a, b) |
4.1, 4.3, 4.4 |
3, 6, 9, 10 |
Management case study
Board presentation
Letter to legislator
Discussion |
| CK |
- Policies and Procedures: Demonstrate
the ability to:
- evaluate and revise building and district information literacy
and technology policies (ILL, BYOD, Internet Safety, privacy, mobile
devices, ADA, etc.) to supports equitable and flexible access to
information, ideas, resources, and service both within and beyond
the school,
- identify and understand state and national legislation, legal
issues and ethical issues and how they impact building and district
library and technology programs, and
- engage in legislative advocacy on education issues.
|
Professionalism (d) |
3.2, 5.2, 4.4 |
9 |
Policy development
Letter to legislator
Discussion |
| CK |
- Program Planning: Demonstrate
the ability to:
- work with faculty, administrators, and other library and technology
professionals to review and revise the library and technology program
vision and goals to assure that they meet the needs of 21st century
learners and provide a physical and virtual learning commons that
is an integral part of the educational program in the school and
district
- participate in school and district planning (strategic planning
and goal setting, curricular innovation, information and technology,
etc.),
- evaluate and apply appropriate research findings to improve teaching, and
student inquiry, critical thinking, creativity, communication, and
collaboration skills throughout the school and specifically
within the school library program, and
- develop and/or locate and revise program evaluation tools to
assess impact of the library and technology program on student
inquiry, collaborative learning experiences, projects, and 21st
century skills.
|
Administration (a, b, f) |
1.3, 3.4, 5.4 |
3, 6, 10 |
Critique of a distance long range technology and
library media plan and needs assessment
Data collection plan |
| CK |
- Management: Demonstrate the
ability to:
- develop strategies to manage multiple and varied learning environments
(e.g., virtual learning commons, classroom, other environments),
- articulate plans and policies for hiring, training, mentoring,
evaluating, and goal setting for paid staff, volunteers, and student
helpers in the library,
- understand issues of managing and supervising multiple libraries
and develop strategies for doing this, and
- plan and redesign physical and virtual learning spaces that support
both formal and informal learning and inquiry.
|
Administration (c, e) |
5.3 |
5, 6 |
Facilities case study
Staffing and supervision case study |
| CK |
- Staff Development: Demonstrate
the ability to:
- assess needs, plan, implement and evaluate short and long-term
staff development programming.
|
Instructional Leadership (d) |
1.3 |
5 |
Staff development case study |
| CK |
- Fiscal Responsibility: Demonstrate
the ability to:
- apply sound fiscal management principles at school and district
level,
- advocate for sufficient budget and resources from local, state
and federal sources to meet program goals at the school and district
level,
- evaluate and articulate critical fiscal needs at the building
and district level,
- identify appropriate grant opportunities to meet fiscal needs,
- write grant proposals,
- understand and implement licensing agreements for resources such
as ebooks, streaming video services, software and other licensed
materials, and
- examine impact of methods of obtaining vendor-provided resources
on school and districts budgets and technology resources.
|
Administration (d) |
5.3 |
6 |
Funding and budget case study
eBook implementation plan
Grant proposal
Discussion |
| CK |
- Professional Growth: Demonstrate
the ability to:
- engage in continuous self-evaluation and self-directed learning
through design of Professional Development Plan and creating in
a PLN (Personal Learning Network),
- articulate the importance of supporting new professionals at
building, district, state, and national levels, and
- demonstrate comprehensive knowledge of appropriate local, state,
regional, and national professional associations and publications
|
Professionalism (a, b,c) |
4.2 |
7, 8 |
Professional development plan and portfolio
Websites in del.icio.us
Follow blog during class and summarize |
Top |
Teaching
and Learning via Video and across Distances (LIBMEDIA 638) |
| CK |
1. Apply appropriate research findings to improve
teaching and learning throughout the school and specifically within
the school library media program |
P6F |
2A |
4 |
Instructional unit
Research study summary |
| CK |
2. Apply knowledge of learning theory, human development,
student cultures, instructional strategies, curriculum and assessment |
P6F, P6F |
2a (A), 2c (A) |
1,2,4 |
Instructional unit
Video |
| CK |
3. Propose, develop and evaluate strategies, materials,
and/or alternatives for instruction to meet varied learning needs
and teaching |
P2A, P2B, P7E |
2A |
4, 9 |
Instructional unit
Teacher interview on unit |
| CK |
4. Exhibit an understanding of the role of the
school library media program as a central element in the intellectual
life of the school |
P2A, P2B, P6 |
|
4, 9 |
Instructional unit |
| CK |
5. Work with other faculty to identify appropriate
instructional strategies and creative uses of resources to integrate
information and technology literacy into the curriculum |
P3A, P6F, P7B |
|
4, 5 |
Instructional unit
Teacher interview on unit |
| CK |
6.Apply basic principles of instructional and message
design to produce resources for specific learning objectives. |
P5b |
2c (A) |
2,3 |
Instructional unit
Video
|
| CK |
7. Apply advanced technologies
to design, develop and produce media in support of the library media
and instructional programs. |
P5a, P5b |
2c (A) |
3, 5 |
Video
|
| |
8. Communicate complex
and abstract concepts with elegance and clarity. |
|
2a (A), 2c (A) |
|
Video
Analysis of video / commercials
|
| CK |
9. Perform as a contributing member of a group |
P2b |
|
|
Video
Instructional unit |
Top |
Hypermedia
(LIBMEDIA 755) |
| CK |
Perform as a contributing member of
a group |
|
|
|
Argument |
| CK |
Apply basic
principles of instructional and message design to produce resources
for specific learning objectives.
