Docstoc

OCR ument Pittsburg State University Pittsburg KS

Document Sample
OCR ument Pittsburg State University Pittsburg KS Powered By Docstoc
					                                Pittsburg State University
                   Academic Department Assessment Program
                                             Annual Report


Date:          2005-2006

Department:    Special Services and Leadership Studies (SSLS)

Program:       MS Educational Technology: Library Media Specialist and Technology Facilitator

1. Mission Statement for the Programs in SSLS

The mission of the Department of Special Services and Leadership Studies is to develop
outstanding educational leaders by providing high quality academic programs in leadership,
special education, community college education, and educational technology. In addition, the
Department, through an active service and dissemination effort, seeks to enhance educational
programs to serve local and regional needs.

2. Mission Statement for Kansas School Library Media
The mission of the Kansas School Library Media Program is for all students in Kansas to acquire the
skill, knowledge and judgment to become efficient and effective life-long learners.
3. Purpose

The Kansas Library Media Standards meet the needs of Kansas' school libraries, administrators, and
library media specialists, technology facilitators, teachers, parents and students by using Information
Power: Building Partnerships for Learning as a foundation.

4. Foundation: Information Power: Building Partnerships for Learning (1998)
Dividing into specific developmental stages the national information literacy standards as noted in
the book Information Power: Building Partnerships for Learning (1998). Information Power:
Building Partnerships for Learning (1998), with its delineation of the national information literacy
standards, was the guiding source in the development of this document. The national information
literacy standards are the basis for the school library media curriculum and the identification of the
supporting materials necessary in school media centers for students to become life-long learners
who can access and use information efficiently and effectively.
5. The Library Media Program Design

The Educational Technology program is designed so that candidates will meet and demonstrate
mastery of each of the 7 standards as listed below. The knowledge and performance based indicators
will serve as the goals for this program, and these goals will be met and documentation of mastery
will be expected. Such documentation will appear in the digital portfolio, which will serve as the
final examination process for candidates in this program.


                                                1
Standard #1 The library media specialist/technology facilitator applies the principles of library
and information studies to create effective, integrated library media programs.

Knowledge
1. The LMS/TF understands the principles of the profession in his/her approach to staffing,
   collaborating, assessing, supporting, and administering the library media program.
2. The LMS/TF knows basic ethical and legal tenets of intellectual freedom, confidentiality,
   intellectual property, fair use and copyright regulations, and knows whom to contact for
   additional information.
3. The LMS/TF knows theories of media organization.
4. The LMS/TF is familiar with a wide range of children's, young adult, and professional
   literature.
5. The LMS/TF knows the processes and skills related to collection development.
6. The LMS/TF knows information problem solving strategies.

Performance
1. The LMS/TF develops library media program mission statement, goals, policies, and
   procedures.
2. The LMS/TF evaluates, selects, and organizes a media collection representing an essential
   information base for the school.
3. The LMS/TF promotes the importance of reading through reader's advisory services, literature
   selection, and focused activities in the school and community.
4. The LMS/TF advises learners on ethical and effective strategies for identifying, retrieving,
   evaluating, using, and synthesizing information.

Standard #2 The library media specialist/technology facilitator integrates
information literacy through collaboration, planning, implementation, and
assessment of learning.


Knowledge
1. The LMS/TF understands collaboration techniques between teachers and LMS/TFs.
2. The LMS/TF understands good communication, consultation, and problem solving skills.
3. The LMS/TF knows the curriculum and effective instructional techniques in order to cross
   disciplines and integrate information literacy.
4. The LMS/TF knows information literacy standards as delineated by the American Library
   Association.
5. The LMS/TF understands the relationship. between staff development and student performance.


Performance
1. The LMS/TF collaborates with teachers to plan and develop units that integrate multimedia,
   research, and information literacy skills into instruction.
2. The LMS/TF collaborates in teaching essential skills, effective communication skills,
   information literacy, and complex thinking skills.
3. The LMS/TF provides instruction to teachers and students in finding and using age and ability
   appropriate resources.
4. The LMS/TF teaches evaluation strategies that assess both product and process.



                                            2
5. The LMS/TF builds a local library media curriculum integrating course content and literacy
   standards.
6. The LMS/TF collaborates in developing staff in-service activities.

