ࡱ> gifM Gbjbj== "WWC lJJJJJJJ^TTT8^!0ccc)!+!+!+!+!+!+!$" $O!JcccccO!JJd!cJJ)!c)!t]JJ]| P];^T]]z!0!]%L%]^^JJJJ***PILOT *** Program Evaluation Guide For Reviewers To be used when reviewing programs applying for AASL/NCATE recognition using 91ý/AASL Standards for Initial Programs for School Library Media Specialist Preparation (http://www.ncate.org/documents/ProgramStandards/ala%202001.pdf) October, 2005 Adapted from a document with the same name created by the International Reading Association, 11/04 version. AASL/NCATE Program Evaluation Worksheet for Reviewers Note to reviewers: Items included on this worksheet correspond to the elements included in the report submitted by the institution to NCATE when seeking National Recognition for a school library media preparation program at the masters degree level. AASL does review programs at other levels (i.e. endorsement only, bachelors degree, etc but national recognition can only be conferred upon a program at the masters degree level). Use the information from this worksheet when completing the SPA review template submitted to NCATE. Section I: Context In this section, use your comments to identify particular areas of strength in a program or areas that need improvement (AFI: areas for improvement). AFIs will be summarized on the final National Recognition Report. 1. Description of any state or institutional policies that may influence the application of AASL NCATE Standards Comments: 2. Description of the field and clinical experiences required for the program, including the number of hours for field experiences in specific classes and the number of hours/weeks for the practicum or internships. Comments: 3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. Comments: 4. Description of the relationship of the program to the units conceptual framework. NOTE: This should go beyond merely restating the units conceptual framework. This section should specifically address how the program incorporates the units conceptual framework into coursework and candidate learning outcomes/performances. Comments: 5. Indication of whether the program has a unique set of program assessments and the relationship between the programs assessments and the units assessment system. NOTE: This section should clarify how the key assessments used in the program are derived from or informed by the unit assessment system (NCATE Standard 2). Comments: Attachments: 1. Program of study indicating required courses. This must include course titles. The information could be from the college catalog or from a student advisement sheet. Comments: 2. Chart with the number of candidates and completers. Comments: 3. Chart with program faculty expertise and experience. Comments: Please address whether faculty experience/expertise appears to be adequate or inadequate for a masters level program in school library/media. Section II: Assessments and Related Data NOTE: Assessments must come from classes all candidates are required to take. UnacceptableAcceptableTargetRequired elements includedNot all required information is included.All required information is included.All required information is included. Form of AssessmentsGeneric assessments used without being aligned to AASL Standards. Generic assessments (i.e. for field experience or dispositions) are used but are aligned with AASL Standards. Assessments identify relevant candidate performances. Assessments aligned with AASL Standards have been developed. A range of candidate performances are assessed. Administration of AssessmentsAssessments administered in one course. Assessments are administered in more than one course. Assessments included in a variety of courses Comments: Section III: Standards and Assessments Matrix Inclusion of all applicable assessments/scoring guides/data tables listed in Section II: Identify any AASL Standards/elements not covered by one of the key assessments (NOTE: NCATE staff is supposed to check for completeness of this before a program is sent out for review): Comments: Section IV: Evidence for Meeting Standards Assessment #1: Candidates knowledge of the school library media field: 80% pass rate on licensure examination (NOTE: If a state licensure test is not required by the program this should be an additional content assessment): _____ Yes _____ No Comments: Licensure test addresses applicable AASL Standards and elements: _____ Yes _____ No _____ Data not available Comments: Assessments #2-#8: AASL specifies the following assessments: Assessment #2: Content Assessment #3: Ability to plan to meet school library media program needs Assessment #4: Internship or other clinical experiences Assessment #5: Ability to plan instruction, including effects on student learning Assessment #6: Additional required assessment Assessment #7 & #8: Optional (NOTE: The 91ý/AASL program report must include assessments that incorporate collaborative instruction, comprehensive reading encouragement, and integration of technology. If assessments submitted for #1-5 do not include a focus on any or all of these three areas, assessments submitted for#6-8 should be used to meet this requirement.) Use the following rubric to assess the adequacy of EACH of the assessments included in the program report: UnacceptableAcceptableTargetStandards AddressedNot all applicable standards and elements addressedAll applicable standards and elements addressed. All applicable standards and elements addressed.Quality