LIS 5920 Practicum in Library Media Centers

Library Science and Information Services Department of Educational Leadership and Human Development University of Central Missouri

LIS 5920: Practicum in Library Media Centers Practicum Syllabus 2 Credit Hours Practicum Directors Any questions regarding your practicum should be addressed to your practicum director. See the LIS course schedule to find out which faculty member will oversee your practicum. Dr. Jenny Robins Dr. Patricia Antrim Office: Lovinger 4200A Office: Lovinger 4101 660-543-8879 660-543-8633 [email protected] [email protected]

Conceptual Framework Belief Statement The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.

Mission As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.

Practicum Description

The Practicum is a planned supervised field experience that is designed to provide students with the opportunity to apply theories and techniques learned in the classroom to practical experience in a school library media center. Under the supervision and direction of a qualified school library media specialist the student will complete 2 credit hours and a minimum of 95 hours of field experience for this course. You must have the consent of the practicum director to take this course and it is essential that you work together to design this experience. A completed Placement Application (below) is needed before you enroll in this class.

Readings, study, and activities in addition to the in-school hours are also expected of students enrolled in the Practicum. During the whole degree program, you will likely have spent at least 120 clock hours in field experience activities. The courses, with the activities, where field experiences have occurred prior to the practicum are listed below. Together with the 95 hours of the practicum, this completes the 120 hours of field experience required in the library science program.

Summary of Field Experience in the Library Science Program Course Activity Hours Assessment

LIS 4200 Interview a librarian 2 Summary of interview assessed by instructor LIS 4230 Collection Evaluation Project 4 Report assessed by instructor LIS 4230 Collection Development Policy Project 1 Report assessed by instructor LIS 4740 Floor Plan Assignment 4 Document assessed by instructor LIS 4740 Prepare a library budget 2 Assessed by instructor LIS 4740 Collection Policy Project 4 Documents assessed by instructor LIS 4740 Media Center Schedule 1 Class discussion LIS 4740 Organizational Chart 1 Class discussion LIS 5220 Reference Observation 2 Summarized report graded by instructor LIS 5920 – Practicum January 7, 2008 Page 1 Library Science and Information Services Department of Educational Leadership and Human Development University of Central Missouri

LIS 5712 Collaborative Lesson Plan 2 Lesson plan assessed by instructor INST 4400 Visit Powell Gardens to shoot digital pictures 2 Students create materials assessed by instructor Total hours: 25

Criteria for Practicum Sites and Supervising Library Media Specialist

Practicum placement must be under the direct supervision and mentorship of a qualified and certified school library media specialist. Therefore,

 The school library media specialist must hold a master’s degree in library science or a related discipline (for example, Education) or have at least ten years experience as a practicing library media specialist, and  The school library media specialist supervisor/mentor must have a minimum of three years of experience in a school library media center, at least one year of which is at the site for the practicum.

Practicum Administration

The practicum student is supervised by both the supervising library media specialist and the practicum director. The supervising library media specialist at the practicum site will direct and guide the activities of the student on a day-to-day basis. The practicum director will maintain regular contact with the supervising library media specialist and will schedule a site visit for consultation with the student and the supervising library media specialist. This site visit will also give the practicum director the opportunity to observe the student working in the library setting. It is the responsibility of the student to make certain that this site visit is scheduled.

Payment for Services

There will be no direct payment to students for service rendered to the library or information agency. The supervising librarian will not receive direct payment for instruction or supervision provided to a practicum student.

Absences

The student MUST inform the supervising library media specialist of any absence prior to the absence. In the event of an emergency, the supervising library media specialist should be contacted as soon as physically possible. Excused absences include personal illness or illness of an immediate family member, death in the family, interviews for potential employment, or other significantly important events. Lateness is inappropriate and not excusable. Late arrivals are considered unexcused absences and will be reflected in your grade.

Course Evaluation The practicum director is responsible for assigning the final grade for the practicum course. A variety of criteria will be evaluated based on the results of the continuous evaluation that takes place throughout the practicum experience. The supervising library media specialist also plays an important role in the evaluation process, but the practicum director has final authority for grade assignment. A grade of A or B indicates performance at or above the expected level, while a grade of C indicates acceptable performance. D or F grades are unacceptable. The student should be notified as soon as possible that performance is unacceptable in one or more areas and be given assistance and support in order to improve this performance. The final D or F grade indicates that the student failed to take advantage of this assistance and/or has failed to improve performance to a satisfactory level.

Course Objectives

The objectives of the practicum are to provide the student with the opportunity to

 Participate in a variety of activities and situations in a school library media center setting.  Engage in critical thinking exercises and problem-solving related to professional practice.  Identify areas of personal strength and areas for continuing personal growth and professional development.

LIS 5920 – Practicum January 7, 2008 Page 2 Library Science and Information Services Department of Educational Leadership and Human Development University of Central Missouri

 Engage in experiences that will provide opportunities to combine classroom theory and real-life practice in a professional context.  Try out professional skills in a supportive environment.  Develop professional attitudes and effective interpersonal relationships in the context of a school library media center.  Connect practicum experiences to the knowledge, skills and dispositions required by DESE standards for school librarians.