Standard #3 The library media specialist/technology facilitator applies knowledge of
learning styles and of human growth and development.

Knowledge
1. The LMS/TF knows the theories of learning styles.
2. The LMS/TF understands the levels of growth and development.

Performance
1. The LMS/TF uses knowledge of learning styles to shape instructional decisions.
2. The LMS/TF uses reading, viewing, and listening activities to foster learning and modifications.
3. The LMS/TF uses knowledge to recognize and make accommodations for individual
   differences.
4. The LMS/TF uses knowledge to select suitable resources for individual abilities and interests.



Standard #4 The library media specialist/technology facilitator provides equitable access
to and effective use of technologies and innovations.

Knowledge
1. The LMS/TF has a working knowledge of available and emerging technology resources.
2. The LMS/TF knows how to evaluate and select technology equipment and data resources.
3. The LMS/TF understands how to use technology as an instructional tool to support content
   learning and student achievement.
4. The LMS/TF understands the use of technology for the creation and management of
   information.



Performance
1. The LMS/TF evaluates, selects, and provides access to local, regional, state, national, and
   international sources of information appropriate to instructional needs.
2. The LMS/TF teaches students and staff how to choose and use the most appropriate
   resources for their needs.        .

3. The LMS/TF uses technological resources to prepare and deliver instruction.
4. The LMS/TF demonstrates expertise with the technologies for information creation,
   storage, retrieval, organization, communication, and use.

Standard #5 The library media specialist/technology facilitator plans, develops, implements,
manages, and evaluates the library media program.

Knowledge
1. The LMS/TF understands the learning community's mission statement, goals, objectives,
   policies, and procedures.
2. The LMS/TF understands school improvement processes.


                                            3
     ,    ,.


3. The LMS/TF knows district, state, and national standards.
4. The LMS/TF knows management components of an effective library media program: budget,
   personnel, facilities, evaluation, selection, acquisitions, cataloging, processing, de-selection,
   inventory, client access, and circulation.
5. The LMS/TF recognizes the interdependence of all educational institutions and libraries.


Performance
1. The LMS/TF participates in curriculum, planning, and departmental committees.
2. The LMS/TF implements a library media program that teaches students and staff to use ideas
   and information effectively.
3. The LMS/TF establishes routines for acquiring, storing, accessing, and retrieving information.
4. The LMS/TF uses management components to administer an effective library media program.
5. The LMS/TF develops procedures and documentation for evaluating the school library media
   center.
6. The LMS/TF develops procedures for networking such as interlibrary loan and information
   sharing with other institutions.



Standard #6 The library media specialist/technology facilitator upholds professional ethics
and promotes equity and diversity.

Knowledge
1. The LMS/TF understands ethical issues and their importance to the learning community.
2. The LMS/TF knows the importance of equity and diversity issues.


Performance
1. The LMS/TF models ethical and responsible behavior with regard to the use of information.
2. The LMS/TF provides equitable intellectual access to resources and services.
3. The LMS/TF provides equitable physical access to resources and services.
4. The LMS/TF develops a balanced collection that reflects freedom from stereo types, is up-to-
   date and represents multiple points of view in a variety of formats.
5. The LMS/TF respects and upholds the rights of users in matters of privacy and confidentiality
   of records.


 Standard #7 The library media specialist/technology facilitator recognizes the role of the
 library media program within the community.

 Knowledge
 1. The LMS/TF understands the techniques of leadership used by LMS/TFs.
 2. The LMS/TF knows the strategies necessary to advocate for the library media program.
 3. The LMS/TF knows the components and connections of the community.
 4. The LMS/TF recognizes the role of the library media program in the whole school improvement
    process.



                                              4
Performance
1. The LMS/TF promotes the library media program within the school and the community.
2. The LMS/TF participates in the school improvement process through support of and
   involvement in curriculum planning, department committees, and staff development.
3. The LMS/TF establishes rapport with students, staff, administration, parents and community.



