Longwood Education Program SPA Assessment Plan
Longwood Educational Program: School Library Media
Program Coordinator e-mail Address: churchap@longwood.edu
Program Coordinator: Audrey Church
Program Coordinator Office Phone: 434-395-2682
American Library Association
(ALA)/American Association of
SPA Name: School Librarians (AASL)
SPA Website: http://www.ala.org/aasl
Date SPA Assessment Plan Submitted: June 1, 2006
Longwood SPA Assessment Plan – School Library Media
Date Plan Approved by AIR:
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Audrey Church 6/28/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
SPA Assessments
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
4
Pedagogicala
nd
Professional
KSD
(Required)
Assessment
instrument used
in clinical
experience
5
Effects on
Student
Learning
(Required)
Licensure test or
professional exam
Collaborative
instruction
Comprehensive
Planning
Activities
1.1 Efficient and Ethical Information-Seeking
Behavior
RC
RC
RC
RC
RC
1.2 Literacy and Reading
RC
RC
RC
RC
RC
1.3 Access to Information
RC
RC
RC
RC
RC
1.4 Stimulating Learning Environment
RC
RC
RC
RC
RC
2.1 Knowledge of Learners and Learning
RC
RC
RC
RC
RC
2.2 Effective and Knowledgeable Teacher
RC
RC
RC
RC
RC
2.3 Information Literacy Curriculum
RC
RC
RC
RC
RC
3.1 Connection with the Library Community
RC
RC
RC
RC
RC
3.2 Instructional Partner
RC
RC
RC
RC
RC
3.3 Educational Leader
RC
RC
RC
RC
RC
4.1 Managing Information Resources:
Selecting, Organizing, Using
4.2 Managing Program Resources: Human,
Financial, Physical
4.3 Comprehensive and Collaborative
Strategic Planning and Assessment
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
SCHOOL LIBRARY MEDIA STANDARDS
Recommended Method of Assessment:
Longwood SPA Assessment Plan – School Library Media
3
Pedagogical
and
Professional
KSD
(Required)
Page 2
6
Content
Knowledge
(Required)
7
Professional
KSD
(Optional)
Comprehensive
reading
encouragement
Integration of
technology
8
Professi
onal
KSD
(Optiona
l)
Audrey Church 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards
SPA Assessments
SCHOOL LIBRARY MEDIA STANDARDS
1.1 Efficient and Ethical Information-Seeking
Behavior
1
Comprehensive
Exam
Q2
1.2 Literacy and Reading
Q1, 3
1.3 Access to Information
Q1, 2
1.4 Stimulating Learning Environment
Q2, 3, 4
2.1 Knowledge of Learners and Learning
Q4
2.2 Effective and Knowledgeable Teacher
Q4
2.3 Information Literacy Curriculum
3.1 Connection with the Library Community
Q2, 4
Q4
3.3 Educational Leader
Q4
4.2 Managing Program Resources: Human,
Financial, Physical
Q1, 2, 4
Q1, 4
3
Collection
development
policy
(EDSL503)
Rubric Items
C-F
Rubric Item
D
Rubric Items
C-F
Rubric Items
A,B,D, G-I
Rubric Items
A-I
Rubric Items
A-I
Rubric Items
C, E-I
Rubric Item
A
Rubric Item
G
Q1, 2, 4
3.2 Instructional Partner
4.1 Managing Information Resources:
Selecting, Organizing, Using
2
Collaborative
Lesson
(EDSL660)
Rubric Items
A,B,E-H
Rubric Items
E-G,I
Rubric Items
D,F,H,J,N
Rubric Items
B,C,E,I,K,L,
M
4
Summary
Paper with
Artifacts
(EDSL690)
5
Pathfinder
(EDSL560)
Rubric Item
1.1
Rubric Item
1.2
Rubric Item
1.3
Rubric Item
1.4
Rubric Item
2.1
Rubric Item
2.2
Rubric Item
2.3
Rubric Item
3.1
Rubric Item
3.2
Rubric Item
3.3
Rubric Item
4.1
Rubric Items
B,I
Rubric Item
4.2
6
Reading
Promotion
Program
(EDSL670)
7
Library
Media
Center Web
Page
(EDSL548)
Rubric Items
F-J
8
NONE
Rubric Items
A-C,G
Rubric Items
B,E,I
Rubric Item
G
Rubric Items
C,D
Rubric Items
C,D
Rubric Items
A,C-F,H
Rubric Item
C
Rubric Items
E-G,J
Rubric Items
A-E
Rubric Item
H
Rubric Item
H
Rubric Item
J
Rubric Item
F
Rubric Item
H,I
Rubric Items
E,H
Rubric Items
A-C,E,K
Rubric Items
A,B,D
Rubric Items
A,B,F
Rubric Items
A-C,E,K
Rubric Item
Rubric Items
4.3
A-C,E,G,H,I
*NOTE: After completing this chart, you would be ready to complete your SPA Report Form/Template Section III-RELATIONSHIP OF ASSESSMENT TO
STANDARDS.