Background Check

If you are already employed in the school district where you will do your practicum you do not need a background check.

Otherwise, contact the Principal at the school where you intend to do your practicum and ask if the background check is required. If so, request the background check through UCMO. Follow the instructions on the Certification and Student Teaching website at http://www.ucmo.edu/x7384.xml. UCMO will provide your placement site with the results.

This procedure costs $50.95 and takes about 2 weeks. Complete the background check before you turn in your practicum application (the practicum application is in the Appendix A to this syllabus).

Prerequisites to the Practicum

1. Background check if required. 2. The Practicum is taken at or near the completion of the required coursework as it is designed to be a capstone activity in which the student has the opportunity to apply classroom skills and theories to actual practice. During the practicum, it is the responsibility of all students to recognize which skills need improvement or what additional knowledge or expertise needs to be acquired. 3. Consult with the practicum director to identify potential practicum sites. Students may request possible practicum sites, but the final placement decision rests with the coordinator of the Program of Library Science and Information Services. 4. Complete the Practicum Application located in the Appendix A to this syllabus and forward it to your practicum director the semester before enrolling in the practicum. Consent to enroll will not be given until all required materials are on file. 5. Students must complete the following courses prior to enrolling for LIS 5920:  LIS 4200 Libraries and Librarianship  LIS 4740 Administration of the Library Media Center  LIS 4230 Selection and Acquisition  LIS 5220 Introduction to Reference  LIS 5712 Integration and Utilization  LIS 5640 Library Materials for Children and Youth or other children’s literature course  LIS 5829 Cataloging and Classification I  LIS 5760 Information Technology for the Library Media Center

6. Plan your practicum with your practicum supervisor so that you will be able to experience and participate in a variety of activities, including working with students, collaboratively teaching with faculty, attending curriculum and professional development meetings, assessment, collection development and evaluation, and management activities. . Required Textbook

Missouri Department of Elementary and Secondary Education. (2000). Guidelines for performance-based library media specialist evaluation. Available online at http://dese.mo.gov/divteachqual/profdev/LMS.pdf

Responsibilities of the Supervising Library Media Specialist These are also in Appendix B so that you can remove a copy of these for the supervising librarian separate from the syllabus.

1. Serve as a mentor and orient the student to the policies and procedures of the school and the policies and procedures of the library media center. LIS 5920 – Practicum January 7, 2008 Page 3 Library Science and Information Services Department of Educational Leadership and Human Development University of Central Missouri

2. Assist in orienting the practicum student to the profession and suggest opportunities for participation in professional activities and for professional development. 3. Assist the student in developing a practicum plan as well as in making decisions about the elements of the Practicum Checklist that will be accomplished during the practicum. 4. Provide the student with any necessary materials such as school or district handbook, building diagrams, school schedule, faculty manual, and policies and procedures for the school and the library media center. 5. Provide the student with the opportunity to assume increasing responsibility for both administrative and instructional activities in the library media center. 6. Complete the evaluation checklist and return it to the practicum director. 7. Notify the practicum director if the practicum student is not making adequate progress, the practicum student fails to report to the assignment, or the practicum student is chronically late or absent. 8. Note: The supervising library media specialist is responsible for the health, safety, and general well-being of the students under her/his supervision.

The exercise of good judgment at all times is essential. If the supervising library media specialist leaves the practicum student in charge of the students, the supervising library media specialist may still be held responsible for the students. If any harm should come to any student through malice, negligence, or poor judgment on the part of the practicum student, it can be expected that both the practicum student and the mentoring library media specialist could be held responsible.

Legally, practicum students cannot be utilized as substitutes for the library media specialist even if they are not being paid. The school is responsible for securing a substitute library media specialist on days when the mentoring library media specialist is absent. The practicum experience is a supervised experience, which means that a certified supervising library media specialist must be available at all times.

Responsibilities of the Practicum Director

1. Act as a liaison in acquainting the mentoring library media specialist and other personnel with the nature and purpose of the practicum experience. 2. Assist with the identification of prospective mentoring library media specialists and the assignment of practicum students. 3. Provide pertinent materials to practicum students, mentoring library media specialists, and school principals. 4. Provide practicum students with information regarding course objectives, requirements, activities to be evaluated, grading practices and policies. 5. Receive from and discuss with the student the practicum plan. 6. Confer with the mentoring library media specialist regularly to discuss the needs of the practicum student. 7. Assisting the supervising library media specialist with the evaluation process, especially in the area of reflective self- evaluation. 8. Evaluate the total environment where the practicum student is placed. 9. Give constructive feedback to the practicum student via email 10. Assist with any problem situations encountered during the practicum. 11. Oversee preparation of the final evaluation and determine the final grade after consulting with the supervising library media specialist. Responsibilities of the Practicum Student 1. Once placement is approved, contact the supervising school library media specialist to arrange a visit and to develop the practicum plan, particular activities, and the schedule for the Practicum 2. Consult with the supervising library media specialist to determine whether the host site has any special requirements for practicum students. 3. Follow all rules, regulations, and policies of the host school. 4. Talk, dress, and act in a professional manner. 5. Be proactive in seeking possibilities for involvement that will enhance the quality of your Practicum experience. 6. Provide the supervising library media specialist with a copy of the Practicum Syllabus. 7. Ask for feedback from your supervising library media specialist.