of Assessments including Instructions to CandidatesAssessment does not align and is not clearly associated with the standards and elements. Vague criteria for completion. Missing elements.Assessment aligns and is clearly associated with the standards and elements. Appropriate content knowledge and/or professional knowledge, skills and dispositions are required within the assessments. Clear and sufficient information. What the candidate needs to do and what the product should look like are described.Assessment aligns and is clearly associated with the standards and elements. Appropriate content knowledge and/or professional knowledge, skills and dispositions are required within the assessment. Critical thinking is required within the assessment. No ambiguities in terms of expectations for candidate performance and required products.Scoring Guides and Identification of Levels of ProficiencyWeak relationship between the scoring guides and standards. No defined levels of candidate proficiency identified. Clear relationship between the scoring guides and the standards. Defined levels of candidate proficiency indicate levels of knowledge. Explicit alignment of elements within the scoring guides and the standards. Defined levels of candidate proficiency indicate different levels of knowledge and critical thinking. Table of aggregated data (NOTE: Follow NCATE guidelines concerning data requirements)Table is not included or is incomplete. Table of aggregated results from each of last three years presented separately with percentage of candidates achieving at each category. Table of aggregated results from each of the last three years presented separately with percentage of candidates achieving at each category. Table indicates the mean score for each standard and element that are met and not met in the assessment. Extent that candidates are meeting the standardsData is not summarized or interpreted in terms of the standards. Data is summarized and interpreted in terms of the standards. Data is summarized and results are critically analyzed in terms of the standard.  Section IV: AASL Standards Assessment Chart 91ý/AASL STANDARD1. Use of Information and Ideas. School library media candidates encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. They apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community. Candidates promote efficient and ethical information-seeking behavior as part of the school library media program and its services.METNOT MET1.1 Efficient and ethical information-seeking behavior Candidates model strategies to locate, evaluate and use information for specific purposes. Candidates identify and address student interests and motivations. Candidates interact with the learning community to access, communicate and interpret intellectual content. Candidates adhere to and communicate legal and ethical policies.1.2 Literacy and reading Candidates are aware of major trends in reading material for children and youth. Candidates select materials in multiple formats to address the needs and interests of diverse young readers and learners. Candidates use a variety of strategies to promote leisure reading. They model their personal enjoyment of reading in order to promote the habits of creative expression and lifelong reading.1.3 Access to information Candidates support flexible and open access for the library media center and its services. Candidates identify barriers to equitable access to resources and services. Candidates facilitate access to information in print, nonprint, and electronic formats. Candidates comply with and communicate the legal and ethical codes of the profession.1.4 Stimulating Learning Environment Candidates demonstrate ways to establish and maintain a positive educational climate in the library media center. Candidates identify relationships among facilities, programs, and environment that impact student learning. Candidates plan and organize library media centers according to their use by the learning community. 2. Teaching and Learning. School library media candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content. They partner with other education professionals to develop and deliver an integrated information skills curriculum. Candidates design and implement instruction that engages the students interests, passions, and needs which drive their learning.METNOT MET2.1 Knowledge of learners and learning Candidates design library media instruction that assesses learner interests, needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, abilities and needs. Information skills instruction is based on student interests and learning needs and is linked to student achievement. 