Assessment #8
Assessment #8: Professional Growth Plan
(Additional assessment that addresses AASL Standards)
Description of Assessment and Use in Program
Assessment #8 is the professional growth plan, required in EDSL690, Clinical
Experience in Library Media Services, and in EDSL689, Supervised Experience in Library
Media Services. (Although EDSL689 is required in our initial licensure track, this track was
offered for the first time in the 2007-2008 academic year; therefore, no candidates have reached
the point in the program to take this course at this time.) With this assessment, candidates plan
for continued professional growth three to five years after completing their graduate studies.
How Assessment Aligns with Standards Cited
The professional growth plan addresses 3.1 as candidates demonstrate potential for
establishing connections to other libraries and the larger library community for resource sharing
and networking and as they articulate the role of professional associations and journals in their
own professional growth; 3.2 as candidates acknowledge the importance of participating on
school and district committees and in faculty staff development opportunities; 3.3 as candidates
apply information found in professional journals to improve their practice; and 4.3 as candidates
collect, analyze, and use data to make decisions on which to base plans and policies.
Analysis of Data Findings
We began to collect data for this assessment during summer 2008.
During summer 2008, 23 candidates enrolled in EDSL690, Clinical Experience in
Library Media Services, completed the professional growth plan assignment. All candidates
earned an overall acceptable or target score on the assignment. As scores are analyzed by rubric
item, one of 23 candidates scored at the unacceptable level on committee service, one scored at
the unacceptable level on provision of staff development for faculty, one scored at the
unacceptable level on connections to other libraries, and two scored at the unacceptable level for
using research and data for program improvement. On all other rubric items, all candidates
scored at the acceptable or target levels.
During the 2008-2009 academic year, 19 candidates enrolled in EDSL690, Clinical
Experience in Library Media Services, completed the professional growth plan assignment. All
candidates earned an overall acceptable or target score on the assignment. As scores are
analyzed by rubric item, two of 19 candidates scored at the unacceptable level on committee
service, one scored at the unacceptable level on provision of staff development for faculty, and
five scored at the unacceptable level for using research and data for program improvement. On
all other rubric items, all candidates scored at the acceptable or target levels.
In summer 2009, eight candidates enrolled in EDSL690 completed the professional
growth plan assignment. All candidates earned an overall acceptable or target score on the
assignment. As scores are analyzed by rubric item, two of eight candidates scored at the
unacceptable level on committee service, one scored at the unacceptable level on provision of
staff development for faculty, and two scored at the unacceptable level for using research and
data for program improvement. On all other rubric items, all candidates scored at the acceptable
or target levels.
In fall 2009, 16 candidates enrolled in EDSL690 completed the professional growth plan
assignment. All candidates earned an overall acceptable or target score on the assignment. As
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Assessment #8
scores are analyzed by rubric item, one of the 16 candidates scored at the unacceptable level for
using research and data for program improvement. On all other rubric items, all candidates
scored at the acceptable or target levels.
How Data Provides Evidence for Meeting Standards
Examination of data by standards addressed on this assessment demonstrates that
candidates performed at the acceptable or target levels for mastery of standards 3.1 and 3.2 but
but unacceptable for 3.3 and 4.3 for the first three collections of data. When this course was
offered in fall 2009, the instructor made a point to emphasize the educational leadership role that
candidates should play in their schools. The publication of Empowering Learners: Guidelines
for School Library Media Programs in spring 2009, its adoption as one of the texts for EDSL690
for fall 2009, and its naming of instructional leader as one of the roles the librarian plays in the
school reinforced emphasis of this concept. All candidates completing this assessment in fall
2009 scored at the acceptable or target level for standards 3.1, 3.2, and 3.3.
Continued emphasis needs to be placed on collection and use of data for comprehensive
and collaborative strategic planning and assessment as candidates are still scoring at the
unacceptable level for 4.3. This assignment, completed during the clinical experience near the
end of coursework, allows candidates to synthesize learning across courses and project its
application in the future. Candidates will be urged to reflect across courses completed, identify
opportunities for data collection in their libraries, and address this collection and use of data in
their professional growth plan.