8. E-mail the practicum director at least 3 times during your practicum. Include in these reports excerpts from your daily journal. Also—and probably most important—ask any questions or discuss any problems you have in these e-mail messages. 9. Complete course assignments as listed below. Details are in the next section: 1) Collaboratively develop a practicum plan 2) Maintain a daily journal during the practicum, including daily activities, observations, ideas, and reflections.. 3) Construct a Practicum Notebook 4) Teach at least two information literacy lessons. 5) Complete the Practicum Evaluation checklist as a self-evaluation of the practicum experience. 6) Complete the Qualitative Feedback Form. 10. Complete and submit a professional development plan (PDP) outlining how you will maintain your knowledge and skills after you graduate. The PDP is due before you graduate. Instructions are on the webpage for your program linked at http://www.ucmo.edu/lis

Practicum Assignments Section

1) Collaboratively Developed Practicum Plan

A practicum plan (PP) provides a school library media specialist with a mechanism to guide her or him through a continuous, career long, professional growth process. This process is based on the individual school library media specialist's needs, the needs of the school community in which the educator works, and the needs of the district. The PP encourages career long reflective practice and self-assessment, with the ultimate goal of improving student achievement through continuous professional growth. Since each school library media specialist is different, the PP is a unique document designed to reflect the individual’s strengths, areas targeted for growth, learning styles, and career goals.

The practicum plan serves as the pre-service phase to the Professional Development/LMS Evaluation Cycles for Tenured and Non-Tenured Library Media Specialists in Missouri. The practicum student works with a qualified, experienced library media specialist in a confidential and collegial setting that models professional interaction as an in-service practitioner.

Resources for use in construction of this plan are: Missouri Department of Elementary and Secondary Education 2000 Guidelines for Performance-Based Library Media Specialist Evaluation, http://dese.mo.gov/divteachqual/profdev/LMS.pdf and AASL/DESE standards. These standards are laid out in Assignment 5, the Program Evaluation Checklist. This evaluation is completed by both you and your supervising librarian at the end of your practicum. Refer to this form as you construct the practicum plan for your practicum.

Constructing the Practicum Plan (PP):

1. Develop the PP in consultation with your mentoring library media specialist using the AASL/DESE standards. This should be started before you start working in the library. 2. The PP should include the Student's Name, address, contact phone number and e-mail address during the practicum period. It should also include the name, address, contact telephone number, and e-mail address of the supervising library media specialist and the beginning and ending dates of the practicum experience. 3. Based on your self-assessment and consultation, identify potential professional objectives for the practicum and prioritize them. The objectives should be specific and measurable and include timelines. 4. Describe exactly what you hope to achieve or obtain during the practicum. Develop a plan of action and strategies for achieving each objective. 5. Identify the LMS Performance Standard(s) and related Criteria that the objectives will address. Identify resources needed to achieve the objectives and the persons involved. 6. Submit the draft PP to the Practicum Director for review. 7. At the end of the practicum, use the PP to report accomplished objectives and plan new ones. At the end of the practicum, use the PDP to report accomplished objectives and plan new ones.

2) Daily Journal Maintain a daily journal during the practicum, including daily activities, observations, ideas, and reflections. This may be accomplished via Microsoft Word or on a Blog that you can share electronically with the practicum director. The journal should include descriptive information about the school such as demographic profile, special programs and projects, particular challenges the school faces, and outstanding characteristics of the school, the library media specialist’s goals for the year.

3) Practicum Notebook

Create a practicum notebook which includes instructional materials you design, lesson plans you create, photographs of activities, and other documents of your practicum experience. Be prepared to share your notebook with your Practicum Director when they come for a site visit.

Organize the practicum notebook as outlined in the sample table of contents which follows. To document your performance, add to the notebook the materials you develop during your practicum. These may be similar to that recommended in the right-hand column of the table below. Each document reflects the activity you did to meet the expectations for performance listed in the Practicum Evaluation. Some materials added to this practicum notebook and reflected in the Account of Time may be materials collected in field experiences assigned in other library science classes (such as the interviews of librarians in LIS 4200 Libraries and Librarianship). Note that the notebook you develop is both documentation for your university supervisor and a rich collection of resources for your use in your own library in the future. Therefore, make it both illustrative and useful.

Minimum Notebook Requirements 20 Items minimum—Include documentation for the items which At least 1 selection/acquisitions list (for example, a list of follow as well as additional items you have worked on through resources to be ordered from a book vendor) your practicum experience. Documentation of having collaborated with at least 1 classroom At least 3 reflective pieces teacher (email, collaborative lesson plan, etc.)

At least 2 lesson plans Documentation of participating in at least 1 professional development project (conference, school-based training) At least 1 curriculum map A professional development plan with at least 3 items listed and At least 1 collection map accomplished

Photographs, handouts, assessment instruments, etc.