Apply advanced technologies to design, develop
and produce media in support of the library media and instructional
programs
Evaluate and plan uses of hypermedia products in support of the
learning process (WTS 1, 2, 3, 4, 6, 7),
Identify and use computer programs and hardware
for capturing and manipulating sound and still images,
Use basic message and screen design principles in
creating a hypermedia product, |
P5a, P5b |
2c (A) |
2, 3, 5 |
Webquest
Argument |
| CK |
Apply knowledge of learning theory,
human development, student cultures, instructional strategies, curriculum,
assessment, and research related to instructional media and technology
to improve teaching and learning. |
|
2a (A) |
1, 2, 4 |
Webquest |
| CK |
Communicate
complex and abstract concepts with elegance and clarity |
|
|
|
Argument
Webquest |
| CK |
Suggest strategies, materials, and/or
alternatives for instruction to meet varied learning needs and teaching |
|
2a (A) |
1, 2, 4 |
Webquest |
| CK |
Apply appropriate research findings
to improve teaching and learning throughout the school and specifically
within the school library media program |
P6f |
3c (T) |
2 |
Trends Paper |
| CK |
Use principles and theories of curriculum
design to create strategies for integrating information and technology
literacy into the curriculum.
.Develop an instructional use of hypermedia for
problem-based learning.
Incorporate information in multiple formats (text,
graphics, still or moving pictures, sound) into a WWW hypermedia product
that presents multiple sides of an argument. |
P5a, P5b, P7b, P7e |
2c (A) |
2, 4 |
Webquest
Argument |
| CK |
Develop assessment criteria for
evaluating hypermedia products (WTS 8). |
|
|
4 |
Assessment |
Top |
Information,
Virtual Libraries and the Internet (LIBMEDIA 756)
UWSSLEC: Virtual Libraries
|
| CK |
Understand the issues, standards, protocols, technologies, collaborations and consortia that support collection development, services and knowledge creation in digital and virtual libraries and web connected communities. |
Access 1, Tech 1 |
3.2, 4.1 |
3,5 |
Innovative Application of Web Technologies
Investigations, Reading Reflections, Discussions and Class Participation
|
| CK, PD |
Understand the ethical and societal issues of virtual and digital libraries |
|
3.1, 5.2 |
3,9 |
Investigations, Reading Reflections, Discussions and Class Participation |
| CK |
Be prepared to support physical and intellectual access to information in virtual environments, conversation and communication and creation of knowledge in a community. |
Access 1 |
3.1, 3,2 |
3,5 |
Innovative Application of Web Technologies
Subject Gateway
|
| CK |
Develop skill in the tools, services and communication strategies required to develop and support digital libraries and their communities. |
Access 1 |
3.3 |
3,5 |
Innovative Application of Web Technologies
Subject Gateway |
| CK |
Support development of multimedia and conversational literacies required to take advantage of virtual and digital libraries. |
Access 1 |
3.1, 3.2, 3.3 |
3,5 |
Subject Gateway |
| CK |
Explore changing relationships with and among members of information communities in digital and virtual environments |
Access 1 |
3.2 |
3,5 |
Innovative Application of Web Technologies
Investigations, Reading Reflections, Discussions and Class Participation |
| CK |
Be prepared to reconceptualize the nature of libraries and librarianship in a digital and virtual world. |
Admin 2, Access 1 |
3.2 |
3,5 |
Innovative Application of Web Technologies
Virtual library portal
Investigations, Reading Reflections, Discussions and Class Participation |
Top |
Advanced
Design and Production (LIBMEDIA 754) |
| CK |
Apply basic principles of instructional
and message design to produce resources for specific learning objectives.