KSDE Standards for library media specialist/technology facilitator: Early
childhood through Late Adolescence/Adulthood PreK-12 (Adopted September,
2001)


3. Assessment Techniques
    Assessment techniques for this program are as varied as the assignments themselves. The
    assessment methods are created so that the various learning styles can be addressed as well as the
    diverse learning technology curves for the candidates. The following are examples of the way in
    which assessment is accomplished, but less formal ways are one-on-one practicum visits with
    both mentor and candidate, networking with employers, etc. Assessment is a continual cycle that
    is directly linked back to program improvement.


   Instructor Constructed Assessments
   Portfolio rubric
   CAT1 (Computer Assessment and Tutorial Online)
   Newsletter Rubric
   Diversity Rubric
   Web page Rubric
   Presentation Rubric
   PowerPoint Rubric
   Reference Library Rubric
   Multi-media Rubric
   Conference Strategy Rubric
   Project Rubric
   Software Evaluation Rubric
   Collaboration Rubric
   Other rubrics as appropriate




                                             5
Standards                                                  Assessment Techniques
             Faculty                                                                                      Departmental
                                 Student                Student      Graduate
            Evaluation Course                                                      Advisory Placement of   Process for
                                  Work     Practicum   Satisfaction Satisfaction                                          Portfolio
            of Course Assessment                                                 Council Input Graduates Course/Program
                                 Product                 Survey       Survey
             Content                                                                                       Revision(s)
   1.          X         X         X          X            X           X           X            X             X              X

   2.          X         X         X          X            X           X           X            X             X              X

   3.          X         X         X          X            X           X           X            X             X              X

   4.          X         X         X          X            X           X           X            X             X              X

   5.          X         X         X          X            X           X           X            X             X              X

   6.          X         X         X          X            X           X           X            X             X              X

   7.          X         X         X          X            X           X           X            X             X              X




4. Assessment Results by Technique

    Faculty Evaluation of Course Content, Course Assessment, and Practicum
    The above stated rubrics are used for faculty evaluation of course content. Mastery: Course
    Competency at 80% and above.

    Student Satisfaction Survey & Employer Satisfaction Survey
    These surveys are administered after a LMS/TF is employed full time in a public school. An
    analysis is made at the end of each survey period and those data are used to activate positive
    change.

    Advisory Council Input
    The Library Media Program has key members who serve in advisory positions. The co-program
    director for Educational Technology, the certification/licensure officer at Pittsburg State, the
    chair of SSLS and the Dean of the COE. Outside input is sought on a continual basis through
    various networking.

    Placement of Graduates
    Placement of graduates is monitored in a database that tracks students from the moment they
    enter the library media program until they are fully placed as a LMS/TF and then complete their
    employment practicum.

    Departmental Process for Course/Program
    All changes that affect the university catalogue must be approved by the department and then
    must go through other changes of command before any change can be legislated.

    Comps
    The students in the library media program are no longer taking the comprehensive exams and
    are now completing a digital portfolio.

                                                       6
             Portfolio
             The digital portfolio has two basic components: the academic and the professional. The academic
             portfolio is used to house artifacts that demonstrate candidates’ mastery of all standards and
             accompanying knowledge and performance indicators. The professor portfolio houses the
             candidates' resume, philosophy of education, letters of recommendation(s) and the selected
             assignments that will be presented at interview sessions.


       5. Curricular Changes Due to Assessment Results



Library Media
New Educational Technology Core
                                                                            SSLS 837                              3 Compo Apps. for Teachers Deleted
SSLS 731                 1 Digital Portfolio *                              NEW
SSLS 733                 1 Professional Development*                        NEW
SSLS 734                 1 Infrastructure Networking*                       NEW
SSLS 735                 3 Information Retrieval & Transfer*                SSLS 735                             3 Information Retrieval & Transfer
SSLS 805                 3 Design & Production of Instr. Mats.*             SSLS 805                             3 Design & Production of Instr. Mats.
SSLS 825                 3 Adm. Of Instructional Systems*                   SSLS 825                             3 Adm of Instructional Systems
SSLS 834                 3 Curriculum Development                           SSLS 834                             3 Curriculum Development
SSLS 838                                                                                                         3 Elem. & Secondary School Curr (See
                         3 Educational Technology Curriculum                Replacing SSLS 835 & 836
                                                                                                                   below)
SSLS 868                  3 Educational Technology Applications* Replacing SSLS 867                              3 Adm. Compo Apps (See below)
SSLS 819                  3 Practicum in Educational Technology* SSLS 819                                        3 Practicum in Education Tech
Total hrs.              24                                       Total hrs.                                     18


