Professional Education Unit
Program Assessment Plan – Advanced Preparation
Name of Preparation Program:
Library Media Education
Date Completed: July 17, 2008
Date Submitted: July 17, 2008
Submitted By:
Marge Maxwell
Cynthia Houston
Robert Smith
Plan Version: 03032008
Page 1 of 8
WKU PROFESSIONAL EDUCATION UNIT WIDE CONTINUOUS ASSESSMENT MATRIX - ADVANCED PREPARATION
Component 1:
Admission Data
Conceptual Framework
Standards/Values
REQS
Component 2:
Course Based
Assessment Data
Critical Performances
Component 3:
Clinical Experiences Data
Early Clinical
Experiences
(LME 590 Enrollment
Application)
Content Knowledge
Implements/Manages
Assessment/Evaluation
Technology
Reflection
Collaboration
Professional Development
Leadership
Dispositions
Field Experiences & Clinical
Practice
Aligned to Kentucky Teacher and
Learned Society Standards
Learning Climate
Various Data Required by Graduate Studies and/or Program
Designs/Plans
Diversity
Capstone Assessment
(Professional Portfolio
Reflection & Evidence)
Exit Survey
(LME 590)
Q 10, 15-23
KTS 1
Q 16-19
Q 10, 15-17, 21-23
KTS 2
Q 16, 18, 20
Q 10-17
KTS 3
Q 15-16, 20-21
Q 10, 16, 17
KTS 4
Q 16, 21
Q 10, 15-17
KTS 5
Q 16
Q 10-23
KTS 6
Q 15-23
Q 10, 15-17
KTS 7
Q 16, 22, 23
Q 10-14, 18-23
KTS 8
Q 15, 17, 18
Q 10-17
KTS 9
Q 15, 16
Q 10, 18-20
KTS 10
Q 17
Q 14
Q 24-31
Q 15
Q 10
Q 12, 13
Q9
Faculty
CEBS ACCSYS
CEBS ACCSYS
DATA REPORTING CYCLE:
Semester
DATA REVIEWED BY:
Program
Transition Points:
Alumni
Survey
Employer
Survey
KTS 2, 4, 5
OTS
DATA HOUSED IN:
Component 5:
Exit and Follow Up Data
Final Clinical
Experience/Evaluation
(LME 590 Practicum
Supervisor Evaluation)
Impacts P-12 Student Learning
DATA MAINTAINED BY:
Component 4:
Culminating
Assessment Data
1: Program Admission
Program
Program
Program
Program
Program
Program
Yearly
Yearly
Yearly
Yearly
Yearly
Yearly
Biannually
Faculty/Programs/PEC
Program
Program
Program/Dean
Program
Program
Program
2: Admission to Culminating Assessment
*Each advanced program must identify forms or associated questions/rubric items for each X.
(May be part of TP 2 or 3)
3: Program Exit
Page 2 of 8
How Data Fit and Are Used Within the Electronic Accountability System
DEMOGRAPHICS
WKU Professional Education Unit Electronic Accountability System Components
COMPONENT 3
COMPONENT 1
COMPONENT 2
Admission Data
Electronic
Portfolio System
Early Clinical
Experiences
Final Clinical
Experience
Culminating
Assessment
Data
Certification &
Praxis
Follow Up
Surveys
INITIAL
PREPARATION
Data entered by
Office of Teacher
Services after
Student
Orientation
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered by
Curriculum &
Instruction staff
after candidates
submit
Fieldwork
Summary Form
Data entered by
Office of
Teacher
Services
Teacher Work
Sample Scores
entered
electronically by
faculty & Ed
Technology
Data entered by
Office of Teacher
Services
Electronic
survey data
merged into
Accountability
System
ADVANCED
PREPARATION
Data entered by
Office of Teacher
Services after
Graduate
Admission
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data currently
housed by each
program
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered by
Office of Teacher
Services
Data currently
housed by each
program
TRANSITION
POINTS
1: Program
Admission
Data currently
housed by each
program
2: Admission to Culminating Assessment and/or
Final Clinical Experience
*Italics indicates data currently housed elsewhere that will be added to Accountability System in the future.