4.3 Comprehensive and Collaborative
Strategic Planning and Assessment
Longwood SPA Assessment Plan – School Library Media
Q4
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Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Type or
Form of Assessment1
When the Assessment
Is Administered2
Comprehensive Exam
Comprehensive exam
Completion of program
Collaborative Lesson
Project
Required course--EDSL660,
Collaborative Instructional Processes
Name of Assessment
1
2
3
4
5
6
7
Collection Development Policy
Project
Required course--EDSL503, Media
Selection and Evaluation
Reflection paper
Required course--EDSL690, Clinical
Experience in Library Media
Pathfinder
Project
Required course--EDSL560,
Informational Sources and Services
Reading Promotion Program
Project
Required course--EDSL670,
Administration of School Library Media
Programs
Library Media Center Web Page
Project
Required course--EDSL548, Production
of Media for Instruction
Summary Paper with Artifacts
8
*Note: This chart will look slightly different based on your SPA Report Template: SECTION II— LIST OF ASSESSMENTS.
1
Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course
title and numbers], or completion of the program).
2
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APPENDIX:
Standard Aligned Assessment Rubrics
Longwood SPA Assessment Plan – School Library Media
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Longwood University, NCATE Assessment #1 (Assessment of content knowledge in the field of library media)
Comprehensive Exam Scoring Rubric
*NOTE: An average score of 3 across indicators aligned to any standard is considered Acceptable.
Question
School Library Media Comprehensive Exam Scoring Rubric, Spring 2006
Basic (1-2)
Proficient (3-4)
1 Your school division has no collection
development policy manual. You have
been hired as a library media specialist
and charged with heading the team to
write the policy manual. List and
explain the elements which you will
include. You should list and discuss a
minimum of eight elements, but you
may certainly have more. Also, you will
need to write a paragraph justifying the
need for and importance of having this
policy manual.
[AASL 1.2, 1.3, 3.1, 4.1, 4.2]
The student gives a response to the
importance of the policy and lists and
gives a brief description/definition of at
least six of the 10 components:
*Philosophy
*Goals and objectives of the library
*Selection/Acquistion (main component
of the policy)
*Gifts
*Weeding
*Intellectual Freedom
*Cooperative Resources and Networking
*Technology
*Collection Evaluation
*Policy Revision
**Introduction
**Appendix/Forms
(**These are bonus items.)
2.
Using information from your
classes, professional reading, and
experience, discuss the following
questions. What role does the
Internet play in today’s school
library? Can the Internet provide all
the answers to patron’s questions?
How do you see Internet resources
as counterparts of traditional print
reference sources? What criteria
could you use for evaluation of
resources on the Internet? What
role do electronic databases play in
the K-12 environment? Will
Longwood SPA Assessment Plan – School Library Media
The student gives a response to the
importance of the policy and addresses 8-10
of the components with an expanded
description of each and the importance of
each in collection management.
*Philosophy
*Goals and objectives of the library
*Selection/Acquistion (main component of
the policy)
*Gifts
*Weeding
*Intellectual Freedom
*Cooperative Resources and Networking
*Technology
*Collection Evaluation
*Policy Revision
**Introduction
**Appendix/Forms
(**These are bonus items.)
The student answers the seven
components of the question.
The student answers the seven components
of the question. Additionally, he gives solid
criteria for evaluating Internet resources and
describes the integral role of electronic
databases in K-12 reference today.
Page 6
Exemplary (5)
The student addresses the importance
of the policy and all 10 components
with a full explanation of each and
their correlation with managing a
library collection. The student includes
supplemental components such as
appendix tools (forms, ALA
statements)
*Philosophy
*Goals and objectives of the library
*Selection/Acquistion (main
component of the policy)
*Gifts
*Weeding
*Intellectual Freedom
*Cooperative Resources and
Networking
*Technology
*Collection Evaluation
*Policy Revision
**Introduction
**Appendix/Forms
(**These are bonus items.)
The student answers the seven
components of the question.
Additionally, he gives solid criteria for
evaluating Internet resources and
describes the integral role of electronic
databases in K-12 reference today. He
justifies his answers to the final two
components of the question with solid
reasoning.
Audrey Church 6/28/2016
electronic resources and the Internet
replace the traditional reference
sources in the near future? What is
the role of virtual reference service
in today’s school library media
centers?
[AASL 1.1, 1.3, 1.4, 2.3, 3.1, 4.1]
3. Reading is defined by David V.
Loertscher as one of the key elements
of a strong library program. You
have been charged with developing a
plan for comprehensive reading
encouragement in your school.
Describe the various
strategies/events/activities that you
will use.
[AASL1.2, 1.4]
4.
Library media specialists perform
numerous critical roles in their
schools. Information Power: Building
Partnerships for Learning defines and
addresses four: that of teacher, of
instructional partner, of information
specialist, and of program
administrator. Discuss each of
these roles in the context of how it
contributes to student achievement
and to a dynamic, effective, studentcentered library media program.