Research Options
                           I
Option 1 (Thesis Program)
SSLS 891                 3 Methods of Research                              SSLS 891                              3 Methods of Research
SSLS 890            3 or 6 Research & Thesis                                SSLS 890                           3 or Research & Thesis
                                                                                                                  6


Option 2 (Non-thesis Program)
SSLS 891                 3 Methods of Research*                             SSLS 891                             3 Methods of Research
                           I                                                I
Choose 1 Area of Emphasis
                           I                                                I
Technology Facilitator (Industrial Setting) 9-12 hours
TED                      9 (Courses by advisement)                          TED                                  9 (Courses by advisement)
                           I                                                I
Technology Facilitator (Educational Setting)
SSLS 824                 3 Educational Statistics                           SSLS 824                             3 Educational Statistics
                       I See Core above (Instr. Tech. Apps)             ISSLS 867                         I   31Administrative Computer Apps
SSLS 732                 3 Topics in Educational Technology                 SSLS 732                             3 Topics in Educational Technology
                           I                                                I
Library Media Certification
SSLS 737                         3 Cataloging & Classification (Title           Changing title SSLS 737            3 Access Organization for Materials
                              change)*
                                                                        7
  CURIN 834                          3 Advanced Children's & Ado!.          SSLS 868                                  3 Advanced Children's & Adol Literature
                            Literature*
                            See Core above (Instr. Tech. Res.)        SSLS 835                              3 Elementary & Middle School Curro
                            See Core above (Instr. Tech. Res.)        SSLS 836                              3 Secondary School Curriculum


Electives               3 Electives by advisement*                                                          0- Electives by advisement
                                                                                                             6
                                                                                                           3
Total hrs.             36                                             Total hrs.
                                                                                                           6
                                                                                                           3
                        2 Employment Practicum                        SSLS 819
                                                                                                           8



Educational Technology Core                                               Procedural Steps for Master’s Degree and/or
                                                       26 Hours           Licensure:
SSLS 731     Digital Portfolio*                                1
SSLS 733     Professional Development*                         1               1.   The student must apply for and be admitted
SSLS 734     Infrastructure Networking*                        1                    to a degree program through the Office of
SSLS 735     Information Retrieval and Transfer*               3                    Graduate Studies.
SSLS 805     Design and Production of Instructional Materials* 3               2.   The student must fulfill the entrance
SSLS 825     Administration of Instructional Systems*          3                    requirements for the Educational
SSLS 834     Curriculum Development*                           3                    Technology program as directed by the
SSLS 838     Educational Technology Curriculum*                3                    advisor.
SSLS 868     Educational Technology Applications*              3               3.   The student must apply for candidacy in
SSLS 819     Practicum in Educational Technology*              3                    conference with the advisor.
                                                                               4.   The student must petition the Graduate
Research Options                                        3-9 Hours                   Office to graduate. All official transcripts
Option I (Thesis Program)                                                           from other institutions must be on file in the
SSLS 891 Methods of Research                                      3                 Graduate Office. The advisor must have
SSLS 890 Research and Thesis                                     3-6                unofficial copies of the same transcripts.
                                                                               5.   The student must maintain an overall grade
Option II (Non-thesis Program)                                                      of 80% or above for course work and the
SSLS 891 Methods of Research                                      3                 final digital portfolio.
                                                                               6.   The student must pass all tests as required
Choose ONE Area of Emphasis                           9-12 Hours                    by PSU and KSDE.
Technology Facilitator (Industrial Setting)
TED courses by advisement                                                 *Indicates courses for licensure as a LMS/TF.

Technology Facilitator (Educational Setting)
SSLS 824 Educational Statistics                                   3
SSLS 732 Topics in Educational Technology                         3

Library Media Licensure
SSLS 737 Cataloging and Classification*                   3
CURIN 834 Advanced Children’s and Adolescent Literature* 3
Electives                                           3 Hours
Advisement

Total hours for Degree                                       36
Employment Practicum*                                         2
Note:
The student must provide evidence that s/he has a valid teaching
certificate to be accepted into the Library Media Program.