Component 1.5.1 Use of Information and Ideas

Standard Sample Evidence from Practice 1.5.1.1: Efficient and Ethical  Lessons: employing a variety of strategies and demonstrating development of Information-Seeking Behavior literacy skills, i.e., appreciation of authors, illustrators, fiction, nonfiction, and Apply a variety of strategies to ensure multimedia. access to resources and information in  Documents: demonstrating wide knowledge of children and young adult a variety of formats. literature; showing an understanding of ethical use of materials; showing ways to effectively use ideas and information, i.e., bibliographies, projects, events, promotional 1.5.1.2: Literacy and Reading materials, Web tutorials or Website designs: demonstrating comprehension of Encourage reading and lifelong programmatic issues, i.e., design and use of facilities, access and use of technology, learning by stimulating interests and accommodations for exceptionalities. fostering competencies in the effective  Schedules: illustrating use of the facility by the learning community. use of ideas and information.  Videotapes: representing types of interactions, i.e., reference interviews, readers’ advisory sessions, or motivational reading events.

1.5.1.3: Access to Information  Analyses: of issues related to literacy, i.e., literary genres, reading behaviors, Promote efficient and ethical electronic reading programs or current trends in reading instruction. information-seeking behavior in the  Pathfinders or Websites: demonstrating information-seeking behaviors and library. knowledge of information processes, i.e., relates to a unit of study, format of information, highlighting appropriate information sources, activities promoting 1.5.1.4: Stimulating Learning reading, statements on policies and procedures, including policies for access and Environment ethical use. Demonstrate the ability to create a  Special event plans: including steps to be taken before, during, and after an event, positive educational environment in a i.e., an author visit or a reading incentive program. literate, technology-rich, and inviting  Posters, signs, and instruction sheets: giving instructions for access to library media center atmosphere. informational databases in the library and from home, classroom, and other locations.

Component 1.5.2 Teaching and Learning

Standard Sample Evidence from Practice 1.5.2.1: Knowledge of Learners and  Lessons: demonstrating knowledge and use of AASL national information literacy Learning standards; showing the candidate has an understanding of human development, Design and implement instruction that learning theory, and instructional design; demonstrating elements of engages the student’s interests, passions, differentiation and instructional adaptations for students with exceptionalities, and needs which drive their learning. and incorporating authentic learning opportunities.  Documents: showing a knowledge of information literacy standards; showing a knowledge of K-12 subject curriculum; documenting ability to plan, deliver, and 1.5.2.2: Effective and Knowledgeable assess instruction for all students, i.e., different learning styles, classroom content, Teacher student behavior, or exceptionalities. Model and promote collaborative planning  Self-reflection: showing that the candidate has imagined ways to become a with classroom teachers in order to teach catalyst in generating a spirit of inquiry within the school. concepts and skills of information  Teaching evaluations: including self-evaluations and reflections in practice as well processes integrated with classroom as supervisors’ reactions. content  Project plans and evaluations: indicating efforts made by the candidate to generate a spirit of inquiry throughout the school.  Assessment tools: measuring progress in student literacy skills, i.e., checklists, 1.5.2.3: Information Literacy Curriculum rubrics, conferencing, journaling, and portfolios. Partner with other education professionals  Websites: showing that the candidate is becoming an expert in informational and to develop and deliver an integrated curricular needs of users. information skills curriculum  Portfolios: samples of student work showing successfully taught lessons demonstrating integration of information literacy skills with content area objectives.

Component 1.5.3 Collaboration and Leadership

Standard Sample Evidence from Practice 1.5.3.1: Connection with the Library  Lessons: showing that student’ lessons are collaboratively taught; showing that Community candidates design authentic learning tasks and assessments, and integrate the Provide leadership and establishes information and communication abilities required to meet subject matter standards. connections with the greater library  Documents: illustrating a knowledge-base development of leadership strategies, and education community. expectations, and goals; showing that candidates read and uses current professional 1.5.3.2: Instructional Partner journals; showing that candidates interact with professionals in other types of Demonstrate effective leadership libraries. principles and work with the learning  Portfolios: 1) documenting professional activities including membership in LIS 5920 – Practicum January 7, 2008 Page 7 Library Science and Information Services Department of Educational Leadership and Human Development University of Central Missouri community to create a productive professional organization(s) at the local, state and/or national level, attendance at educational environment. conferences and workshops; 2) written professional development plan. 1.5.3.3: Educational Leader  Charts: showing knowledge of curriculum by subject and grade level (curriculum Create school library media programs mapping). that focus on student learning and  Analysis: demonstrating that candidate systematically evaluates the collection using a achievement and encourages the variety of collection analysis techniques (needs assessment, curriculum mapping, personal and professional growth of standardized lists, etc). teachers and other educators  Pathfinders: selecting, accessing and evaluating information in all formats by subject and grade level.  Self-Reflection: 1) showing an awareness of personal leadership style; 2) demonstrating interactions with classroom teachers and other school professionals; 3) showing that candidates plan for evaluation of success in achieving goals indicating a pro-active leadership style.