Give supporting examples.
[AASL 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1,
4.2, 4.3]
The student lists five activities.
The student lists and discusses five activities.
The student lists and discusses six or
more activities.
Student will discuss the four roles of
the LMS, In the discussion, s/he will
bring in at least two of the following
elements:
*collaboration
*collection development as related to
the curriculum
*information literacy standards
*integration of information literacy into
the content area curriculum
*leadership
*provision of informational resources
(such as databases, library web pages,
etc.)
*provision of instructional resources
for teachers
*reading promotion
*student achievement
*technology
Student will discuss the four roles of the
LMS, In the discussion, s/he will bring in at
least four of the following elements:
*collaboration
*collection development as related to the
curriculum
*information literacy standards
*integration of information literacy into the
content area curriculum
*leadership
*provision of informational resources (such
as databases, library web pages, etc.)
*provision of instructional resources for
teachers
*reading promotion
*student achievement
*technology
Student will discuss the four roles of
the LMS, In the discussion, s/he will
bring in at least six of the following
elements:
*collaboration
*collection development as related to
the curriculum
*information literacy standards
*integration of information literacy
into the content area curriculum
*leadership
*provision of informational resources
(such as databases, library web
pages, etc.)
*provision of instructional resources
for teachers
*reading promotion
*student achievement
*technology
Candidates are rated by two readers on a scale of 1 to 5. To pass a question, a candidate must receive a composite score of at least 6.
All AASL standards are addressed on this comprehensive exam.
Longwood SPA Assessment Plan – School Library Media
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Audrey Church 6/28/2016
Longwood University, NCATE Assessment #2 (Assessment of content knowledge in the field of library media)
EDSL660: Collaborative Instructional Processes
Scoring Rubric: Collaborative Lesson Plan
*NOTE: An average score of 1 across indicators aligned to any standard is considered Acceptable.
ITEM
A. Lesson topic/focus (1.4, 2.1,
2.2, 3.2)
UNACCEPTABLE (0)
No lesson topic/focus.
ACCEPTABLE (1)
Lesson topic/focus is described.
B. Content curriculum standards
(SOL) addressed (1.4, 2.1, 2.2,
3.2)
No curriculum standards given.
Content curriculum standards
are given.
C. Information literacy standards No information literacy
addressed (1.1, 1.3, 2.1, 2.2, 2.3) standards given.
D. Resources to be used in
Types of resources listed.
lesson (1.1, 1.3, 1.4, 2.1, 2.2)
Information literacy standards
are given.
Three to five specific resources
listed of varying types (ex. print
and nonprint)
Participants in the collaborative
lesson are given.
E. Division of responsibilities
(1.1, 1.3, 2.1, 2.2, 2.3, 3.2, 3.3)
No evidence of division of
responsibilities.
F. Evidence of joint planning
(1.1, 1.3, 2.1, 2.2, 2.3, 3.2, 3.3)
No evidence of joint planning.
Times of joint planning sessions
are given.
G. Assessment of student
learning (1.4, 2.1, 2.2, 2.3, 3.2,
3.3)
No evidence of assessment of
student learning.
Type of student
product/learning outcome is
described.
H. Assessment of lesson success
(1.4, 2.1, 2.2, 2.3, 3.2)
No evidence of assessment of
lesson success.
LMS evaluates lesson success at
completion.
I. Impact of LMS on student
learning (1.4, 2.1, 2.2, 2.3, 3.3)
No evidence of impact of LMS
on student learning.
LMS gives evidence of impact
on student learning.
J. Mechanics: Spelling,
grammar, punctuation
Numerous spelling, grammatical, Minimal spelling, grammatical,
and/or punctuation errors.
and punctuation errors.
Longwood SPA Assessment Plan – School Library Media
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TARGET (2)
Lesson topic/focus is described.
Grade level and description of
student learners is given.
Content curriculum standards
are given.
Information literacy standards
are given.
More than five specific resources
listed of varying types (ex. print
and nonprint)
Participants in the collaborative
lesson and duties/roles of each
are given.
Times of joint planning sessions
are given, as well as a brief
summary of what was
discussed/what decisions were
made.
Type of student
product/learning outcome is
described as well as who will
assess it.
LMS and others (ex. teacher,
students) evaluate lesson success
at completion.
LMS and others (ex. teacher,
students) give evidence of
impact on student learning.
No errors in spelling, grammar,
or punctuation.
Audrey Church 6/28/2016
RATING SCALE
Score
16-20
11-15
10
0-9
Grade
A
B
C
F
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
1.1 Efficient and Ethical Information Seeking Behavior
1.3 Access to Information
1.4 Stimulating Learning Environment
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
2.2 Effective and Knowledgeable Teacher
2.3 Information Literacy Curriculum
Standard 3: Collaboration and Leadership
3.2 Instructional Partner
3.3 Educational Leader
Longwood SPA Assessment Plan – School Library Media
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Audrey Church 6/28/2016
Longwood University, NCATE Assessment #3 (Assessment of pedagogical and professional KSD in the field of library media)
EDSL503: Media Selection and Evaluation
Scoring Rubric: Collection Development Policy
*NOTE: An average score of 0.5 across indicators aligned to any standard is considered Acceptable.