Assessment, Scoring Guide, Candidate Data
Assessment Tool/Description of Assignment
EDSL690: Clinical Experience in Library Media Services
Professional Growth Plan
You have completed your school library media coursework and will no longer be attending
classes. How will you keep up? What contribution will you make to your school and to the
field?
Areas to consider are as follows:
 Membership in professional organizations
 Attendance at professional conferences
 Reading of professional journals
 Acceptance of leadership role
 Connections to other libraries
 Connections to the larger library community
 Research/data collection
 Submit a plan for your professional growth in the field for the next three to five
years. Your plan does not have to be lengthy, but it should be well thought-out and
carefully explained.
 Target length: 1 to 2 pages
Pay careful attention to grammar, spelling, and punctuation.
Worth 10 points
AASL/NCATE Standards Addressed:
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Assessment #8
Standard 3: Collaboration and Leadership
3.1 Connection with the Library Community
3.2 Instructional Partner
3.3 Educational Leader
Standard 4: Program Administration
4.3 Comprehensive and Collaborative Strategic Planning and Assessment
Scoring Guide
EDSL690: Clinical Experience in Library Media Services
Professional Growth Plan
ITEM
UNACCEPTABLE ACCEPTABLE
(0)
(0.5)
Membership in professional
Expresses no
Plans to join at
organizations (3.1)
understanding of the least one
importance of
professional
membership in
library
professional
organization
organizations
Attendance at professional
Expresses no
Plans to attend at
conferences (3.1)
understanding of the least one
importance of
professional
attendance at
conference
professional
annually
conferences
Reading of professional
Expresses no
Expresses an
journals (3.1)
understanding of the intention to read
importance of
professional
reading professional journals and
journals
explains the
importance of such
reading
Acceptance of leadership role
(3.2, 3.3)
Participation on school and
district committees (3.2)
TARGET (1)
Plans to actively
participate in a
professional
library
organization
Plans to attend
more than one
professional
conference
annually
Expresses an
intention to read
professional
journals, explains
their importance,
and gives
examples of those
journal titles
Expresses no
Acknowledges the Presents concrete
understanding of the importance of the
examples of ways
leadership role of
library media
in which an active
the library media
specialist taking a instructional
specialist
leadership role in
leadership role
instruction
will be
implemented
Expresses no interest Acknowledges the Presents concrete
in participating on
importance of the
examples of
school and/or district library media
participation on
committees
specialist
school and/or
(curriculum ,
participating on
district committees
technology, etc.)
school and/or
and identifies
district committees contributions to be
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Assessment #8
Provision of staff development
for faculty (3.2, 3.3)
Expresses no interest
in providing staff
development in the
area of
library/information
use for faculty
Connections to other libraries
(3.1)
Expresses no
understanding of the
importance of
connections to other
libraries (school,
academic, public)
Connections to the larger
library community (3.1)
Expresses no
understanding of the
importance of
connecting to the
larger library
community
Expresses an
intention to make
connections with
other librarians
Research/Data collection
(3.3, 4.3)
Expresses no
understanding of the
importance of data
collection; does not
intend to use data
for decision-making,
program
improvement, etc.
Expresses an
understanding of
the importance of
data collection and
an intention to use
data for
comprehensive
and collaborative
strategic planning
and assessment
Minimal errors in
grammar, spelling,
and/or punctuation
Grammar/Spelling/Punctuation Numerous errors in
grammar, spelling,
and/or punctuation
Acknowledges the
importance of the
library media
specialist
providing staff
development for
faculty in the area
of
library/information
use
Expresses an
intention to
connect with other
school, academic,
and public
libraries
made
Presents concrete
examples of staff
development that
will be provided
for faculty in the
area of
library/information
use
Presents concrete
examples of ways
in which the
connection with
other school,
academic, and
public libraries
will be made
Presents concrete
examples of ways
in which
connections with
other librarians
will be made
(participation in
professional
listservs,
wikispaces, etc.)