(Overlap in some
AP Programs)
COMPONENT 4
REPORTS
3: Program Exit
COMPONENT 5
Critical Performance Assessment Alignment Matrix (Current: Spring 2008)
Advanced Preparation Professional Education Program (Library Media Education)
Learned Society Standards – ISTE (International Society for Technology Education)
I
II
III
IV
V
VI
Courses
LME 501
LME 512
LME 535
Technology
Operations And
Concepts
Case Study
Analysis
Summary and
Annotated
Bibliography
Technology
Integration Lesson
LME 537
LME 590
Professional
Portfolio
Planning And
Designing Learning
Environments And
Experiences
Teaching,
Learning, And
The Curriculum
Case Study Analysis
Case Study
Analysis
Summary and
Annotated
Bibliography
Technology Integration
Lesson
Instructional Design
Project
Professional Portfolio
Instructional
Design Project
Professional
Portfolio
Assessment
And
Evaluation
Instructional
Design Project
Professional
Portfolio
Productivity And
Professional Practice
Social, Ethical, Legal,
And Human Issues
Instructional Design
Project
Instructional Design Project
Professional Portfolio
Professional Portfolio
Designing Interactive
Instruction
Designing Interactive
Instruction
Instructional Computer Technology Endorsement (includes LME 535, 537, 545, 547)
LME 545
Designing Interactive
Instruction
LME 547
Technology
Professional
Development Project
Alignment
1,6
2,3,6
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
Designing
Interactive
Instruction
Technology
Professional
Development
Project
Technology
Professional
Development
Project
3,4,6
5,6
Kentucky Teacher Standards
Technology
Professional
Development Project
6,7,8,9
Kentucky Teacher Standards (KTS)
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
6,7
Courses
LME 501
Critical Performance Assessment Alignment Matrix (Current: Spring 2008)
Advanced Preparation Professional Education Program (Library Media Education)
Learned Society Standards – AASL (American Association for School Librarians)
I
II
III
IV
Use of Information and Ideas
Teaching and Learning
Collaboration and Leadership
Program Administration
Case Study Analysis
Case Study Analysis
Summary and Annotated
Bibliography
Technology Integration Lesson
Case Study Analysis
Summary and Annotated
Bibliography
Technology Integration Lesson
LME 535
LME 537
Technology Integration Lesson
Case Study Analysis
Summary and Annotated
Bibliography
Technology Integration Lesson
Instructional Design Project
Instructional Design Project
Instructional Design Project
Instructional Design Project
LME 590
Professional Portfolio
Professional Portfolio
Professional Portfolio
Professional Portfolio
LME 512
Alignment
3,6,8,9
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
1,2,3,4,5,6,7,9,
1,6,8,10
Kentucky Teacher Standards
Kentucky Teacher Standards (KTS)
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
1,2,6,8
Courses
Critical Performance Assessment Alignment Matrix (Current: Spring 2008)
Advanced Preparation Professional Education Program (Library Media Education)
Learned Society Standards – AECT (Association for Educational Communications and Technology)
I
II
III
IV
V
Design
LME 501
Development
LME 512
LME 535
Technology Integration
Lesson
Technology Integration
Lesson
LME 537
Instructional Design Project
Instructional Design Project
LME 590
Professional Portfolio
Professional Portfolio
1,2,3
1,2,3,8
Alignment
Utilization
Case Study Analysis
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
Summary and Annotated
Bibliography
Technology Integration
Lesson
Instructional Design
Project
Professional Portfolio
Management
Evaluation
Case Study Analysis
Summary and Annotated
Bibliography
Professional Portfolio
1,2,3,5,6
Kentucky Teacher Standards
Kentucky Teacher Standards (KTS)
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
2,3,5,10
5,7,10
Page 6 of 8
Delineation of Unit/Program Transition Points – Advanced Preparation
Data Reviewed
Preparation Program: LIBRARY MEDIA EDUCATION (Advanced Preparation)
Transition Point 1: Admission to Education Preparation Programs
Minimal Criteria for
Review Cycle
Reviewed By
Admission/Continuation
Unit Level Data:
Each month
 Admission Application
 Completion of application
 Undergraduate Degree
 Transcripts
 GAP Score
 2200+
 Teaching Certificate
 Evidence of certificate
Additional Program Specific Data for
LME
 2500+
 GAP Score
 Teaching certificate only needed
 Teaching certificate only
if rank change will be applied for
needed if student will be
applying for Rank II or Rank I
teaching certificate change
Transition Point 2: Admission to Final Experience (e.g., Practicum)
Data Reviewed
Minimal Criteria for
Review Cycle
Admission/Continuation
Program Specific Data:
Reviewed at the
 Application to LME 590
 Successful completion of 24
time of
Practicum
hours
application to
 Self-evaluation of Level 1
register for the
Dispositions
LME 590
 3.0 (Proficient) or higher on all
Critical Performances
 Form D filed
 Research class completed
 3.0 GPA
Transition Point 3: Program Exit
Data Reviewed
Minimal Criteria for
Review Cycle
Admission/Continuation
Program Specific Data:
Reviewed by
 Professional Portfolio (capstone
 3.0 (Proficient) score on
two faculty
project)
Professional Portfolio
members during
 3.0 GPA
the practicum
semester
Graduate Studies
Reviewed By
LME faculty
Reviewed By
LME faculty
Page 7 of 8
Other Key Data Collection Matrix
Preparation Program: LIBRARY MEDIA EDUCATION (Advanced Preparation)
Program Level Data Collection Points (Courses)
CF Values
Unit-Wide Assessment
Dispositions
Dispositions Assessment
Field Experiences & Clinical Practice
Early Clinical Experience Summary Information
Field Experiences & Clinical Practice
Final Clinical Experience Summary Information
KTS/Impacts P-12 Student Learning
Capstone Assessment
KTS/Dispositions
Final Clinical Experience Evaluation
KTS
Exit Survey
1
2
Application for
Enrollment in
LME 590
Application for
Enrollment in
LME 590
LME 590 –
Practicum
Supervisor
Evaluation
LME 590 –
Professional
Portfolio
LME 590 –
Practicum
Supervisor
Evaluation
LME 590 –
Graduate
Survey
Application for
Enrollment in
LME 590
LME 590 –
Practicum Supervisor
Evaluation
Early/Final Clinical Experience Summary
Information
*Key Question: How is your program guaranteeing that all candidates work with diverse students?
Diversity*
3
4
5
Page 8 of 8
Annual Program Assessment Report Outline (Due September 15)
1. Present your continuous assessment results in the following areas:
a. Admission Data
b. Course Based Assessment Data
c. Clinical Experiences Data – Be sure to include dispositions assessment results, P-12
student diversity statistics, and results of efforts to ensure all candidates work with
diverse students.
d. Culminating Assessment Data – Be sure to include impact on P-12 student learning data.
e. Exit and Follow Up Data
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards
(Advanced Programs) AND other key Conceptual Framework values. Be sure to describe what
the results tell you about your candidates’ progress toward/proficiency on each standard/CF
value.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings,
department/program level meetings, written reports, presentations, etc.).
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on
your assessment results.
b. Describe any program curriculum or experience changes you have made/will make based
on your assessment results.
c. Describe any decisions about group/individual student progress you have made/will make
based on your assessment results.