REQUIRED
ELEMENT
A. Introductory
analysis of school
(2.1)
UNACCEPTABLE (0)
ACCEPTABLE (0.5)
TARGET (1)*
No or minimal analysis
of school setting
Basic required information given,
explained, and fully developed,
including statement as to how these
demographics impact the library media
program
B. Philosophy
statements—school
(4.2)
No school philosophy
statements given
Basic required information (name
of school, age of building, grade
levels and number of classes,
population and description of
diversity, economic setting,
geographic setting) given
School philosophy statements given
C. Philosophy
statements—library
(4.2)
No library philosophy
statements given
Library philosophy statements
given
D. *Selection
statements
(1.2, 4.1)
No selection statement,
criteria, etc. given
E. *Acquisitions
statements (4.2)
No acquisitions
statement given
Criteria for selection of print,
nonprint, and electronic resources
given. List of standard selection
tools given. Policy for reviews
given.
Basic policies and procedures for
acquisition of materials given.
F. Gift statement
(4.1)
No gift statement given
Policy for acceptance of gifts given.
G. Cooperative
resources and
networking
statement (3.1)
No mention made of
resource sharing,
networking, or
interlibrary loan
Statement given concerning
availability of resource sharing,
consortium participation,
interlibrary loan capabilities.
Longwood SPA Assessment Plan – School Library Media
Page 10
School philosophy statements given,
including statement as to how these
statements impact the library media
program
Library philosophy statements given,
including statement as to how the
library program interfaces with the
philosophy and mission of the school
Criteria for selection of print, nonprint,
and electronic resources given. List of
standard selection tools given. Policy
for reviews given.
Policies and procedures given for
acquisition of materials demonstrate
accepted management principles and
practices.
Policy for acceptance of gifts includes
right of disposal and “no appraisement”
statement.
Statement given concerning availability
of resource sharing, consortium
participation, interlibrary loan
capabilities, including recognition of
implications for program from
Audrey Church 6/28/2016
H. Intellectual
freedom statements
(4.1)
No intellectual freedom
statements given
I. *Policy and
procedure for
handling challenges
(4.2)
J. Technology
statement (4.1)
No policy or procedure
given for handling
challenges
K. *Policy for
evaluation of
collection (4.2)
No policy for evaluation
of collection given
No position statement
on new technologies
given
L. Weeding/
No weeding/deselection
deselection statement statement given
(4.2)
M. Policy for
revision of the policy
(4.2)
N. Appendices (4.1)
No policy for revision of
policy
Statement given in support of
intellectual freedom and privacy of
users based on appropriate ALA
and AASL positions.
Clearly outlined policy and
procedure for handling challenges,
aligned with school division policy,
given.
Statement made that new
technologies will be evaluated and
implemented as appropriate.
Policy and procedures given for
regular and systematic evaluation of
collection.
Weeding/deselection statement
given with criteria for weeding and
division-approved policy and
procedures for disposal of
materials.
Statement given as to policy and
procedures for revision of policy.
No appendices
partnerships with the larger library
community.
Statement given in support of
intellectual freedom and privacy of
users based on appropriate ALA and
AASL positions.
Clearly outlined policy and procedure
for handling challenges, aligned with
school division policy, given.
Statement made that new technologies
will be evaluated and implemented as
appropriate, including recognition of
potential impact of technologies on
student learning.
Policy and procedures given for regular
and systematic evaluation of collection,
including rationale for maintaining a
quality, up-to-date collection.
Weeding/deselection statement given
with criteria for weeding and divisionapproved policy and procedures for
disposal of materials.
Statement given as to policy and
procedures for revision of policy,
including rationale for need of revision.
ALA and AASL intellectual freedom
position statements included.
ALA and AASL intellectual
freedom position statements
included.
O. Forms
No forms
Forms such as those for suggestion Forms such as those for suggestion of
of materials for library collection
materials for library collection and for
and for reconsideration of
reconsideration of challenged materials
challenged materials included.
included.
P. Bibliography of
No bibliography.
Bibliography of tools used to
Bibliography of tools used to construct
tools used to
construct manual given in required manual given in required format.
construct manual
format.
16 categories; Target =1; Acceptable=.5; Unacceptable=0; *except for D, E, I, and K in which Target=2, Acceptable=1, Unacceptable=0
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RATING SCALE
Score
16-20
11-15
10
0-9
Grade
A
B
C
F
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
1.5 Literacy and Reading
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
Standard 3: Collaboration and Leadership
3.1 Connection with the Library Community
Standard 4:
4.1 Managing Information Resources: Selecting, Organizing, Using
4.2 Managing Program Resources: Human, Financial, Physical
Longwood SPA Assessment Plan – School Library Media
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Audrey Church 6/28/2016
Longwood University, NCATE Assessment #4 (Clinical experience assessment in the field of library media)
EDSL690: Clinical Experience in Library Media Services
Scoring Rubric: Summary Paper
*NOTE: An average score of 1 across indicators aligned to any standard is considered Acceptable.