Presents concrete
examples of ways
in which data will
be collected and
used for
comprehensive
and collaborative
strategic planning
and assessment
No errors in
grammar, spelling,
and/or punctuation
AASL/NCATE Standards Addressed:
Standard 3: Collaboration and Leadership
3.1 Connection with the Library Community
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Assessment #8
3.2 Instructional Partner
3.3 Educational Leader
Standard 4: Program Administration
4.3 Comprehensive and Collaborative Strategic Planning and Assessment
RATING SCALE
Score
Grade
9-10
A
6-8
B
5
C
0-4
F
Candidate Data
This assessment was first implemented Summer 2008.
Summer 2008:
Candidates N=23
Scoring Element
Membership
Attendance
Professional Readings
Leadership
Committees
Staff Development
Library Connections
Community
Connections
Research/Data
Mechanics
Unacceptable
0
0
0
0
1 (4%)
1 (4%)
1 (4%)
0
Acceptable
0
1 (4%)
0
0
3 (13%)
4 (17%)
0
0
Target
23 (100%)
22 (96%)
23 (100%)
23 (100%)
19 (83%)
18 (78%)
22 (96%)
23 (100%)
2 (9%)
0
3 (13%)
0
18 (78%)
23 (100%)
By Standard Addressed:
Standard
Unacceptable
3.1
0
3.2
0
3.3
1 (4%)
4.3
2 (9%)
Acceptable
0
1 (4%)
3 (13%)
3 (13%)
Target
23 (100%)
22 (96%)
19 (83%)
18 (78%)
Fall 2008: EDSL690 was not offered during Fall 2008.
Spring 2009:
Candidates N=19
Scoring Element
Membership
Attendance
Unacceptable
0
0
Acceptable
0
2 (11%)
Target
19 (100%)
17 (89%)
5
Assessment #8
Professional Readings
Leadership
Committees
Staff Development
Library Connections
Community
Connections
Research/Data
Mechanics
0
0
2 (11%)
1 (5%)
0
0
0
0
1(5%)
3 (16%)
1 (5%)
1 (5%)
19 (100%)
19 (100%)
16 (84%)
15(79%)
18 (95%)
18 (95%)
5 (26%)
0
0
0
14 (74%)
19 (100%)
By Standard Addressed:
Standard
Unacceptable
3.1
0
3.2
0
3.3
1 (5%)
4.3
5 (26%)
Summer 2009:
Candidates N=8
Scoring Element
Membership
Attendance
Professional Readings
Leadership
Committees
Staff Development
Library Connections
Community
Connections
Research/Data
Mechanics
Target
19 (100%)
17 (89%)
14 (74%)
14 (74%)
Unacceptable
0
0
0
0
2 (25%)
1 (13%)
0
0
Acceptable
0
1 (13%)
0
0
0
1 (13%)
0
0
Target
8 (100%)
7 (87%)
8 (100%)
8 (100%)
6 (75%)
6 (75%)
8 (100%)
8 (100%)
2 (25%)
0
0
0
6 (75%)
8 (100%)
By Standard Addressed:
Standard
Unacceptable
3.1
0
3.2
0
3.3
1 (13%)
4.3
2 (25%)
Fall 2009:
Candidates N=16
Scoring Element
Membership
Attendance
Professional Readings
Acceptable
0
2 (11%)
4 (21%)
0
Unacceptable
0
0
0
Acceptable
0
2 (25%)
1 (13%)
0
Acceptable
2 (13%)
2 (13%)
0
Target
8 (100%
6 (75%)
6 (75%)
6 (75%)
Target
14 (87%)
14 (87%)
16 (100%)
6
Assessment #8
0
0
0
0
0
0
1 (6%)
1 (6%)
1 (6%)
1 (6%)
16 (100%)
15 (94%)
15 (94%)
15 (94%)
15 (94%)
1 (6%)
0
1 (6%)
0
14 (88%)
16 (100%)
By Standard Addressed:
Standard
Unacceptable
3.1
0
3.2
0
3.3
0
4.3
1 (6%)
Acceptable
0
0
1 (6%)
1 (6%)
Target
16 (100%)
16 (100%)
15 (94%)
14 (88%)
Leadership
Committees
Staff Development
Library Connections
Community
Connections
Research/Data
Mechanics
7