                                                             8
 ,
       The degree map above reflects the curricular changes due to assessment results and legislation.


Library Media Specialists and Technology Facilitator program emphasis students enroll in the same
courses with the following exceptions: LMS students enroll in SSLS-737 and CURIN-834; TF
students enroll in SSLS-825 and three SSLS-732 courses.



     KSDE Standards for library media specialist/technology facilitator: Early childhood
     through Late Adolescence/Adulthood PreK-12 (Adopted September, 2001)




       Standard 1: The library media specialist/technology facilitator applies the principles of
       library and information studies to create effective, integrated library media programs.
      A. Results: What data do you have that demonstrates students are meeting this standard?
      This standard is addressed through the core of our program. Student evaluations are generated for
      each course listed under this standard. The exit survey for graduating students is used to rank the
      courses from most helpful to least helpful. Both formal and informal data are generated during
      practicum site visits from both mentors and students. Common questions are "Were you prepared by
      our program to serve in your practicum at a high efficiency level?" And, "Where does PSU need to
      strengthen our program?" One area of weakness consistently emerged: lack of knowledge in
      networking. The mentors reported that the students demonstrated high levels of efficiency in the other
      areas. Our students offer in-service training and attend a program-related conference. An additional
      requirement now requires that students must serve on a working school curriculum committee during
      their practicum. This standard is further documented by a 3 year longitudinal study, which asks
      employers to evaluate our graduates, who have transitioned from the classrooms to serve as
      LMS/TFs.

      B. Continuous Improvement: What response is the unit making based on the data?
      The 2003 standards directly impacted our program, particularly in the area of curriculum, since the
      certification was changed from preexisting certification specific levels (elementary, middle school,
      and/or high school) to the all inclusive K-12 certification. One of our curriculum courses had to be
      redesigned, while another was deleted and replaced with a new curriculum course. The new courses
      address the K-12Ieamers, plus adult learners. Student input substantiated that professional
      development and networking, especially troubleshooting, needed to be addressed in separate courses.
      A one-hour networking course was added to our program and more specific requirements were added
      to the practicum to meet this particular need. LMS/TFs will need to serve at least 15 hours of their
      practicum in a networking setting. Professional development was strengthened by creating a one hour
      course. With the advent of digital portfolios, our students requested (94% of those surveyed) that our
      program be redesigned to change from the comprehensive examinations as a final assessment to
      student generated digital portfolios, and this change was enacted.

      C. Update--2005
      Our program has completed the initial stages of implementation of the changes for 2004, and the
      changes have positively impacted our program. Since our program is basically led by two
      professors, it can and is changed in a timely fashion. Some of the candidates are full-time employed
      LMS/TFs, so their input only compliments the program. Completers reflect that the program has
      prepared them to apply the principles of library and information studies. The PRAXIS test scores
      also indicated that our students are mastering what the state views as important in their

                                                   9
fields. Since the standard changes, the program web page has been created, which further reflects
another aspect of technology for our candidates. The program has also gone totally online, which means
that our candidates learn online delivery from the perspective of both teacher and student, which can only
enhance their capacity as more course delivery moves to online format.

Standard 2: The library media specialist/technology facilitator integrates information literacy
through collaboration, planning, implementation, and assessment of learning.

A. Results: What data do you have that demonstrates students are meeting this standard?
This standard addresses four basic areas: collaboration, planning, implementation and assessment of
learning. Through a continual evaluation by PSU's library media program director, (student
interviews, course evaluations, exit surveys, and practicum visits), it was determined that the
curriculum development course, while addressing theories of learning and the foundation of
curriculum development, did not meet the new standards in the four areas stated above. Data
indicated that collaboration, planning and implementation were strong from the total program
standpoint; however, assessment of learning was not emphasized strongly enough, especially
considering that the certification changed to include K-12, plus profession development. The exit
survey demonstrated a concern that curriculum development was not meeting the needs of the
students before the changing standards. And, with the changing standards, the two curriculum
courses, elementary & middle school and secondary school curriculum, where students previously
chose one course or the other depending on their certification, would no longer address the K-12
certification.