Component 1.5.4 Program Administration

Standard Sample Evidence from Practice 1.5.4.1: Managing Information  Documents: demonstrating knowledge of the school curriculum and of the district, Resources: Select, Organize, Use state, and national library and information literacy standards; demonstrating Apply knowledge and skills in building, knowledge of selection sources and practice with acquisition decisions; demonstrating managing, and providing free and knowledge of cataloging, classifying and technical services; demonstrating ability to equitable access to create and edit bibliographic records using MARC format for the purposes of improved resource collections to enhance the local access and sharing union catalogs; documents showing that candidate interviews school curriculum and offer leisure and visits school library media specialists before beginning the practicum. reading materials for the school  Plans and procedures: illustrating comprehension of issues related to resource community. allocation, i.e., facilities, collection development, staffing, and budget; developing a program assessment that demonstrates continuing attention to meeting the 1.5.4.2: Managing Program Resources: information needs within the school; understanding of the allocation of fiscal Human, Financial, Physical resources, policies and procedures; documentation showing an understanding of Administer the library media program union catalog projects, interlibrary loan organizations and networks at the local, according to the principles of best regional, state, and national levels practice in library science and program  Evaluations: assessing field experience performance from both the student’s and the administration to support the mission supervisor’s perspective; analyzing the collection by age, subject, and appropriateness of the school. of the materials; investigating efficient access of collection by examining subject headings, Dewey numbers, and MARC records. 1.5.4.3 Comprehensive and  Program Assessment: working with students, staff, and administrators and assessing Collaborative Strategic Planning and the school library media program, indicating understanding and achievement of the Assessment library media program's mission, goals, and objectives; demonstrating ability to make Apply leadership, collaboration, and decisions based upon systematic analysis and use of relevant data and research. technology skills to design and manage  Photos, video: showing expertise in displays, organization, bulletin boards, and charts library media programs that are up-to- that encourage student learning and reading. date, comprehensive, and integrated  Websites: using technology to design and manage a program that is up-to-date, within the school. comprehensive, and integrated within the school.  Self-reflection: assessing ability to lead, collaborate, and to make decisions based upon analysis.

LIS 5920 PRACTICUM NOTEBOOK TABLE OF CONTENTS

Component 1.5.1 Use of Information and Ideas

Component 1.5.2 Teaching and Learning

Component 1.5.3 Collaboration and Leadership

Component 1.5.4 Program Administration

4) Collaborative Lesson Plan

During the practicum, collaborate with your supervising librarian to create and teach a lesson plan with information literacy instruction. Schedule a site visit with the practicum director so that you can be observed teaching the lesson. If this can not be done, videotape the session in which you are teaching the lesson (if this is not permitted by school policy, contact the practicum director). S tudent outcome data must be collected and graded according to the Missouri information literacy standards. Turn in the lesson plan, grading rubrics, and an Excel spreadsheet with an evaluation of student performance outcomes. This assignment should include the following components:

1. Overview: A brief statement of the overall learning goals for each lesson and how/why you came up with this lesson. 2. The lesson plan itself: Use the lesson plan format on the next page but provide as much detail as you want. Make sure that at some point it includes a description of how this unit addresses the standards. 3. Student Materials: If used, these would include assignment sheets, resource materials, handouts, etc. 4. Student Samples: Create a sample that would demonstrate an "excellent" student completion of the lesson plan assignment. Also, include samples of student work from the lesson. 5. Grading rubric for the lesson where assessment data is gathered 6. Student outcome data from graded student work. Enter grades on an Excel spreadsheet (first names only for the sake of confidentiality). 7. A two-three page reflection paper discussing student learning and effectiveness of lesson. What worked well? What would you change?

Scoring Guide/Criteria: Target Acceptable Unacceptable Rating 3 2 1 Presentation Candidates communicate the impact of Candidates communicate Candidates do not effectively (2.2, 3.2) collaborative instruction (2.2); share expertise collaborative instruction; share communicate or share in the design of appropriate instruction with experiences experiences or expertise others (3.2) Lesson Creative and exciting lesson, clearly written, Clearly written lesson plan tied Poorly written lesson, difficult (1.1, 1.2, 2.1, tied to standards, with demonstrated student to standards. Candidates use to follow, lacking standards and 2.3, 3.3) learning. Candidates advocate for effective current information processes no indication of student use of current and relevant information and technologies; designs learning. Candidates to not process and technologies (1.1); instill a sense instruction; understands the effectively use technologies; do of enjoyment in reading (1.2); design need for an integrated not instill a sense of enjoyment instruction that engages students (2.1); information literacy curriculum; in reading; do not design advocate for an integrated information attempts for best practices; effective instruction; do not literacy curriculum (2.3); develop a library works towards alignment with work towards an integrated media program that reflects best practices information literacy standards. curriculum; do not attempt best (3.3); align the library media program with practices; do no align standards. the information literacy standards Collaboration Effective and appropriate moderate to Beginning level collaboration Little collaboration that is (2.1, 2.2, 2.3, advanced collaboration with teacher. and interaction with teacher. superficial in nature. Candidates 3.2, 3.3) Candidates design instruction that engages Candidates design instruction; do not design adequate students (2.1); can document the impact of document collaborative instruction with other. collaborative instruction (2.2); work to ensure instruction; understand the that responsibility for an integrated importance of integrating information literacy curriculum is shared information literacy across the across the school (2.3); share in the design of school; share in the design of appropriate instruction with other instruction; assist in the growth professional colleagues (3.2); encourage of other educators. growth of teachers and other educators (3.3) Student Demonstrated evidence of successful student Evidence of student learning via No evidence of student learning Learning learning based on formative and/or summative assessment of