Rubric for Summary Paper
Standard 1: Use of Information and Ideas
1.1 Efficient and Ethical Information-Seeking Behavior
UNACCEPTABLE (0)
Demonstrates little or no evidence of the
research process; does not differentiate user
needs; does not identify or support student
interests or needs; ignores legal and ethical
practices
1.2
ACCEPTABLE (1)
Models strategies to locate, evaluate and use
information for specific purposes; identifies
and addresses student interests and
motivations; interacts with learning
community to access, communicate and
interpret intellectual content; adheres to and
communicates legal and ethical policies
TARGET (2)
Advocates for and demonstrates effective
use of current and relevant information
processes and resources, including emerging
technologies; models a variety of effective
strategies to locate, evaluate and use
information in a variety of formats for
diverse purposes; plans reference services,
using traditional and electronic services that
are comprehensive and address the needs of
all users; models and teaches legal and
ethical practices
ACCEPTABLE
Is aware of major trends in reading material
for children and youth; selects materials in
multiple formats to address the needs and
interests of diverse young readers and
learners; uses a variety of strategies to
promote leisure reading; models personal
enjoyment of reading in order to promote
habits of creative expression and lifelong
reading
TARGET
Is knowledgeable about historical and
contemporary trends and multicultural issues
in reading material for children and youth;
analyzes and applies research in literacy and
reading in order to select and recommend
diverse materials in formats and at levels
that facilitate the reading process and
development of fluency in readers;
collaborates with teachers to integrate
literature into curriculum; instills a sense of
enjoyment in reading in others that leads to
lifelong reading habits
Literacy and Reading
UNACCEPTABLE
Demonstrates little or no evidence of
knowledge of the reading process; is not
familiar with reading material for children
and youth
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1.3
Access to Information
UNACCEPTABLE
Demonstrates little or no evidence of issues
related to access to information; does not
demonstrate knowledge of the legal and
ethical practices of the profession
1.4
ACCEPTABLE
Supports flexible and open access for the
library media center and its services;
identifies barriers to equitable access to
resources and services; facilitates access to
information in print, nonprint, and
electronic formats; complies with and
communicates legal and ethical codes of the
profession
TARGET
Analyzes and implements library media
program scheduling options for different
needs by developing flexible and open
access for the library media center and its
services; plans strategically to ensure physical
and intellectual access to information for the
entire school community; identifies means
of providing remote access to information;
models and promotes the tenets of privacy,
confidentiality, intellectual property, and
intellectual freedom
ACCEPTABLE
Demonstrates ways to establish and
maintain a positive educational climate in
the library media center; identifies
relationships among facilities, programs, and
environment that impact student learning;
plans and organizes library media centers
according to their use by the learning
community
TARGET
Demonstrates collaborative techniques as
they create and maintain an attractive,
positive educational climate in a technologyrich, library media center; uses researchbased data, including action research, to
analyze and improve services
Stimulating Learning Environment
UNACCEPTABLE
Demonstrates little or no evidence of
awareness of the impact of the climate of
the library media environment on learning
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Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
UNACCEPTABLE
Demonstrates little or no evidence of
knowledge of learner characteristics, learning
processes, or exceptionalities; link among
student interests, learning, information skills
instruction, and student achievement is not
assessed or documented
2.2 Effective and Knowledgeable Teacher
UNACCEPTABLE
Develops lesson plans in isolation with little
or no attention to instructional
methodologies; exhibits limited strategies
and the use of few resources for instruction;
does not assess student learning
ACCEPTABLE
Designs library media instruction that
assesses learner needs, instructional
methodologies, and information processes
to assure that each is integral to information
skills instruction; supports learning of all
students and other members of the learning
community, including those with diverse
learning styles, abilities, and needs; bases
information skills instruction on student
interests and learning needs and links it to
student achievement
TARGET
Ensures that the library media curriculum is
documented as significant to the overall
academic success of all students
ACCEPTABLE
Works with classroom teachers to co-plan,
co-teach, and co-assess information literacy
skills instruction; as teacher of information
skills, makes use of a variety of instructional
strategies and assessment tools; analyzes the
role of student interest and motivation in
instructional design; creates, implements,
and evaluates student learning experiences in
partnership with teachers and other
educators
TARGET
Documents and communicates the impact
of collaborative instruction on student
achievement; develops a regular
communication procedure between home
and school
ACCEPTABLE
Employs strategies to integrate the
information literacy curriculum with content
curriculum; incorporates technology to
promote efficient and equitable access to
information beyond print resources; assists
students to use technology to access,
analyze, and present information
TARGET
Works to ensure that responsibility for an
integrated information literacy curriculum is
shared across curricular areas throughout the
school; advocates for information skills
curriculum in order to assure appropriate
learning experiences for all students and to
address the academic needs of the school
community.