B. Continuous Improvement: What response is the unit making based on the data?
Since the data received indicated that our students were being prepared in theory of curriculum, but
the projects were not necessarily linked to the library media standards, the curriculum development
course linked the standards by using ALA's standards in action as the projects for this course. These
projects will be prepared with the collaboration, planning, implementation and assessment of
learning as key components. The curriculum development course was also changed to strongly
emphasize using age and ability appropriate resources, which will make these projects more
pragmatic for actual use in the classroom. The second curriculum course, educational technology
curriculum, was created and designed to have students build reading, viewing, and listening
activities. These activities foster learning and modifications for age and ability appropriate resources
for the elementary, middle school and high school curriculum with a direct emphasis on assessment.

C. Update 2005
The Educational Technology course has been taught one time since the implementation of the above
changes. The course was evaluated by students and instructor and both found the format to be
lacking. As a result, the course will be rebuilt. Various curriculum emphases were reflected as being
valuable, but the candidates indicated a need for a broader approach to curriculum projects.
Breaking out the curriculum course to only allow candidates from our program was viewed as very
positive. The candidates also indicated that they were very pleased to have approximately 200+
lessons plans as a result of this course. They also indicated an increased "bookmarking" of favorite
curriculum sites to which they can return for future lesson plans.

Standard 3: The library media specialist/technology facilitator applies knowledge of
learning styles and of human growth and development.

A. Results: What data do you have that demonstrates students are meeting this standard?


                                               10
   '.




 Since this standard addresses knowledge of learning styles and of human growth and development,
 data indicated weaknesses due to the changing K-12 certification. This holistic certification created a
 major gap because some of our students who had only elementary, or middle school or high school
 backgrounds and those that had not been exposed to the other levels. A secondary teacher would
 obviously have little if any preparation for kindergarten students and vice versa. Approximately 90%
 of our students are teachers of elementary and middle school students, with only 10% teachers of
 secondary subjects. Although the learning styles were addressed in the curriculum development
 course, the projects were not linked to all three of these levels, nor was it linked to adult learners
 through professional development. The two other curriculum courses, elementary & middle school or
 secondary school curriculum, were correlated to the previous certification. The need was to address
 K-12 certification, while strengthening the learning styles and human growth and development
 stages.

B. Continuous Improvement: What response is the unit making based on the data?
As a result of the above data, the curriculum core was changed to address each of these age-specific
audiences. The curriculum foundation course will also emphasize learning styles to shape
instructional decisions. The second course was designed to have students create the reading, viewing,
and listening activities to foster K-12 learning and modifications, according to these learning theories.
Not only will students be able to select appropriate resources for individual abilities and interests,
they will build such resources in the elementary, middle school and high school curriculum. The
students will have the opportunity to exchange resources during these courses, and the listserv will
allow students to exchange K-12 information relevant to this standard during the program and after
their graduation and/or certification requirements are met. The professional course was added as a
one hour requirement to further address the learning styles, human growth and development of the
adult learner, since another role of the LMS/TF is to teach staff development.


C. Update 2005
This change in the program has proven very effective. With the change in the way that LMS/TFs are viewed,
they are now expected to be the curriculum leaders and thus the professional development presenters. They
needed to learn the various learning styles to accommodate this wide range of learners. This change caused
the course to be broken into P-1, 2-5, 6-8, 9-12 and adult
learning styles. Each area was addressed with specific projects that demonstrated the candidate's
understanding of that particularly learning style, including age-appropriate words and graphics. PowerPoint
presentations were created for the various learning styles as well, which can be viewed in the digital
portfolios for these candidates.

The listserv didn't fare so well; however, it is being resurrected. The listserv still remains a goal of
this program, but enough follow-up wasn't done to make it work. The purpose of the listserv is to keep
both current and past candidates in a continual dialogue so that they can exchange a variety of
information, including exceptional web sites, articles, etc. The listserv will be up and running this
semester, Fall 2004, and a report will be generated on its effectiveness after a two-semester trial.

Standard 4: The library media specialist/technology facilitator provides equitable access
to and effective use of technologies and innovations.