summative assessment of lesson lesson. Reflection Reflection shows the ability to document and Reflection synthesizes the key Reflection is simply a summary (2.1, 2.2, 2.3) communicate the impact of collaboration on events that occurred during of events and does not address student achievement. The reflection clearly planning, delivery and student learning or the addresses specific elements of the lesson that assessment. Strengths / collaborative process could be modified to improve collaboration weaknesses of the lesson are and/or student learning identified

Sample Lesson Plan Format

UCMO Candidate Name:

Title of Lesson:

Teacher Names, Subjects, and Grade Level(s):

Degree of Collaboration: Beginning, Intermediate, or Advanced

Description of Collaborative Effort (if applicable):

Objectives What the student should be able to do, understand, and care about as a result of the teaching.

Assessment How will you be able to demonstrate that the student has met the objectives for the lesson?

Time Allotted and Supplies Needed This section gives the approximate amount of time and the resources to be allotted for completion of the lesson.

Grade Level Expectations http://www.dese.mo.gov/divimprove/curriculum/GLE/GLEindex.html & Show-Me Standards http://www.dese.mo.gov/standards/index.html Definition: Standards of performance expectations for which pupils are held accountable. DESE expectations includes an explanation of the type of lesson to be presented, procedures to be followed, and behavioral expectations related to it, what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner.

Anticipatory Set - This is sometimes called a "hook" to grab the student's attention. It may include actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson to put students into a receptive frame of mind.  to focus student attention on the lesson  to create an organizing framework for the ideas, principles, or information that is to follow (c.f., the teaching strategy called "advance organizers")  to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced

Teaching / Presentation - Input: The candidate provides the information needed for students to gain the knowledge or skill through lecture, film, tape, video, pictures, etc. Describe briefly step-by-step what this would entail.

Modeling - Once the material has been presented, the candidate uses it to show students examples of what is expected as an end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc. Students are taken to the application level (problem-solving, comparison, summarizing, etc.)

Checking for Understanding - Determination of whether students have "got it" before proceeding. If there is any doubt that the class has not understood, the concept/skill should be re-taught before practice begins.

Guided Practice - An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision.

Closure - Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Collect student work to be used in assessment. Help students bring things together in their own minds and make sense out of what has just been taught.

Evaluation – Using criteria you have designed, determine if students have met the objectives of the lesson. (For one lesson, grade student work.)

5) Practicum Evaluation Checklist

Practicum Student: Phone: Student Number: 7 School: District: Phone: Supervising Librarian: Phone:

Instructions: This form is designed to serve as both a planning guide and an evaluation instrument.

For both student and Library Supervisor: Please consult this form when developing the Practicum Plan and planning appropriate activities for the student’s practicum experience.

For the student: Please use this form to plan activities and prepare documentation for your practicum notebook. Complete this form as a self-assessment of your practicum experience. Also complete the qualitative feedback form at the end of the syllabus.

For the Library Supervisor: Please assess the student’s performance by checking each item that applies in the table below and providing examples.

Component 1.5.1 Use of Information and Ideas Check below when observed  Dispositions for 1.5.1 Works successfully with others

Adheres to and communicates legal and ethical policies as well as codes of the profession

Enjoys reading

Advocates for, supports and facilitates flexible and open access to resources, services, and information in all formats a well as the library media center and its services

Has ability to plan and organize

Standard 1.5.1.1 Efficient and Ethical Information-Seeking Behavior Candidate ensures access to resources and information in a variety of formats. Check below when observed  Advocate for and use current and relevant information processes and resources, including technologies. Model effective strategies to locate, evaluate and use information in a variety of formats for diverse purposes. Plan reference services, using print and electronic services that address the needs of all users. Conduct effective reference interviews for a diverse student population Evidence from practice:

Standard 1.5.1.2 Literacy and Reading Candidate encourages reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. Check below when observed  Know historical and contemporary trends and multicultural issues in reading material for students

Know about reading theory, and current trends and strategies related to teaching reading.

Use research in literacy to select and recommend that facilitate the development of fluency in readers.

Promote the importance of reading among all students through advisory services and motivation activities.

Collaborate with teachers to integrate literature into curriculum.

Instill a sense of enjoyment in reading in others that leads to lifelong reading habits.

Evidence from practice:

Standard 1.5.1.3 Access to Information Candidate promotes efficient and ethical information-seeking behavior as part of the school library media program and its services. Check below when observed  Analyze and implement (or support) library media program scheduling options for different needs

Plan strategically to ensure physical and intellectual access to information for the entire school community.