Communicate complex and abstract concepts with elegance and clarity |
Tech 2 |
1.2, 3.3 |
5 |
Website |
| CK |
Apply advanced technologies to design,
develop and produce media in support of the library media and instructional
programs |
Tech 2 |
1.2, 1.4 |
5 |
Website |
| CK |
Teach ethical use of information and
technology and respects and complies with intellectual property rights,
laws and guidelines |
Access 2 |
5.2 |
5 |
Website |
Top |
Instructional
Design (LIBMEDIA 752)
UWSSLEC: Design of Curriculum for Inquiry |
| CK |
Define the essential skills and dispositions needed by students to succeed in a knowledge-based society. |
Instr Leader 1, 2 |
1.4 |
1.1, 2.5 |
Letter
Discussions |
| CK |
Examine the diverse demands on today’s formal educational system and the growth of self-directed and informal learning environments |
Instr Leader 1, 2, 5, 6 |
|
2.5 |
Letter
Discussion |
| CK |
Explore student information learning environments. |
|
|
1.1 |
Discussion |
| CK |
Develop a curricular unit that develops student 21st century skills through authentic, collaborative problem solving and uses appropriate technologies to seek and use information, collaborate, communicate, and create. |
Instr Leader 2, 3, 5, 6 |
1.1, 1.2, 1.4 |
2.2, 2.5, 5.3, 5.4 |
PBL |
| CK |
Select informational texts aligned with standards-based curriculum and student needs and interests. |
|
2.1, 2.4, 5.1 |
1.3, 2.5, 3.4 |
Informational text with questions |
| CK |
Collaborate with other educator(s) to develop an extended learning activity focused on student creativity, innovation, higher level thinking and student choice and control of learning, supporting curriculum standards. |
Instr Leader 2, 3, 5, 6 |
1.3 |
2.2, 4.1, 4.3, 2.5 |
Collaborative learning activity |
| CK |
Plan a staff development process to increase educators’ competence in locating, evaluating, selecting, using, and producing resources and technologies, participating in information communities, and integrating these tools and information into the teaching and learning experience. |
Instr Leader 4 |
1.3 |
5.2 |
Prof development strategy |
Top |
Trends in K-12
Literature (LIBMEDIA 715)
No longer required for licensure as of 2010 |
| CK, C |
Listens to and questions students to identify their reading interests
based on theories of learning styles
|
3, 7 |
1b, 2a |
1 |
Interview |
| CK, HR |
Promotes reading, viewing, and listening guidance for children and
adolescents founded on knowledge of a wide range of YA and children's
literature and an understanding of diversity of culture, student development,
and student interests based on critical perspectives
|
3, 7 |
1b, 3b |
2, 3, 9 |
Essay |
| CK |
Demonstrates knowledge of new literary theories and how they impact
interpretations of children's and YA literature
|
3, 7 |
1b |
5 |
Essay |
| CK, C |
Models enthusiastic and effective use of books and other media for
pleasure and information
|
3, 7 |
1b |
2 |
Project |
| CK, C |
Works individually and collaboratively with teachers, parents and
students to promote the love of reading and knowledge of available resources
within the school and larger community
|
I3, 7 |
2, 3 |
4 |
Project |
| C |
Understands the principles and supports the practice of intellectual
freedom, free inquiry and access to information that is requisite for
effective and responsible citizenship in a democracy
|
3, 7 |
1c, 3c |
9 |
Essay |
| CK |
Monitors, assesses and employs existing and emerging trends and technologies
in the field
|
5 |
1b, 1d, 3c |
5 |
Project |
| CK |
Demonstrates knowledge of appropriate professional publications and
associations
|
1 |
3a |
8 |
Paper |
| CK |
Collaborates with teachers to integrate literature across the curriculum |
7 |
1d, 3b |
4, 10 |
Project |
| Italics = UWW objective,
plain text = UWSSLEC competency |