2.3 Information Literacy Curriculum
UNACCEPTABLE
Develops an information literacy curriculum
which is in isolation from content
curriculum and which relies on traditional
print-only library research tools and location
and access skills
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Audrey Church 6/28/2016
Standard 3: Collaboration and Leadership
3.1 Connection with the Library Community
UNACCEPTABLE
Unaware of potential benefits to school
library media program from making
connections to larger learning community;
have limited or no understanding of role of
professional associations and journals in
professional lives
ACCEPTABLE
Demonstrates the potential for establishing
connections to other libraries and the larger
library community for resource sharing,
networking, and developing common
policies and procedures; articulates role of
professional associations and journal in own
professional growth
TARGET
Employs strategies to ensure connections
between school community and larger
library world of public, academic, and
special libraries and information centers;
participates in professional associations
ACCEPTABLE
Models, shares, and promotes ethical and
legal principles of education and
librarianship; acknowledged importance of
participating on school and district
committees and in faculty staff development
opportunities
TARGET
Anticipates providing leadership to school
and district committees; shares expertise in
design of appropriate instruction and
assessment activities with other professional
colleagues
ACCEPTABLE
Articulates relationship of library media
program with current educational trends and
important issues; recognizes role of other
educational professionals and professional
associations; translates for the school ways
in which library program can enhance
school improvement efforts; utilizes
information found in professional journals
to improve library practice
TARGET
Develops library media program that reflects
best practices of education and librarianship;
has thorough understanding of current
trends and issues in education; writes a plan
for professional growth that justifies own
professional choices; engages in school
improvement activities by partnering with
administrators to help teachers learn and
practice new ways of teaching; shares
information, applies research results,
engages in action research
3.2 Instructional Partner
UNACCEPTABLE
Unable to articulate how to create an
integrated library media program from an
isolated school library media center
3.3 Educational Leader
UNACCEPTABLE
Unaware of basic trends and issues in field
of education; has minimal knowledge of
professional associations in other disciplines,
or of role of other educational professionals;
takes a passive role in the school
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Audrey Church 6/28/2016
Standard 4: Program Administration
4.1 Managing Information Resources: Selecting, Organizing, Using
UNACCEPTABLE
Demonstrates little knowledge of accepted
library policies, procedures and practices for
selecting, organizing, and using information
ACCEPTABLE
Selects, analyzes, and evaluates print,
nonprint, and electronic resources using
professional selection tools and evaluation
criteria to develop quality collection
designed to meet diverse curricular and
personal needs; organizes library media
facility and its collections—print, nonprint,
electronic—according to standard accepted
practice; supports intellectual freedom and
privacy of users; plans for efficient use of
resources and technology to meet diverse
user needs
4.2 Managing Program Resources: Human, Financial, Physical
UNACCEPTABLE
Demonstrates little knowledge of effective
management policies, procedures, and
principles; shows little knowledge of
relationship of facility to program needs
Longwood SPA Assessment Plan – School Library Media
ACCEPTABLE
Develops and evaluates policies and
procedures that support mission of school
and address specific needs of library media
program, such as collection development
and maintenance, challenged materials, and
acceptable use policies; applies accepted
management principles and practices that
relate to personnel, financial and operational
issues; plans adequate space for individuals,
small groups, and whole classes
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TARGET
Utilizes collection analysis and evaluation
research and techniques to ensure balanced
collection which reflects diversity of format
and content, reflecting our multicultural
society; designs plans for collection
development and analysis and policies that
ensure flexible and equitable access to
facilities and resources; develops procedures
to analyze effectiveness of library media
policies, procedures, and operations; ensures
that policies and procedures are in place to
support intellectual freedom and privacy of
users of all ages
TARGET
Organize, manage, and assess all human,
financial, and physical resources of library
media program; advocates for ongoing
administrative support for library media
program and policies; actively seeks
alternative sources of funding for library
media program, both within and outside
school community
Audrey Church 6/28/2016
4.3 Comprehensive and Collaborative Strategic Planning and Assessment
UNACCEPTABLE
Unable to develop a plan for the library
media program; does not use data for
decision-making
ACCEPTABLE
Collaborates with teachers and
administrators to develop a library media
program plan that aligns resources, services
and information literacy standards with
school’s goals and objectives; uses data for
decision-making
TARGET
Collaborates with teachers, administrators,
students and others in the school
community to develop, implement, and
assess long-term, strategic plans; able to
align library media program with
information literacy standards and school’s
goals, objectives, and content standards; uses
quantitative and qualitative methods of data
collection and analysis to assess data and
make decisions on which to base plans and
policies
Assessment: Summary Paper Using the Rubric for Summary Paper, which is based on the ALA/AASL Standards for Initial Programs for School
Library Media Specialist Preparation, address each element in the four standards. For example, under Standard One, Use of Information and Ideas,
explain how you rate yourself (Unacceptable, Acceptable, Target) for Efficient and Ethical Information-Seeking Behavior and justify your rating with
explanation and examples. Next rate yourself on Literacy and Reading and justify. Next rate yourself on Access to Information and justify, and so on
until you have addressed each element within the four standards. Include six artifacts which document your ratings—one to document each of the
four standards plus two which document standards of your choice.