Identify barriers to equitable access to resources and services.

Identify means of providing remote access to information.

Model and promote the tenets of privacy, confidentiality, intellectual property, and intellectual freedom.

Standard 1.5.1.4: Stimulating Learning Environment Candidate demonstrates the ability to create a positive educational environment in a literate, technology-rich, and inviting library media center atmosphere Check below when observed  Demonstrate collaborative techniques by creating and maintaining an attractive, positive educational climate

Use research-based data, including action research, to analyze and improve services.

Identify relationships among facilities, programs, and environment that impact student learning.

Component 1.5.2 Teaching and Learning Check below when observed  Dispositions for 1.5.2 Models and promotes collaborative planning with classroom teachers and other education professionals

Believes all students can learn, regardless of diverse abilities, needs and learning styles

Is technologically competent and current on technological development

Advocates for instruction in information skills as an integral part of the curriculum

Standard 1.5.2.1: Knowledge of Learners and Learning Candidate designs and implements instruction that engages the student’s interests, passions, and needs which drive their learning. Check below when observed  Ensure that the library media curriculum is documented as significant to the overall academic success of all students. Design library media instruction that assesses learner needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction.

Support the learning of all students and other members of the learning community, including those with diverse learning styles, abilities and needs. Base information skills instruction on student interests and learning needs; instruction is linked to student achievement. Evidence from practice:

Standard 1.5.2.2: Effective and Knowledgeable Teacher Candidate models and promotes collaborative planning with classroom teachers, teaching concepts and skills of information processes integrated with classroom content.

Check below when observed  Document and communicate the impact of collaborative instruction on student achievement.

Develop a regular communication procedure between home and school.

Work with classroom teachers to co-plan, co-teach, and co-assess information skills instruction.

As a teacher of information skills, make use of a variety of instructional strategies and assessment tools.

Analyze the role of student interest and motivation in instructional design.

Standard 1.5.2.3: Information Literacy Curriculum Candidate partners with other education professionals to develop and deliver an integrated information skills curriculum.

Check below when observed  Work to ensure that responsibility for an integrated information literacy curriculum is shared across curricular areas throughout the school.

Advocate for the information skills curriculum in order to assure appropriate learning experiences for all students, and to address the academic needs of the school community.

Incorporate technology to promote efficient and equitable access to information beyond print resources.

Assist students to use technology to access, analyze, and present information.

Component 1.5.3 Collaboration and Leadership Check below when observed  LIS 5920 – Practicum January 7, 2008 Page 16 Library Science and Information Services Department of Educational Leadership and Human Development University of Central Missouri

Dispositions for 1.5.3 Models personal responsibility and willingness to undertake a leadership role

Understands the importance of being involved in school and district committees and staff development

Pursues self-learning strategies to keep current with developments in the field

Advocates for the role of the library media center as an important component in the overall school program

Understand the importance of professional publications and involvement with professional association

Models, shares, and promotes ethical and legal principles of education and librarianship

Standard 1.5.3.1: Connection with the Library Community Candidate provides leadership and establishes connections with the greater library and education community.

Check below when observed  Employ strategies to ensure connections between the school community and the larger library world of public, academic, special libraries, and information centers.

Participate in professional associations.

Scoring of Standard 1.5.3.2: Instructional Partner Candidate demonstrates effective leadership principles and work with the learning community to create a productive educational environment. Check below when observed  Anticipate providing leadership to school and district committees.

Share expertise in the design of instruction and assessment activities with other professional colleagues.

Model, share, and promote ethical and legal principles of education and librarianship.

Standard 1.5.3.3: Educational Leader Candidate creates school library media programs that focus on student learning and achievement and encourages the personal and professional growth of teachers and other educators. Check below when observed  Develop a library media program that reflects the best practices of education and librarianship.

Demonstrate a thorough understanding of current trends and issues in education.

Write a plan for professional growth that justifies her own professional choices.

Engage in school improvement activities by partnering with administrators to help teachers learn and practice new ways of teaching.

Share information, applies research results, and engages in action research.

Component 1.5.4 Program Administration Check below when observed  Dispositions for 1.5.4 Understands the importance of gathering and communicating data to support planning and decision-making Works collaboratively with the school community to develop and improve the library media program

Supports intellectual freedom and privacy of users

Believes in the importance of meeting diverse user needs

Standard 1.5.4.1: Managing Information Resources: Selecting, Organizing, Using Candidate applies knowledge and skills in building, managing, and providing free and equitable access to resource collections to enhance the school curriculum and offer

leisure reading materials for the school community. Check below when observed  Utilize collection analysis and evaluation research and techniques to ensure a balanced collection which reflects diversity of format and content, reflecting our multicultural society.

Design plans for collection development and analysis and policies that ensure flexible and equitable access to facilities and resources.

Develop procedures to analyze the effectiveness of library media policies, procedures, and operations.

Ensure that policies and procedures are in place to support intellectual freedom and the privacy of users of all ages.