A. Results: What data do you have that demonstrates students are meeting this standard?
Through student evaluations, exit surveys, formal and informal evaluation, the data indicated that
some of the skills being taught in our computer courses were redundant. The data also indicated that

                                               11
administrative computer applications had a strong emphasis on administrators of school systems, not
LMS/TFs. Another area of weakness was that our students indicated that Computer Applications for
Teachers was addressing skills that they already mastered before entering the program. Since
primarily all of the projects linked to the standards in this program are technologically based,
continual feedback indicates strong technological competency. Data indicates that the use of
technologies and innovations remains a strength of this program; however, a more tangible
assessment of computer skills was needed to meet the new standards.

B. Continuous Improvement: What response is the unit making based on the data?
To resolve the redundancy issue, the program director met with the PSU full-time faculty members
and the adjunct instructors to compare syllabi in an effort to eliminate redundancy and to better
address the new standards. To resolve the issue where our students were expected to respond to
issues that related to principals and superintendents, a new course was created--Educational
Technology Applications. Administrative Computer Applications was eliminated from our program.
This new technology course will directly relate to the appropriate standards for LMS/TFs.
Infrastructure Networking was also added to the technology core to better prepare LMS/TFs in their
role as technology problem solvers. Computer Applications for Teachers was eliminated and
replaced with an online entrance exam from The Computer Assessment and Tutorial Online (CAT1).
To demonstrate mastery of the skills in this new course, students will be required to take the online
exit exam from the PT3, level 2. Students will finally be required to complete a digital portfolio at
the acceptable level and also to pass the PT3, level 3 during their practicum.

 C. Update 2005
The educational technology program very strongly emphasizes technology and integration of
 technology into the curriculum, and these emphases remain one of the major strengths of our
 program. Positive
feedback from candidates continually reinforces that the technology embedded into our program
makes them better as a classroom teacher and/or a LMS/TF.
The library media program is growing at a rapid pace, and two additional cohorts of students have
been added to the summer schedule. This addition has created a need for two adjuncts to teach four
additional courses.

Standard 5: The library media specialist/technology facilitator plans, develops, implements,
manages, and evaluates the library media program.

A. Results: What data do you have that demonstrates students are meeting this standard?
Through student evaluations, exit surveys, and formal and informal interviews indicated that our
program was relatively strong preparing students to plan, implement, manage, and evaluate library
media programs. Students especially indicated that the policy and procedure book, which included
personal and professional mission statements, and budget book were extremely useful. Students
ranked themselves as a first year media specialist in the following percentages: 12% developing
competence, 35% competent, 47% showing effective competence and 12% as distinguished in
competence. The one individual area of weakness in managing was that PSU uses OCLC, Dynix and
Telnet for cataloging and classification in the Instructional Resource Center (IRC) and that students
in our program could have no access to this database. The IRC is a working example of our program
and is used for training. While future LMS will be expected to know how to use software databases
like Follett, their exposures on the Pitt State campus side were limited, if not impossible.



                                          12
.


    B. Continuous Improvement: What response is the unit making based on the data?
    The Instructional Resource Center (IRC) at Pittsburg State University is investigating purchasing a
    comparable software database so that students can master this skill with a hands-on approach during
    their program. The newly created listserv will serve as a working example of the interdependence of
    educational institutions.

    C. Update 2005
    The changes introduced from 2004 have been fully implemented at this time. The IRC database was
    totally converted from DYNIX to Follett and is now totally web-based. The Cataloging and
    Classification course has not rotated around yet, but the students will have the capacity to enter the
    database to view both the "standard" records and then the coded records, which will help them see
    the relevance of the Dewey Decimal system, the OCLC rules for cataloging, etc. The listserv has been
    addressed above; it was not effective in the initial efforts, but is being resurrected as of this semester
    and a report will be generated after it has been used by candidates and graduates for two semesters.


    Standard 6: The library media specialist/technology facilitator upholds professional ethics and
    promotes equity and diversity.

    A. Results: What data do you have that demonstrates students are meeting this standard?
    By comparing course syllabi and student projects, data indicated that ethics, equity and diversity are
    strongly emphasized throughout our program. Case scenarios, collaborative projects, individual
    projects continual emphasize this standard. As indicated above, the Advanced Children's Literature
    course is addressing many of the knowledge and performance based standards. The Internet has
    opened up new opportunities in the areas of equity and diversity, and the related standards are being
    met in Information Retrieval & Transfer & Design and Production of Instructional Material. Access
    Organization for Materials reinforces building a collection for all students.