RATING SCALE
Score
21-26
14-20
13
0-12
Grade
A
B
C
F
This assessment addresses all the AASL Standards.
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Audrey Church 6/28/2016
Longwood University, NCATE Assessment #5 (Effects on student learning in the field of library media)
EDSL560: Informational Sources and Services
Scoring Rubric: Pathfinder
*NOTE: An average score of 0.5 across indicators aligned to any standard is considered Acceptable.
REQUIRED ELEMENTS
A. Part One: SOL/Topic selected
AASL 2.3
UNACCEPTABLE
(0)
Topic selected
unrelated to
curriculum and
standards
B. Part One: Brief introduction setting context in which
students will use pathfinder
AASL 1.1, 1.3
No introduction to set
context for pathfinder
use
C. Part One: Description of collaboration that occurs
related to pathfinder
AASL 2.1, 2.2, 2.3, 3.2
No evidence of
collaboration in
development or use of
pathfinder
D. Part One: Statement of impact on student learning
AASL 2.1, 2.2, 2.3
No statement of
impact on student
learning
E. Part One: Listing of six (6) formats chosen, with brief
rationale for each one
AASL1 1.3, 2.3, 4.1
Less than six (6)
formats chosen
and/or no rationale
given
No title given
F. Part Two: Title
AASL 2.3
G. Part Two: Brief introduction for students
AASL 1.4
Longwood SPA Assessment Plan – School Library Media
No introduction given
for students
Page 19
ACCEPTABLE (0.5)
TARGET (1)
Topic selected related to Topic selected related to
curriculum and
curriculum and
standards
standards; brief rationale
given for selecting this
topic
Introduction explains
Introduction explains
context for pathfinder
context for pathfinder
use, giving basic
use and gives more
information such as
detailed information
grade level and content such as grade level,
area
content area, academic
level of students, etc.
Evidence of
Evidence of
communication and
communication, joint
joint planning with
planning, use, and
classroom teacher in
evaluation of pathfinder
development of
by teacher and LMS
pathfinder
Statement by LMS of
Statement by LMS and
impact on student
classroom teacher of
learning
impact on student
learning
Six (6) formats listed,
Six (6) formats listed,
brief rationale for each
solid rationale
one
developed for each one
Title including
grade/subject/teacher
Brief introduction for
students
Title including
grade/subject/teacher
More detailed
introduction for
students
Audrey Church 6/28/2016
H. Part Two: List of resources, with brief annotation for
each
AASL 2.3, 4.1
I. Part Two: Reminder to students to cite sources
AASL 1.1, 1.3
Less than ten (10)
resources listed
and/or no annotations
No reminder to
students to cite
sources
Ten (10) resources
listed, with annotations
Over ten (10) resources
listed, with annotations
Reminder to student to
cite sources
J. Mechanics: Spelling, grammar, punctuation
Numerous spelling,
grammatical, and/or
punctuation errors.
Minimal spelling,
grammatical, and
punctuation errors.
Reminder to student to
cite sources, plus
examples of or links to
proper citation format
No errors in spelling,
grammar, or
punctuation.
RATING SCALE
Score
9-10
6-8
5
0-4
Grade
A
B
C
F
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
1.2 Efficient and Ethical Information Seeking Behavior
1.6 Access to Information
1.7 Stimulating Learning Environment
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
2.2 Effective and Knowledgeable Teacher
2.3 Information Literacy Curriculum
Standard 3: Collaboration and Leadership
3.2 Instructional Partner
Standard 4:
4.1 Managing Information Resources: Selecting, Organizing, Using
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Audrey Church 6/28/2016
Longwood University, NCATE Assessment #6 (Assessment of professional KSD in the field of library media)
EDSL 670: Administration of School Library Media Centers
Scoring Rubric: Reading Program
*NOTE: An average score of 0.5 across indicators aligned to any standard is considered Acceptable.