Organize the library media facility and its collections – print, nonprint and electronic – according to standard accepted practice. [district, state and national standards]

Standard 1.5.4.2: Managing Program Resources: Human, Financial, Physical Candidate administers the library media program according to the principles of best practice in library science and program administration to support the mission of the school . Check below when observed  Organize, manage and assess all human, financial, and physical resources of the library media program.

Advocate for ongoing administrative support for library media program and policies.

Seek alternative sources of funding for the library media program, within and outside the school community.

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, challenged materials, and acceptable use.

Apply accepted management principles and practices that relate to personnel, financial and operational issues.

Standard 1.5.4.3: Comprehensive and Collaborative Strategic Planning and Assessment Candidate applies leadership, collaboration, and technology skills to design and manage library media programs that are up-to-date, comprehensive, and integrated within the school. Check below when observed  Collaborate with teachers, administrators, students and others in the school community to develop, implement, and assess long-term, strategic plans.

Demonstrate ability to align the library media program with the information literacy standards and the school’s goals, objectives and content standards.

Use quantitative and qualitative methods of data collection and analysis to assess data and make decisions that promote increased student achievement (evidenced-based practice).

Use data for decision-making regarding student achievement (evidence-based practice).

(Adapted from ALA/NCATE Standards for Initial Programs for School Library Media Specialist Preparation, pages 21-24. Approved March, 2003, pages 21-24, incorporating Standards for Teacher Education Programs (Mo-STEP.) Submitted May 27, 2003)

Supervising Librarian [please print]: Supervising Librarian [signature]: Practicum Student [signature]:

Return to: Practicum Director (LIS) Library Science and Information Services Dept of Educational Leadership and Human Development Lovinger 4101 University of Central Missouri Warrensburg MO 64093 FAX: (660) 543-4164

6) Qualitative Feedback Form

Student Name: Telephone:

Student Number: 7

Address:

Placement Semester: Email:

School:

Address:

Principal: Telephone:

Supervising Library Media Specialist: Telephone:

Email:

Did the practicum meet your expectations? Explain.

List most outstanding part of the practicum:

List suggestions to improve practicum experiences:

Return to: Practicum Director (LIS) Dept of Educational Leadership and Human Development Lovinger 4101 University of Central Missouri Warrensburg MO 64093 FAX: (660) 543-4164

Appendix A: Placement Application

Student Name: Telephone:

Student Number: 7

Address:

Placement Semester: Email:

Preferred Placement

School:

Address:

Principal: Telephone:

Supervising Library Media Specialist: Telephone:

Email:

Prerequisite Requirements Completed:

Course Semester Completed LIS 4200 Libraries and Librarianship LIS 4230 Selection and Acquisition LIS 4740 Administration of the Library Media Center LIS 5220 Introduction to Reference LIS 5640 Library Materials for Children and Youth LIS 5712 Integration and Utilization LIS 5760 Information Technologies for Library Media Centers LIS 5829 Cataloging and Classification I

The following requirements must also be met prior to Practicum enrollment:

This Practicum Application is submitted Minimum GPA of 3.0 in the required certification courses

Employed in the school district where the practicum is to take place OR Evidence of a background check if required (See Background Check section above) and Evidence of liability insurance (copy of your MSTA or MNEA membership or addition to your homeowner’s policy)

Submit to: Your Practicum Director Library Science and Information Services Dept of Educational Leadership and Human Development Lovinger 4101 University of Central Missouri Warrensburg MO 64093 Telephone: (660) 543-4341 FAX: (660) 543-4164 LIS 5920 – Practicum January 7, 2008 Page 23 Library Science and Information Services Department of Educational Leadership and Human Development University of Central Missouri

Appendix B: Responsibilities of the Supervising Library Media Specialist

1. Serve as a mentor and orient the student to the policies and procedures of the school and the policies and procedures of the library media center. 2. Assist in orienting the practicum student to the profession and suggest opportunities for participation in professional activities and for professional development. 3. Assist the student in developing a Professional Development Plan as well as in making decisions about the elements of the Practicum Checklist that will be accomplished during the practicum. 4. Provide the student with any necessary materials such as school or district handbook, building diagrams, school schedule, faculty manual, and policies and procedures for the school and the library media center. 5. Provide the student with the opportunity to assume increasing responsibility for both administrative and instructional activities in the library media center. 6. Complete the evaluation checklist and return it to the practicum director. 7. Notify the practicum director if the practicum student is not making adequate progress, the practicum student fails to report to the assignment, or the practicum student is chronically late or absent. 8. Note: The supervising library media specialist is responsible for the health, safety, and general well-being of the students under her/his supervision.

The exercise of good judgment at all times is essential. If the supervising library media specialist leaves the practicum student in charge of the students, the supervising library media specialist may still be held responsible for the students. If any harm should come to any student through malice, negligence, or poor judgment on the part of the practicum student, it can be expected that both the practicum student and the mentoring library media specialist could be held responsible.

Legally, practicum students cannot be utilized as substitutes for the library media specialist even if they are not being paid. The school is responsible for securing a substitute library media specialist on days when the mentoring library media specialist is absent. The practicum experience is a supervised experience, which means that a certified supervising library media specialist must be available at all times.

LIS 5920 – Practicum January 7, 2008 Page 24