    B. Continuous Improvement: What response is the unit making based on the data?
    Data reflected that our program was strong in Standard 6; however, the changing standards were
    directly linked to each course relative to this standard. In the past, the standards were often covered
    but were not identified or stated. Those standards with demonstrated, measurable outcomes are now
    a part of each relevant syllabi.

    C. Update 2005
    Data continues to reflect that our program is strong in the areas of diversity and promotion of a
    multi-cultural learning community. ALA's Information Power is used as the foundation of this
    program, and the core message is that all learners are diverse, and all learners deserve
    individualized learning. The technology basis for our program allows individualization in a more
    manageable way for educators. Our candidates then share such lesson plans, web pages, etc. with
    their colleagues so that all students can be served well. The resources for diversity continue to
    expand on the Internet and such resources enhance learner opportunities for all students.
    Additionally, current curriculum and children's and adolescent literature increasingly reflects
    diversity.

    An interesting note is that, as a part of our program, mission statements of schools are analyzed by
    our candidates. The good news is that schools are also addressing such concepts through their
    mission statements and such statements only unify what Pittsburg State University represents with
    what the public schools say.

                                                  13
.. -, ~-'




       Standard 7: The library media specialist/technology facilitator recognizes the role of the
       library media program within the community.

       A. Results: What data do you have that demonstrates students are meeting this standard?
       Data reflects that most of our students are highly involved, working professionals, who are teaching
       primarily elementary and middle school students. They are on school and community curriculum
       committees and also serve in a the continual cycle of school and community involvement. While our
       program addressed this standard through measurable outcomes, the options for involvement during
       our program were elective. We identified this as a weakness to our program since some students
       elected not to be active members. With the changing standards, the digital portfolio will document
       the entire program for our LMS/TFs and the PT3, Level 3, assessment will document the level of
       mastery in technology of our students.

       B. Continuous Improvement: What response is the unit making based on the data?
       This standard was being met more informally than formally. Data reflected that our program met
       these knowledge and performance based standards throughout the program, but weaknesses were
       addressed. The program was redesigned so that students will be actively involved with promoting the
       school library media program, participating in school improvement, and establishing rapport during
       the entire program. As stated in the areas above, professional development has been strengthened
       throughout the program. The digital portfolio will demonstrate mastery of this standard, as will
       placement and retention of LMS/TFs in the public school settings.

        C. Update 2005
        Dr. Stidham has conducted 91 practicum visits in the past three years, and students repeatedly say
        that they believe they are prepared to become LMS/TFs. As a result of close communication with
        candidates, they often offer additional feedback, especially through the employer and graduate
        surveys conducted after employment. The graduates from this program overall have done
        exceptionally well, and data reflects such. An additional outside assessment is the PRAXIS score,
        which further confirms that our candidates have successfully mastered the
       foundational knowledge base for LMS/TFs.

    6. Please attach at least two articles on assessment in your discipline.

            McCaffrey, Susan, book review of Information Literacy and Information Skills Instruction:
            Applying Research to Practice in the School Library Media Center. School Library Journal 46
            (Mar. 2000): 270. Expanded Academic. Pitts burg State University Lib., Pittsburg, 30 Sept.
            2004
            http://library.pittstate.edu:2084/itw/infomark/695/639/51634155w7 /pur1=rc 1 EAIM 0 A650
            l5204&dyn=6!xrn 28 0 A65015204?sw aep=psu main
            Davies, Judy, book review of Foundations for Effective School Library Media Programs.
            Teacher Librarian 27 (Apr. 2000): 42. Expanded Academic. Pittsburg State University Lib.,
            Pittsburg, 30 Sept. 2004
            http://library.pittstate.edu:2084/itw/infomark/695/639/51634155w7 /pur1=rcl EAIM 0 A6157
            4619&dyn=6!xrn 24 0 A61574619?sw aep=psu main




                                                    14

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:9/28/2012
language:Latin
pages:14