REQUIRED ELEMENTS
A. Goal of program
AASL 1.2, 1.4, 2.1, 4.3
UNACCEPTABLE (0)
No goal for program
ACCEPTABLE (0.5)
Goal of program
B. Objective(s) of program
AASL 1.2, 1.4, 2.1, 4.3
C. Program description
AASL 1.2, 4.3
D. When and where it will take
place
AASL 1.4
E. Who will lead/implement
AASL 4.3
No objective(s) for program
Objective(s) for program
No description given
Brief description of program
TARGET (1)
Goal of program related to
mission/goals of school; brief rationale
for selecting this goal
Objective(s) for program related to
mission/objectives of school
Detailed description of program
No statement about when and
where program will take place
Statement telling when and
where program will take place
Statement telling when and where
program will take place
No statement about who will
lead/implement program
Statement telling who will
lead/implement program
F. Participants
AASL 2.1
G. Program implementation
AASL 1.2, 4.3
H. Program publicity
AASL 4.3
I Program evaluation
AASL 4.3
Statement about participants
J. Class presentation
No statement about
participants
No statement about how
program will be implemented
No description or example of
publicity
No statement describing
evaluation or a copy of
evaluation instrument
No class presentation
Statement telling who will
lead/implement program and describing
the role of each person involved
Statement about participants
RATING SCALE
Score
9-10
6-8
5
0-4
Grade
A
B
C
F
Longwood SPA Assessment Plan – School Library Media
Brief statement telling how
program will be implemented
Description or example of
publicity
Statement describing
evaluation or copy of
evaluation instrument
Class presentation describing
program
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Detailed statement telling how program
will be implemented
Description and example of publicity
Statement describing evaluation and copy
of evaluation instrument
Class presentation describing program
and providing handouts
Audrey Church 6/28/2016
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
1.2 Literacy and Reading
1.4 Stimulating Learning Environment
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
Standard 4: Program Administration
4.3 Comprehensive and Collaborative Strategic Planning and Assessment
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Audrey Church 6/28/2016
Longwood University, NCATE Assessment #7 (Assessment of professional KSD in the field of library media)
EDSL548: Production of Media for Instruction
Scoring Rubric: Library Media Center Web Page
*NOTE: An average score of 1 across indicators aligned to any standard is considered Acceptable.
A. Organization: Ease of
navigation (1.4, 4.1, 4.2)
B. Organization: User friendly
internal structure (1.4, 4.1, 4.2)
C. *Organization: Font
readability and consistency (1.4,
4.1, 4.2)
D. *Organization: Effective
use of graphics (1.4)
E. *Organization: Accessibility
(1.3, 1.4, 4.1, 4.2)
F. Content: Links to external
sources such as search tools,
general reference portals, other
libraries, etc. (1.1, 1.3, 3.1)
G. Content: Links to resources
such as subscription databases,
online catalog, etc. (1.1, 1.3)
H. Content: Curriculum
related links, pathfinders, etc.
(1.1, 2.1, 2.2, 3.2)
I. Content: Links to
professional resources, etc.
(1.1, 3.2)
J. Content: Information
literacy instruction (1.1, 1.3,
2.3)
UNACCEPTABLE (0)
Site is difficult to navigate.
ACCEPTABLE (1)
Buttons and/or menus allow for
easy navigation within site.
Internal structure of site is easily
discernible.
Font is consistent and readable
throughout site.
TARGET (2) *
Navigation within site is intuitive
and seamless for user.
Internal structure of site is easily
discernible and user friendly.
Font is consistent and readable
throughout site.
Graphics match text/page and
are quick to load.
Graphics are original, quick to
load, match content, and add to
site.
Portions of site are accessible for
those with disabilities.
Entire site is accessible for those
with disabilities.
3-4 links provided to external
sources.
5 or more links provided to
external sources.
No links provided to resources.
1-3 links provided to resources.
4 or more links provided to
resources.
No curriculum related links
provided.
3-4 curriculum related links
provided.
5 or more curriculum links
provided.
No links to professional
resources provided.
3-4 professional resource links
provided.
5 or more professional resource
links provided.
No information literacy
instruction provided.
Basic, age-appropriate
instruction provided concerning
accessing, evaluating, using, and
citing information.
Age-appropriate instruction
provided concerning accessing,
evaluating, using, and citing
information. Examples or links
given for citations.
Site has no clear internal
structure.
Font is unreadable (unclear, too
small, too large, etc.) and
inconsistent from page to page.
Graphics are slow to load, are
not good match for text/page,
consist of overused clip art,
distract rather than add to site.
No effort is made to make site
accessible for those with
disabilities.
No links provided to external
sources.
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K. *Content: Information
about the library, school, etc.
(4.1, 4.2)
No information given for
library; no links to school web
site or school division web site
Contact information and
information about library events
given. School and school division
web pages linked.
L. Mechanics: Spelling,
Numerous spelling, grammatical, Minimal spelling, grammatical,
No errors in spelling, grammar, or
grammar, punctuation
and/or punctuation errors.
and punctuation errors.
punctuation.
*Note: 12 categories each, Target=2, Acceptable=1, and Unacceptable=0, except for C, D, E, and K where Target=1, Acceptable=0.5, Unacceptable=0.
RATING SCALE
Score
16-20
11-15
10
0-9
Contact information given for
library. School and school
division web pages linked.
Grade
A
B
C
F
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
1.3 Efficient and Ethical Information Seeking Behavior
1.8 Access to Information
1.9 Stimulating Learning Environment
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
2.2 Effective and Knowledgeable Teacher
2.3 Information Literacy Curriculum
Standard 3: Collaboration and Leadership
3.1 Connection with the Library Community
3.2 Instructional Partner
Standard 4:
4.1 Managing Information Resources: Selecting, Organizing, Using
4.2 Managing Program Resources: Human, Financial, Physical
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