2.2 Effective and knowledgeable teacher Candidates work with classroom teachers to co-plan, co-teach, and co-assess information skills instruction. The library media specialist as teacher of information skills makes use of a variety of instructional strategies and assessment tools. Candidates analyze the role of student interest and motivation in instructional design. Student learning experiences are created, implemented and evaluated in partnership with teachers and other educators.2.3 Information literacy curriculum Candidates employ strategies to integrate the information literacy curriculum with content curriculum. Candidates incorporate technology to promote efficient and equitable access to information beyond print resources. Candidates assist students to use technology to access, analyze, and present information.3. Collaboration and Leadership. School library media candidates provide leadership and establish connections with the greater library and education community to create school library media programs that focus on students learning and achievement; encourage the personal and professional growth of teachers and other educators, and model the efficient and effective use of information and ideas. METNOT MET3.1 Connection with library community Candidates demonstrate the potential for establishing connections to other libraries and the larger library community for resource sharing, networking, and developing common policies and procedures. Candidates articulate the role of their professional associations and journals in their own professional growth.3.2 Instructional partner Candidates model, share, and promote ethical and legal principles of education and librarianship. Candidates acknowledge the importance of participating on school and district committees and in faculty staff development opportunities.3.3 Educational leader Candidates are able to articulate the relationship of the library media program with current educational trends and important issues. Candidates recognize the role of other educational professionals and professional associations. Candidates translate for the school the ways in which the library program can enhance school improvement efforts. Candidates utilize information found in professional journals to improve library practice.4. Program Administration. School library media candidates administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration.MET NOT MET4.1 Managing information resources: Selecting, Organizing, Using Candidates select, analyze, and evaluate print, nonprint and electronic resources using professional selection tools and evaluation criteria to develop a quality collection designed to meet diverse curricular and personal needs. Candidates organize the library media facility and its collections print, nonprint and electronic according to standard accepted practice. Candidates support intellectual freedom and privacy of users. Candidates plan for efficient use of resources and technology to meet diverse user needs.4.2 Managing program resources: Human, financial, physical Candidates develop and evaluate policies and procedures that support the mission of the school and address specific needs of the library media program, such as collection development and maintenance, challenged materials and acceptable use policies. Candidates apply accepted management principles and practices that relate to personnel, financial and operational issues. Candidates plan adequate space for individuals, small groups and whole classes.4.3 Comprehensive and collaborative strategic planning and assessment Candidates collaborate with teachers and administrators to develop a library media program plan that aligns resources, services and information literacy standards with the school's goals and objectives. Candidates use data for decision-making. List of Standards Not Met (including specific elements): Section V: Use of Assessment Results to Improve Candidate and Program Performance UnacceptableAcceptableTargetPrincipal findings summarized from the evidenceMinimal summarization from the evidence.Summarization of evidence across most assessments.Summarization of evidence across all assessments.Facultys interpretation of those findingsMinimal or no faculty interpretation of the findings.Interpretation of the findings. Interpretation and critical analysis of data with implications for program and candidate improvement.Changes made or planned for as a result of the interpretation.Limited or no changes made or planned for as a result of interpretation.Changes are made or planned based on the interpretation of the data.Changes are made or planned based on the interpretation of the data and its critical analysis. Steps take by program faculty to use information from assessment for program improvement and improvement of candidate performance. No steps are indicated. Steps for changes are aligned with the interpretation fo data. Steps for changes are aligned with the interpretation of the data and its critical analysis. Change process involves input from a variety of stakeholders (i.e. a program advisory team including practitioners, students, etc.). Possible Decisions: National Recognition A program can be nationally recognized if all standards are met. At least 9 of the 13 elements must be met and no more than one element can be unmet in any single standard. Elements that are not met should be identified as areas for improvement. National Recognition with Conditions A program can be nationally recognized if no more than one standard is rated not met. Conditions can include: lack of data; one unmet standard; some assessments are weak/not aligned with AASL Standards; some rubrics/scoring guides do not specify levels of candidate performance; some rubrics/scoring guides not aligned with AASL standards; evidence of data used in decision making is weak/missing; assessments not embedded in required classes Not Recognized A program will be rated not recognized if more than one standard is not met. Programs rated as National Recognition with Conditions or as Not Recognized have 18 months to submit revised program reports. 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