LIBS 6010 Paper Below Proficient Legal and ethical topic chosen and articulated No evidence that topic is of legal or ethical nature; introduction fails to articulate topic well Proficient Legal or ethical issue identified within a non-legal/ethical topic; articulated in introduction sufficiently Above Proficient Proper legal or ethical issue chosen and articulated in introduction Standards NC- ECU MLS Program Objectives (2011) Objective: 1. Obtain and apply an understanding of the foundations of library science from contemporary professional standards used to resolve ethical and legal issues. NC- ECU MLS Program Objectives (2014) Program Objective: 1. Understand and apply the foundations of library science from contemporary professional standards used to resolve ethical and legal issues NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 3: Information and Ideas As an information specialist, the school library media coordinator plays a vital role in a democratic society: to provide access to information and ideas representing all points of view through resources in a variety of formats for students and staff who must function as well-informed and literate citizens in making choices and decisions. The school library media coordinator also has a fundamental responsibility to help students develop their information literacy skills to find, analyze, and use information effectively. At the same time, the school library media coordinator creates a culture and learning environment that fosters reading literacy for information and for pleasure. Indicator: 3.4 Adheres to and communicates copyright as well as other laws and guidelines pertaining to the distribution and ethical use of all resources; Indicator: 3.5 Advocates for the principles of intellectual freedom. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 1: School Library Media Coordinators demonstrate leadership. Descriptor: d. School Library Media Coordinators demonstrate high ethical standards. School Library Media Coordinators demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. They uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998. Developing Indicator: Models ethical behavior as outlined in the Code of Ethics for NC Educators and the Standards for Professional Conduct. Developing Indicator: Models best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Proficient Indicator: Educates students, teachers, and other members of the school community to use best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Accomplished Indicator: Partners with other libraries and community organizations to promote the use of best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Distinguished Indicator: Score/Level Below Proficient Proficient Above Proficient Participates in state and/or national conversations regarding ethical access and use of resources, intellectual property, and digital citizenship. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.3 Library personnel demonstrate commitment to ongoing professional development, maintaining and enhancing knowledge and skills for themselves and their coworkers. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1A. The ethics, values, and foundational principles of the library and information profession. Detail: 1B. The role of library and information professionals in the promotion of democratic principles and intellectual freedom (including freedom of expression, thought, and conscience). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 2: Literacy and Reading Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. Element: 2.3 Respect for diversity Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students and their communities. Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.1 Efficient and ethical information-seeking behavior Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. Element: 3.2 Access to information Candidates support flexible, open access for library services. Candidates demonstrate their ability to develop solutions for addressing physical, social and intellectual barriers to equitable access to resources and services. Candidates facilitate access to information in print, non-print, and digital formats. Candidates model and communicate the legal and ethical codes of the profession. Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.2 Professional Ethics Candidates practice the ethical principles of their profession, advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibility. Candidates educate the school community on the ethical use of information and ideas. Literature review Contains some irrelevant or inappropriate sources or relies too much on non-professional Most sources are appropriate, substantial, professional, with a few more general or less All sources are appropriate, substantial and professional; Score/Level Below Proficient sources, insufficient professional sources Proficient relevant; minimum number of professional sources Above Proficient more than minimum number of professional sources utilized Standards NC- ECU MLS Program Objectives (2011) Objective: 1. Obtain and apply an understanding of the foundations of library science from contemporary professional standards used to resolve ethical and legal issues. Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- ECU MLS Program Objectives (2014) Program Objective: 1. Understand and apply the foundations of library science from contemporary professional standards used to resolve ethical and legal issues NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: b. School Library Media Coordinators know the content appropriate to their teaching specialty. School Library Media Coordinators model, promote, and support other educators in the effective use of information resources, best practices in research, multiple literacies, digital safety, and the ethical use of information and technology resources. They collaboratively develop and utilize research-based pedagogical strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. They apply the content standards for students developed by their professional organizations. School Library Media Coordinators collaboratively design, use, and communicate innovative outcome measures to identify evidence of student learning using 21st century skills across all curriculum areas. Developing Indicator: Teaches students safe and ethical use of information and technology resources. Developing Indicator: Teaches students effective strategies for accessing, evaluating, and synthesizing information resources to support learning. Developing Indicator: Teaches students utilizes a research model in the school library media center. Developing Indicator: Teaches students demonstrates knowledge of curriculum goals across grade levels and subject areas. Proficient Indicator: Works with teachers to assure that students are safe and ethical use of information and technology resources. Proficient Indicator: Works with teachers to integrate effective strategies for accessing, evaluating, and synthesizing information resources to support teaching and learning. Proficient Indicator: Works with teachers to implement a school wide research model. Accomplished Indicator: Provides leadership in the ethical and appropriate use of information and technology resources. Accomplished Indicator: Provides leadership in collaboratively assessing, evaluating, and synthesizing information resources to support teaching and learning. Distinguished Indicator: Participates in district, state, or national conversations and debates regarding the safe, ethical and appropriate use of information and technology resources. Distinguished Indicator: Score/Level Below Proficient Proficient Above Proficient Provides educational opportunities at the district, state or national level for professional staff members regarding the safe, ethical and appropriate use of information and technology resources. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6B. : The central research findings and research literature of the field. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. Argument discusses multiple viewpoints Evidence/discussion relies too heavily on student’s ideas/discussion; no evidence of multiple viewpoints Evidence/discussion of what other authors say about the topic is sufficient; multiple viewpoints in some evidence but significantly Evidence/discussion of what other authors say about the topic is extensive; multiple viewpoints discussed well Standards NC- ECU MLS Program Objectives (2011) Objective: 1. Obtain and apply an understanding of the foundations of library science from contemporary professional standards used to resolve ethical and legal issues. NC- ECU MLS Program Objectives (2014) Program Objective: 1. Understand and apply the foundations of library science from contemporary professional standards used to resolve ethical and legal issues NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: c. School Library Media Coordinators function effectively in a complex, dynamic environment. School Library Media Coordinators adapt to a rapidly changing information and technology environment. They thrive in an increasingly digital information landscape and continuously adapt their professional practice based on research and student data to support school goals. Developing Indicator: Score/Level Below Proficient Proficient Above Proficient Stays current with evolving research about the changing information and technology environment. Proficient Indicator: Applies findings from evidence-based research to professional practices. Proficient Indicator: Seeks new ideas that support students’ social, emotional, psychological, and academic success. Proficient Indicator: Changes practice to best meet the evolving needs of students, families, schools, and communities. Accomplished Indicator: Routinely monitors the impact of changes to professional practice. Distinguished Indicator: Uses the results of monitoring activities to improve the school library media program. Distinguished Indicator: Shares results of monitoring activities and offers recommendations for the improvement of the school library media program throughout the school and district. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.5 Library personnel collaborate with campus partners to provide opportunities for faculty professional development. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1I. The techniques used to analyze complex problems and create appropriate solutions. Opinion on topic articulated and based on analysis of evidence Student author’s thoughts and analysis are not clearly stated in appropriate sections Student author’s thoughts and analysis are stated well enough in mostly appropriate sections Student author’s thoughts and analysis are clearly stated in appropriate sections Standards NC- ECU MLS Program Objectives (2011) Objective: 1. Obtain and apply an understanding of the foundations of library science from contemporary professional standards used to resolve ethical and legal issues. NC- ECU MLS Program Objectives (2014) Program Objective: 1. Understand and apply the foundations of library science from contemporary professional standards used to resolve ethical and legal issues NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: c. School Library Media Coordinators function effectively in a complex, dynamic environment. School Library Media Coordinators adapt to a rapidly changing information and technology environment. They thrive in an increasingly digital information landscape and continuously adapt their professional practice based on research and student data to support school goals. Developing Indicator: Score/Level Below Proficient Proficient Above Proficient Stays current with evolving research about the changing information and technology environment. Proficient Indicator: Applies findings from evidence-based research to professional practices. Proficient Indicator: Seeks new ideas that support students’ social, emotional, psychological, and academic success. Proficient Indicator: Changes practice to best meet the evolving needs of students, families, schools, and communities. Accomplished Indicator: Routinely monitors the impact of changes to professional practice. Distinguished Indicator: Uses the results of monitoring activities to improve the school library media program. Distinguished Indicator: Shares results of monitoring activities and offers recommendations for the improvement of the school library media program throughout the school and district. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 7. Management/Administration: Libraries engage in continuous planning and assessment to inform resource allocation and to meet their mission effectively and efficiently. Performance Indicator: 7.2 Library personnel participate in campus decision making needed for effective library management. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). Conclusion Conclusion is not adequate and based mostly on student’s opinion Conclusion is adequate and based on mostly appropriate analysis of the evidence Conclusion is substantial and based on appropriate analysis of the evidence Standards NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: c. School Library Media Coordinators function effectively in a complex, dynamic environment. School Library Media Coordinators adapt to a rapidly changing information and technology environment. They thrive in an increasingly digital information landscape and continuously adapt their professional practice based on research and student data to support school goals. Developing Indicator: Stays current with evolving research about the changing information and technology environment. Proficient Indicator: Applies findings from evidence-based research to professional practices. Proficient Indicator: Seeks new ideas that support students’ social, emotional, psychological, and academic success. Proficient Indicator: Changes practice to best meet the evolving needs of students, families, schools, and communities. Score/Level Below Proficient Proficient Above Proficient Accomplished Indicator: Routinely monitors the impact of changes to professional practice. Distinguished Indicator: Uses the results of monitoring activities to improve the school library media program. Distinguished Indicator: Shares results of monitoring activities and offers recommendations for the improvement of the school library media program throughout the school and district. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. Follows correct APA rules to cite evidence Evidence cited is not appropriate and does not enhance the discussion well or at all; Numerous mistakes in applying the rules for citing evidence using APA style Evidence cited is mostly appropriate and helps the discussion adequately; Rules for citing evidence using APA style has some concerns or lacks consistency Evidence cited is very appropriate and enhances the discussion; Rules for citing evidence using APA style is perfect Design, construction and presentation Structure has some concerns, Style often does not follow requirements; Numerous grammar, spelling and/or punctuation concerns Structure, Style follows requirements closely; Grammar, spelling and/or punctuation has only a few concerns Structure, Style follows requirements perfectly; Correct grammar, spelling and punctuation is used Standards USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). Score/Level LIBS 6014 Pathfinder value: 1.00 SCOPE Definition of (1) the topic; (2) the audience for whom the pathfinder is intended, including Spanishspeaking students, special education students, children of migrant workers, gay students, African American students, etc.; and (3) the type of library where the pathfinder will be used. Students should collaborate with teachers, school staff, community members, etc. to make sure that informational and recreational needs of the intended audience are met. Does not define topic clearly; does not identify audience. value: 2.00 Defines topic, and identifies audience, but lacking in specifics. value: 3.00 Defines topic and identifies audience precisely. Standards NC- ECU MLS Program Objectives (2011) Objective: 3. Use reference and information resources in a variety of formats to promote information literacy. NC- ECU MLS Program Objectives (2014) Program Objective: 3. Use reference and information resources in a variety of formats to promote information literacy NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.11 Develops a persuasive plan to provide flexible access to the instructional services of the school library media coordinator who provides instruction at point of need; Score/Level value: 1.00 value: 2.00 value: 3.00 Indicator: 1.13 Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs of a diverse student population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Developing Indicator: Acknowledges that diversity impacts student learning. Proficient Indicator: Utilizes data to understand the diverse needs of the school community. Proficient Indicator: Provides open and equitable access to information and technology resources that reflect and accommodate diverse student needs and interests. Proficient Indicator: Fosters global literacy, awareness and cultural understanding. Accomplished Indicator: Collaborates with teachers to develop classroom instructional practices that are culturally relevant and address the needs of diverse learners. Accomplished Indicator: Leads professional development on resources and instructional strategies to meet the needs of a diverse population of students. Distinguished Indicator: Recommends to school and/or district administrators changes to education programs and policies based on data analysis. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Developing Indicator: Recognizes the need to use innovative instructional strategies to engage students. Developing Indicator: Recognizes the need to differentiate instruction. Developing Indicator: Recognizes the need to cultivate student creativity, reading interests, and critical thinking. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Proficient Indicator: Uses innovative instructional strategies to engage students. Proficient Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 Guides students to utilize critical thinking and creativity in the creation of new content. Proficient Indicator: Utilizes a variety of strategies to cultivate and support students’ reading interests. Accomplished Indicator: Collaboratively designs differentiated instruction that assures the integration of content, pedagogy, and technology across the curriculum. Accomplished Indicator: Facilitates the collaborative design of learning experiences that cultivate creativity and critical thinking. Distinguished Indicator: Leads professional development in the design of learning experiences that result in studentcreated content. Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Developing Indicator: Understands the components of a collection management plan. Developing Indicator: Recognizes that the collection management plan should be collaboratively developed and regularly updated. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5A.: The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. Detail 5B. : Techniques used to retrieve, evaluate, and synthesize information from diverse sources for use by individuals of all ages and groups. Detail 5C. : The methods used to interact successfully with individuals of all ages and groups to provide consultation, mediation, and gui dance in their use of recorded knowledge and information. Detail 5E.: Score/Level value: 1.00 value: 2.00 value: 3.00 The principles and methods of advocacy used to reach specific audiences to promote and explain concepts and services. Detail 5F.: The principles of assessment and response to diversity in user needs, user communities, and user preferences. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.1 Efficient and ethical information-seeking behavior Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. INTRODUCTION An introductory essay that gives historical background and discusses aspects of the topic and justifies why this topic is important. Does not give adequate information on the topic or justification for choosing it. Does not include introduction. Gives background on the topic of the pathfinder, but does not adequately justify its importance. Explains and justifies importance of and/or need for a pathfinder on this particular topic. Standards NC- ECU MLS Program Objectives (2011) Objective: 3. Use reference and information resources in a variety of formats to promote information literacy. NC- ECU MLS Program Objectives (2014) Program Objective: 3. Use reference and information resources in a variety of formats to promote information literacy NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. Strand: Score/Level value: 1.00 value: 2.00 value: 3.00 Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.9 Demonstrates depth and breadth of knowledge in the Information Skills and Computer Skills curricula defined in the North Carolina Standard Course of Study; Indicator: 1.10 Demonstrates knowledge of all subject areas of the North Carolina Standard Course of Study curriculum; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs of a diverse student population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Developing Indicator: Acknowledges that diversity impacts student learning. Proficient Indicator: Utilizes data to understand the diverse needs of the school community. Proficient Indicator: Provides open and equitable access to information and technology resources that reflect and accommodate diverse student needs and interests. Proficient Indicator: Fosters global literacy, awareness and cultural understanding. Accomplished Indicator: Collaborates with teachers to develop classroom instructional practices that are culturally relevant and address the needs of diverse learners. Accomplished Indicator: Leads professional development on resources and instructional strategies to meet the needs of a diverse population of students. Distinguished Indicator: Recommends to school and/or district administrators changes to education programs and policies based on data analysis. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Developing Indicator: Recognizes the need to use innovative instructional strategies to engage students. Developing Indicator: Recognizes the need to differentiate instruction. Score/Level value: 1.00 value: 2.00 value: 3.00 Developing Indicator: Recognizes the need to cultivate student creativity, reading interests, and critical thinking. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Proficient Indicator: Uses innovative instructional strategies to engage students. Proficient Indicator: Guides students to utilize critical thinking and creativity in the creation of new content. Proficient Indicator: Utilizes a variety of strategies to cultivate and support students’ reading interests. Accomplished Indicator: Collaboratively designs differentiated instruction that assures the integration of content, pedagogy, and technology across the curriculum. Accomplished Indicator: Facilitates the collaborative design of learning experiences that cultivate creativity and critical thinking. Distinguished Indicator: Leads professional development in the design of learning experiences that result in studentcreated content. Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Developing Indicator: Understands the components of a collection management plan. Developing Indicator: Recognizes that the collection management plan should be collaboratively developed and regularly updated. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5A.: Score/Level value: 1.00 value: 2.00 value: 3.00 The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. Detail 5G.: The principles and methods used to assess the impact of current and emerging situations or circumstances on the design and implementation of appropriate services or resource development. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.1 Efficient and ethical information-seeking behavior Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. CLASSIFICATION NUMBERS Library of Congress Subject Headings, Library of Congress Classification or Dewey Decimal Classification numbers for searching the topic. Lists incorrect or imprecise Library of Congress Classification or Dewey Decimal Classification for searching the topic. Lists examples of Dewey Decimal Classification or Library of Congress Classification numbers for searching the topic. Lists precise examples of Library of Congress Classification or Dewey Decimal Classification numbers for searching the topic. Standards NC- ECU MLS Program Objectives (2011) Objective: 3. Use reference and information resources in a variety of formats to promote information literacy. NC- ECU MLS Program Objectives (2014) Program Objective: 3. Use reference and information resources in a variety of formats to promote information literacy NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Score/Level value: 1.00 value: 2.00 value: 3.00 Indicator: 1.14 Incorporates information literacy into day-to-day instruction; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs of a diverse student population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Developing Indicator: Acknowledges that diversity impacts student learning. Proficient Indicator: Utilizes data to understand the diverse needs of the school community. Proficient Indicator: Provides open and equitable access to information and technology resources that reflect and accommodate diverse student needs and interests. Proficient Indicator: Fosters global literacy, awareness and cultural understanding. Accomplished Indicator: Collaborates with teachers to develop classroom instructional practices that are culturally relevant and address the needs of diverse learners. Accomplished Indicator: Leads professional development on resources and instructional strategies to meet the needs of a diverse population of students. Distinguished Indicator: Recommends to school and/or district administrators changes to education programs and policies based on data analysis. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Developing Indicator: Recognizes the need to use innovative instructional strategies to engage students. Developing Indicator: Recognizes the need to differentiate instruction. Developing Indicator: Recognizes the need to cultivate student creativity, reading interests, and critical thinking. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Proficient Indicator: Uses innovative instructional strategies to engage students. Proficient Indicator: Guides students to utilize critical thinking and creativity in the creation of new content. Score/Level value: 1.00 value: 2.00 value: 3.00 Proficient Indicator: Utilizes a variety of strategies to cultivate and support students’ reading interests. Accomplished Indicator: Collaboratively designs differentiated instruction that assures the integration of content, pedagogy, and technology across the curriculum. Accomplished Indicator: Facilitates the collaborative design of learning experiences that cultivate creativity and critical thinking. Distinguished Indicator: Leads professional development in the design of learning experiences that result in studentcreated content. Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Developing Indicator: Understands the components of a collection management plan. Developing Indicator: Recognizes that the collection management plan should be collaboratively developed and regularly updated. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5A.: The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: Score/Level value: 1.00 value: 2.00 value: 3.00 3.1 Efficient and ethical information-seeking behavior Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. SUBJECT HEADINGS AND KEYWORDS Listing of Library of Congress Subject Headings and keywords for searching the topic. Lists incorrect or imprecise examples of Library of Congress Subject Headings and keywords for searching the topic. Lists Library of Congress Subject Headings and keywords for searching the topic. Lists examples of Library of Congress Subject headings and keywords for searching the topic. Standards NC- ECU MLS Program Objectives (2011) Objective: 3. Use reference and information resources in a variety of formats to promote information literacy. NC- ECU MLS Program Objectives (2014) Program Objective: 3. Use reference and information resources in a variety of formats to promote information literacy NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.14 Incorporates information literacy into day-to-day instruction; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs Score/Level value: 1.00 value: 2.00 value: 3.00 of a diverse student population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Developing Indicator: Acknowledges that diversity impacts student learning. Proficient Indicator: Utilizes data to understand the diverse needs of the school community. Proficient Indicator: Provides open and equitable access to information and technology resources that reflect and accommodate diverse student needs and interests. Proficient Indicator: Fosters global literacy, awareness and cultural understanding. Accomplished Indicator: Collaborates with teachers to develop classroom instructional practices that are culturally relevant and address the needs of diverse learners. Accomplished Indicator: Leads professional development on resources and instructional strategies to meet the needs of a diverse population of students. Distinguished Indicator: Recommends to school and/or district administrators changes to education programs and policies based on data analysis. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Developing Indicator: Recognizes the need to use innovative instructional strategies to engage students. Developing Indicator: Recognizes the need to differentiate instruction. Developing Indicator: Recognizes the need to cultivate student creativity, reading interests, and critical thinking. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Proficient Indicator: Uses innovative instructional strategies to engage students. Proficient Indicator: Guides students to utilize critical thinking and creativity in the creation of new content. Proficient Indicator: Utilizes a variety of strategies to cultivate and support students’ reading interests. Accomplished Indicator: Collaboratively designs differentiated instruction that assures the integration of content, pedagogy, and technology across the curriculum. Accomplished Indicator: Facilitates the collaborative design of learning experiences that cultivate creativity and critical thinking. Distinguished Indicator: Leads professional development in the design of learning experiences that result in studentcreated content. Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and Score/Level value: 1.00 value: 2.00 value: 3.00 learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Developing Indicator: Understands the components of a collection management plan. Developing Indicator: Recognizes that the collection management plan should be collaboratively developed and regularly updated. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5A.: The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.1 Efficient and ethical information-seeking behavior Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. SOURCES Listing of selected materials in various forms to Incorrect citations that do not follow APA Style Manual as well as annotations which do not justify the inclusion of each Incorrect citations that do not follow APA Style Manual, or annotations which do not justify the inclusion of each Correct citations according to the APA Style Manual, and accurate annotations which justifies the inclusion of each Score/Level value: 1.00 find more material on the topic, including at least one example of each of the eight categories of reference sources (e.g., dictionaries, encyclopedias, geographical sources, indexes, abstracts, government documents, bibliographies, biographical sources, directories, readyreference sources). source. Less than 20 sources included. value: 2.00 source. At least 20 sources included value: 3.00 source. At least 20 sources included. Standards NC- ECU MLS Program Objectives (2011) Objective: 3. Use reference and information resources in a variety of formats to promote information literacy. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.1 Assesses learning and information needs of students and staff based on input from faculty, administrators, and paraprofessional staff as well as personal observation; Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.8 Modifies instruction and learning environments based on collaborative assessment of student learning problems and successes, as well as teacher practices. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Score/Level value: 1.00 value: 2.00 value: 3.00 Indicator: 1.13 Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting; Indicator: 1.14 Incorporates information literacy into day-to-day instruction; Indicator: 1.16 Supports literacy in the broadest sense (information, reading, writing, and mathematics) across the total curriculum. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5A.: The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. Detail 5B. : Techniques used to retrieve, evaluate, and synthesize information from diverse sources for use by individuals of all ages and groups. Detail 5C. : The methods used to interact successfully with individuals of all ages and groups to provide consultation, mediation, and gui dance in their use of recorded knowledge and information. Detail 5D.: Information literacy/information competence techniques and methods, numerical literacy, and statistical literacy. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.1 Efficient and ethical information-seeking behavior Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. Element: 3.2 Access to information Candidates support flexible, open access for library services. Candidates demonstrate their ability to develop solutions for addressing physical, social and intellectual barriers to equitable access to resources and services. Candidates facilitate access to information in print, non-print, and digital formats. Candidates model and communicate the legal and ethical codes of the profession. Score/Level LIBS 6042 Technology Project Below Proficient Value: 1 Overview The summary provides little or no information about how technology will be integrated into the project. Proficient Value: 2 Above Proficient Value: 3 The summary provides adequate information about how technology will be integrated into the project, with minimal questions as to the method of integration. The summary provides complete information about how technology will be integrated into the project, with no questions as to the method of integration. Standards NC- ECU MLS Program Objectives (2011) Objective: 7. Apply appropriate technologies to support or enhance library functions and processes. NC- ECU MLS Program Objectives (2014) Program Objective: 7. Understand and apply appropriate technologies to support or enhance library functions and processes NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.12 Uses technology to help create learning environments that support students' learning; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs of a diverse student Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Proficient Indicator: Utilizes data to understand the diverse needs of the school community. Proficient Indicator: Provides open and equitable access to information and technology resources that reflect and accommodate diverse student needs and interests. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: c. School Library Media Coordinators function effectively in a complex, dynamic environment. School Library Media Coordinators adapt to a rapidly changing information and technology environment. They thrive in an increasingly digital information landscape and continuously adapt their professional practice based on research and student data to support school goals. Proficient Indicator: Applies findings from evidence-based research to professional practices. Proficient Indicator: Seeks new ideas that support students’ social, emotional, psychological, and academic success. Proficient Indicator: Changes practice to best meet the evolving needs of students, families, schools, and communities. USA- ALA Core Competencies of Librarianship Area 4. : Technological Knowledge and Skills Detail: Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 4A. Information, communication, assistive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies. Detail: 4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications. Detail: 4C. The methods of assessing and evaluating the specifications, efficacy, and cost efficiency of technology-based products and services. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.3 Information technology Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society. Target Audience The target audience is not specified. The target audience is specified, but the description of prior technology experience is not clearly addressed. The target audience is specified with a clear and complete description of past technology experience & applicable ties to Common Core or 21st Century Standards. Standards NC- ECU MLS Program Objectives (2011) Objective: 7. Apply appropriate technologies to support or enhance library functions and processes. NC- ECU MLS Program Objectives (2014) Program Objective: 7. Understand and apply appropriate technologies to support or enhance library functions and processes NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.12 Uses technology to help create learning environments that support students' learning; Indicator: 1.13 Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting; USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5G.: The principles and methods used to assess the impact of current and emerging situations or circumstances on the design and implementation of appropriate services or resource development. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.3 Information technology Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society. Purpose of Project The purpose of the project is not included. The purpose of the project is included, but there are questions as to what the project is meant to accomplish. If there is a similar service or program in place, how it will extend or enhance it is not specified. Standards NC- ECU MLS Program Objectives (2011) Objective: The purpose of the project is included, with a clear description as to what is to be accomplished. A full explanation of how the service or program will enhance already existing ones is provided. Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 7. Apply appropriate technologies to support or enhance library functions and processes. NC- ECU MLS Program Objectives (2014) Program Objective: 7. Understand and apply appropriate technologies to support or enhance library functions and processes NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.12 Uses technology to help create learning environments that support students' learning; Indicator: 1.13 Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. USA- ALA Core Competencies of Librarianship Area 4. : Technological Knowledge and Skills Detail: 4A. Information, communication, assistive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies. Detail: 4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications. Detail: 4D. The principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant technological improvements. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.3 Information technology Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society. Lit Review Review includes fewer than three peer-reviewed studies. Review includes at least three peer-reviewed studies, but citations are not in correct APA format. Review includes at least three peer-reviewed studies, with citations in correct APA format. Standards NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Proficient Indicator: Develops and implements a long-term strategic library program plan that is based on evidence and best practices Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6B. : The central research findings and research literature of the field. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. Program/Service Program/Service example is Example not presented in a clear and well-designed format. Many technical problems occur. Program/Service example is free from technical problems and is presented in a format that has only minor problems with design. Program/Service example is presented in a format that is clear and well-designed, with no technical problems. Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Standards NC- ECU MLS Program Objectives (2011) Objective: 7. Apply appropriate technologies to support or enhance library functions and processes. NC- ECU MLS Program Objectives (2014) Program Objective: 7. Understand and apply appropriate technologies to support or enhance library functions and processes NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.12 Uses technology to help create learning environments that support students' learning; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 1: School Library Media Coordinators demonstrate leadership. Descriptor: a. School Library Media Coordinators lead in the school library media center and media program to support student success. School Library Media Coordinators provide leadership for the school library media program. They share responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education and are prepared for life in the 21st Century. They collaboratively create, align, and implement a program informed by state and national guidelines and researchbased best practices. They transform the library media center into a 21st century learning environment (both virtual and physical) and a shared space for knowledge construction, collaboration and inquiry-based learning, and they assist teachers with similar transformations. They coordinate the activities and training of library media support personnel including volunteers. Proficient Indicator: Aligns all components of the school’s library media program with 21st century skills and content. Proficient Indicator: Aligns all components of the school’s library media program with research-based practices Accomplished Indicator: Provides leadership to the school community in creating a 21st century learning environment. Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Developing Indicator: Recognizes the need to use innovative instructional strategies to engage students. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Proficient Indicator: Develops and implements a long-term strategic library program plan that is based on evidence and best practices USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.6 Personnel responsible for enhancing and maintaining the library’s IT infrastructure keep current with library technology applications and participate in ongoing training. USA- ALA Core Competencies of Librarianship Area 4. : Technological Knowledge and Skills Detail: 4A. Information, communication, assistive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies. Detail: 4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications. Detail: 4D. The principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant technological improvements. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.3 Information technology Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society. Writing Narrative content has multiple grammatical and spelling errors and/or information is not presented in a logical sequence. Narrative content has only minor grammatical and spelling errors. Information is presented in a logical sequence. Narrative content has no grammatical and spelling errors. Information is presented in a logical sequence. Score/Level LIBS 6012 Research Proposal (Spring 2013-- ) Abstract and Introduction value: 1.00 value: 2.00 value: 3.00 Abstract missing, too long, or too short. Abstract and introduction do not summarize the research, or the intent of the research is unclear, or lacks background and context. The study problem seems relatively unimportant. Abstract is adequate, and the introduction contains substantial background and context information that is presented clearly. The importance of the problem is firmly established. Abstract is tightly written and provides a complete preview of the paper. The introduction provides the reader with enough background and context necessary to understand what will follow, and makes a compelling case for the scope and importance of the problem under study. Standards NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Score/Level value: 1.00 value: 2.00 value: 3.00 Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Accomplished Indicator: Conducts action research to determine the impact of the school library media program on student achievement. Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. Research questions or hypotheses Demonstrates flawed or little understanding of a connection between the questions or hypothesis to the study problem, and/or the question/hypothesis statements are illogical. Standards Demonstrates understanding of connections between the questions or hypothesis to the study problem, and the question/hypothesis statements are logical and plausible. Demonstrates understanding of connections between the questions or hypothesis to the study problem, and the question/hypothesis statements are logical and plausible. Research questions or hypotheses are unique, and seek to address an un- or underexplored niche in the research literature. Score/Level value: 1.00 value: 2.00 value: 3.00 NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Accomplished Indicator: Conducts action research to determine the impact of the school library media program on student achievement. Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. USA- ALA Core Competencies of Librarianship Score/Level value: 1.00 value: 2.00 value: 3.00 Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. Conceptual framework of the study Operational definitions are incomplete or lack specificity. Limitations are not considered, or are provided, but are understated or overstated. Operational definitions are provided to explain key terms or variables, but some definitions are too complex, confused, or vague. Limits or limitations of the study are well thought through and logical. Operational definitions thoroughly explain key terms or variables, and limits or limitations of the study are well thought through and logical. Operational definitions do not impose unnecessary limitations on the study. Standards NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Score/Level value: 1.00 value: 2.00 value: 3.00 Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Accomplished Indicator: Conducts action research to determine the impact of the school library media program on student achievement. Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. Score/Level Literature Review value: 1.00 value: 2.00 value: 3.00 Articles only loosely related to the present study, are outdated, or the findings/results do not further an argument for implementing the proposal. Articles are closely related to the present study, and help to refine the reader’s understanding of the research topic or the construction and implementation of the proposal. Seminal articles on the topic were discovered and used to illustrate how the research pathway leads directly to topic of study and the considerations for construction and implementation of the proposal. Standards NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Accomplished Indicator: Conducts action research to determine the impact of the school library media program on student achievement. Score/Level value: 1.00 value: 2.00 value: 3.00 Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. Research Any of the following: Research design and design is poorly suited to the methodology objectives of the research. Methodology for implementation lacks detail. No provision has been made to establish validity and reliability. Visual representations planned for the results are sketchy or are inappropriate. Research design is suited to the objectives of the research, and implementation is adequately described. Validity and reliability have been considered, but may not have been firmly established. Data collection forms or instruments are in draft form. Plans for visual display of results have been explained, but not illustrated with examples. Standards NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- ECU MLS Program Objectives (2014) Research design is well suited to the objectives of the research, and implementation is detailed in terms of data collection and analysis, and promotes a high level of rigor. Data collection forms or instruments are either fully described in text, or provided as full-text appendices. Any tables, charts, diagrams or other forms of visual display planned for the results are explained and are illustrated with examples. Score/Level value: 1.00 value: 2.00 value: 3.00 Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. References References are inadequate in either or both number or quality. References are adequate in number and quality. References may exceed the minimum number, are essential Score/Level value: 1.00 value: 2.00 value: 3.00 to understanding the research proposal, and are from peerreviewed research journals. Standards NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Accomplished Indicator: Conducts action research to determine the impact of the school library media program on student achievement. Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. USA- ALA Core Competencies of Librarianship Area 6. : Research Score/Level value: 1.00 value: 2.00 value: 3.00 Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. APA Style and Format Manuscript disregards APA style for structure and mechanics, and/or in-text and reference citations are not APA format. Manuscript contains so many spelling or grammar errors that it disrupts reading. Manuscript largely follows APA style for structure and mechanics, and for in-text and reference citation formats. Manuscript contains incidental spelling or grammar errors, but not enough to disrupt reading. Manuscript follows APA style for structure and mechanics, and for in-text and reference citation formats. Manuscript contains no spelling or grammar errors, and is well written. Standards NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; USA- ALA Core Competencies of Librarianship Score/Level value: 1.00 value: 2.00 value: 3.00 Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. Score/Level LIBS 6026 Paper (Spring 2014- ) Score/Level OPAC Omission of one or more of: System authority control, source of MARC records, method of importing records, method of editing records, method of creating new records. Some coverage of authority control, source of MARC records, method of importing records, method of editing records, method of creating new records. Thorough coverage of authority control, source of MARC records, method of importing records, method of editing records, method of creating new records. Standards NC- ECU MLS Program Objectives (2011) Objective: 5. Apply appropriate standards and guidelines for the organization of library materials and resources. NC- ECU MLS Program Objectives (2014) Program Objective: 5. Understand and apply appropriate concepts and guidelines for the organization and discoverability of library materials and resources NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 1: School Library Media Coordinators demonstrate leadership. Descriptor: a. School Library Media Coordinators lead in the school library media center and media program to support student success. School Library Media Coordinators provide leadership for the school library media program. They share responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education and are prepared for life in the 21st Century. They collaboratively create, align, and implement a program informed by state and national guidelines and research-based best practices. They transform the library media center into a 21st century learning environment (both virtual and physical) and a shared space for knowledge construction, collaboration and inquiry-based learning, and they assist teachers with similar transformations. They coordinate the activities and training of library media support personnel including volunteers. Proficient Indicator: Aligns all components of the school’s library media program with establishes the library media center as both a physical and virtual shared learning space. Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs of a diverse student population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Proficient Indicator: Provides open and equitable access to information and technology resources that reflect and accommodate diverse student needs and interests. Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: c. School Library Media Coordinators serve, promote and facilitate inquiry-based instruction and the effective use of information and technology. School Library Media Coordinators make their skills and expertise as well as the learning space and resources of the library media center flexibly available and easily accessible to all members of the school community. They help learners become discerning and effective users of information Score/Level and ideas, and they promote the seamless integration of curriculum, pedagogy and technology to meet curricular goals. They encourage teachers and students to apply an inquiryProficient Indicator: Ensures that library resources and technology are flexibly available and easily accessible. USA- AASL Standards for the 21st-Century Learner (2013) Standard: Standard 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Area: 2.1 Skills Descriptor: 2.1.2 Organize knowledge so that it is useful. Descriptor: 2.1.4 Use technology and other information tools to analyze and organize information. Standard: Standard 3. Share knowledge and participate ethically and productively as members of our democratic society. Area: 3.1 Skills Descriptor: 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.3 Library personnel demonstrate commitment to ongoing professional development, maintaining and enhancing knowledge and skills for themselves and their coworkers. USA- ALA Core Competencies of Librarianship Area 3.: Organization of Recorded Knowledge and Information Detail: 3A. The principles involved in the organization and representation of recorded knowledge and information. Detail: 3B. The developmental, descriptive, and evaluative skills needed to organize recorded knowledge and information resources. Detail: 3C. The systems of cataloging, metadata, indexing, and classification standards and methods used to organize recorded knowledge and information. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.1 Collections Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards. History or Future Minimal discussion of historical background of OPACs or their future. Some coverage of historical background of OPACs or their future. Thorough coverage of historical background of OPACs or their future. Score/Level Standards NC- ECU MLS Program Objectives (2011) Objective: 5. Apply appropriate standards and guidelines for the organization of library materials and resources. NC- ECU MLS Program Objectives (2014) Program Objective: 5. Understand and apply appropriate concepts and guidelines for the organization and discoverability of library materials and resources NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 1: School Library Media Coordinators demonstrate leadership. Descriptor: c. School Library Media Coordinators advocate for effective media programs. School Library Media Coordinators are proactive in communicating the vision, requirements and impact of an effective 21st century library media program to key stakeholders using relevant research, evidence of student learning, and other outcomes. They advocate for information fluency, inquiry-based learning, curriculum fidelity, creativity, planning, innovation and reading for enjoyment and lifelong learning to ensure that all students have access to proper learning resources and are prepared for the future. Proficient Indicator: Advocates for shares relevant research, evidence of student learning, and other outcomes to educate the school community about effective school library media programs. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. USA- ALA Core Competencies of Librarianship Area 3.: Organization of Recorded Knowledge and Information Detail: 3A. The principles involved in the organization and representation of recorded knowledge and information. Detail: 3C. The systems of cataloging, metadata, indexing, and classification standards and methods used to organize recorded knowledge and information. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.2 Access to information Candidates support flexible, open access for library services. Candidates demonstrate their ability to develop solutions for addressing physical, social and intellectual barriers to equitable access to resources and services. Candidates facilitate access to information in print, nonprint, and digital formats. Candidates model and communicate the legal and ethical codes of the profession. Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: Score/Level 5.1 Collections Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards. Writing Narrative content has multiple Narrative content has only minor grammatical and spelling errors grammatical and spelling errors. and/or information is not presented in a logical sequence. Information is presented in a logical sequence. Errors in citations or citations are missing. Minor error or errors in citations. Narrative content has no grammatical and spelling errors. Information is presented in a logical sequence. Citations are in correct APA format LIBS 6031 Presentation Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Introduction Presentation opens with little or no information beyond the title slide about the library setting, or is disorganized, incoherent or poorly written. Presentation opens with information about the library setting, but may be vague as to what might follow. Includes primarily the characteristics of the subject library. Presentation opens with enough information to identify the library setting and gives the audience a sense of what will follow. The introduction is concise, engaging and interesting. Role and purpose of the library, and threats, challenges, possible futures Reflects little content delivered in Assignment 1, lacks position statement, weak supporting argument, does not mention threats or challenges. Relies entirely on the thought of others. Reflects some content delivered in Assignment 1, includes a position and argument based on boilerplate material from sources or many quotes from the literature or professional organization statements. Relies on the thoughts of others. Reflects content delivered in Assignment 1, includes a position and reasonable argument, along with discussion of threats and challenges in the contemporary library environment. Reflects independent thought. Standards NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. Objective: 6. Plan, organize, staff, direct and budget library programs to meet informational, instructional and recreational needs. NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research Program Objective: 6. Understand and apply the principles of management, leadership and advocacy to direct and advance library programs NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs of a diverse student population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Developing Indicator: Acknowledges that diversity impacts student learning. Proficient Indicator: Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Utilizes data to understand the diverse needs of the school community. Proficient Indicator: Provides open and equitable access to information and technology resources that reflect and accommodate diverse student needs and interests. Proficient Indicator: Fosters global literacy, awareness and cultural understanding. Accomplished Indicator: Collaborates with teachers to develop classroom instructional practices that are culturally relevant and address the needs of diverse learners. Accomplished Indicator: Leads professional development on resources and instructional strategies to meet the needs of a diverse population of students. Distinguished Indicator: Recommends to school and/or district administrators changes to education programs and policies based on data analysis. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Developing Indicator: Recognizes the need to use innovative instructional strategies to engage students. Developing Indicator: Recognizes the need to differentiate instruction. Developing Indicator: Recognizes the need to cultivate student creativity, reading interests, and critical thinking. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Proficient Indicator: Uses innovative instructional strategies to engage students. Proficient Indicator: Guides students to utilize critical thinking and creativity in the creation of new content. Proficient Indicator: Utilizes a variety of strategies to cultivate and support students’ reading interests. Accomplished Indicator: Collaboratively designs differentiated instruction that assures the integration of content, pedagogy, and technology across the curriculum. Accomplished Indicator: Facilitates the collaborative design of learning experiences that cultivate creativity and critical thinking. Distinguished Indicator: Leads professional development in the design of learning experiences that result in studentcreated content. Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: b. School Library Media Coordinators know the content appropriate to their teaching specialty. School Library Media Coordinators model, promote, and support other educators in the effective use of information resources, best practices in research, multiple literacies, digital safety, and the ethical use of information and technology resources. They collaboratively develop and utilize research-based pedagogical strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. They apply the content standards for students developed by their professional organizations. School Library Media Coordinators collaboratively design, use, and communicate innovative outcome measures to identify evidence of student learning using 21st century skills across all curriculum areas. Developing Indicator: Teaches students safe and ethical use of information and technology resources. Developing Indicator: Teaches students effective strategies for accessing, evaluating, and synthesizing information resources to support learning. Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Developing Indicator: Teaches students utilizes a research model in the school library media center. Developing Indicator: Teaches students demonstrates knowledge of curriculum goals across grade levels and subject areas. Proficient Indicator: Works with teachers to assure that students are safe and ethical use of information and technology resources. Proficient Indicator: Works with teachers to integrate effective strategies for accessing, evaluating, and synthesizing information resources to support teaching and learning. Proficient Indicator: Works with teachers to implement a school wide research model. Accomplished Indicator: Provides leadership in the ethical and appropriate use of information and technology resources. Accomplished Indicator: Provides leadership in collaboratively assessing, evaluating, and synthesizing information resources to support teaching and learning. Distinguished Indicator: Participates in district, state, or national conversations and debates regarding the safe, ethical and appropriate use of information and technology resources. Distinguished Indicator: Provides educational opportunities at the district, state or national level for professional staff members regarding the safe, ethical and appropriate use of information and technology resources. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.3 Library personnel demonstrate commitment to ongoing professional development, maintaining and enhancing knowledge and skills for themselves and their coworkers. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1E. Current types of library (school, public, academic, special, etc.) and closely related information agencies. Detail: 1F. National and international social, public, information, economic, and cultural policies and trends of significance to the library and information profession. Area 5. : Reference and User Services Detail 5G.: The principles and methods used to assess the impact of current and emerging situations or circumstances on the design and implementation of appropriate services or resource development. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Leadership Little connection drawn between leadership and libraries in the current environment, no apparent leadership philosophy, relies on quotes from the literature or professional organization statements. Provides basic rationale for the importance of strong leadership, but leadership philosophy is somewhat vague, hesitant, or implied rather than stated. Draws some parallel between leadership and libraries in the current environment. Provides a compelling reason for the importance of strong leadership, a distinct leadership philosophy statement, and characteristics of and priorities for leaders of libraries in the current environment. Standards NC- ECU MLS Program Objectives (2011) Objective: 6. Plan, organize, staff, direct and budget library programs to meet informational, instructional and recreational needs. NC- ECU MLS Program Objectives (2014) Program Objective: 6. Understand and apply the principles of management, leadership and advocacy to direct and advance library programs NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.2 Acts as a catalyst for change through visioning and planning; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 1: School Library Media Coordinators demonstrate leadership. Descriptor: a. School Library Media Coordinators lead in the school library media center and media program to support student success. School Library Media Coordinators provide leadership for the school library media program. They share responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education and are prepared for life in the 21st Century. They collaboratively create, align, and implement a program informed by state and national guidelines and research-based best practices. They transform the library media center into a 21st century learning environment (both virtual and physical) and a shared space for knowledge construction, collaboration and inquiry-based learning, and they assist teachers with similar transformations. They coordinate the activities and training of library media support personnel including volunteers. Developing Indicator: Understands the significance of a collaborative media program and its impact on student learning. Developing Indicator: Understands 21st century skills and content. Developing Indicator: Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Understands how to establish an open, equitable, accessible, and flexible learning environment. Proficient Indicator: Aligns all components of the school’s library media program with 21st century skills and content. Proficient Indicator: Aligns all components of the school’s library media program with state and local priorities and the North Carolina Standard Course of Study. Proficient Indicator: Aligns all components of the school’s library media program with research-based practices Proficient Indicator: Aligns all components of the school’s library media program with provides leadership in collaboratively planning, promoting, and sustaining the school library media program, services, and resources. Proficient Indicator: Aligns all components of the school’s library media program with establishes the library media center as both a physical and virtual shared learning space. Proficient Indicator: Aligns all components of the school’s library media program with provides an open, equitable and accessible learning environment. Accomplished Indicator: Provides leadership to the school community in creating a 21st century learning environment. Distinguished Indicator: Provides leadership at district, state, and/or national level in creating 21st century learning environments. Descriptor: b. School Library Media Coordinators lead in their schools. School Library Media Coordinators work collaboratively with school personnel to create a professional learning community. They analyze data to develop goals and strategies in the school improvement plan that enhance student learning. They provide input in determining the school budget and in the selection and provision of professional development that meets the needs of the students, the staff, and their own professional growth. They participate in the hiring process and collaborate with their colleagues to support teachers in the improvement of the effectiveness of their departments or grade levels. They establish positive working relationships and communicate with other educators to identify and select resources for curriculum support. They also partner with teachers to design instruction that seamlessly integrates 21st century skills, information fluency, and digital literacy across the curriculum. Developing Indicator: Understands the goals of the school improvement plan. Developing Indicator: Participates in shared decision making within the school. Developing Indicator: Supports and participates in professional learning communities. Proficient Indicator: Participates in the development and implementation of the school improvement plan. Proficient Indicator: Infuses multiple literacies and 21st century skills within content-area instruction. Proficient Indicator: Provides technology-enabled one-on-one and group professional development for school-based educators. Proficient Indicator: Participates in the recruitment hiring process and/or mentoring of school-based educators. Accomplished Indicator: Assumes a leadership role in a Professional Learning Community and/or the school improvement team at the school level. Accomplished Indicator: Models and leads 21st century teaching and learning concepts and strategies. Accomplished Indicator: Collaborates with teachers to integrate information and instructional technology into all curricular areas. Distinguished Indicator: Assumes a leadership role in developing and implementing the school improvement plan. Distinguished Indicator: Participates in a professional learning network (PLN) at the district, state, and/or national level. Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Distinguished Indicator: Provides professional development on integrating information and instructional technology into all curricular areas at the school, district, state, and/or national level. Descriptor: c. School Library Media Coordinators advocate for effective media programs. School Library Media Coordinators are proactive in communicating the vision, requirements and impact of an effective 21st century library media program to key stakeholders using relevant research, evidence of student learning, and other outcomes. They advocate for information fluency, inquiry-based learning, curriculum fidelity, creativity, planning, innovation and reading for enjoyment and lifelong learning to ensure that all students have access to proper learning resources and are prepared for the future. Developing Indicator: Understands the need to advocate for the library media program and resources to support the learning community. Proficient Indicator: Advocates for equitable access to 21st century resources throughout the learning community. Proficient Indicator: Advocates for integration of 21st century skills and resources throughout the school’s instructional program. Proficient Indicator: Advocates for appropriate staffing for the school library program. Proficient Indicator: Advocates for policies and procedures to support effective school library media programs. Proficient Indicator: Advocates for shares relevant research, evidence of student learning, and other outcomes to educate the school community about effective school library media programs. Accomplished Indicator: Establishes internal and external partnerships to advocate for effective school library media program. Distinguished Indicator: Provides leadership beyond the school level in communicating the impact of library media program on 21st century content and skills. Distinguished Indicator: Leverages partnerships to advocate at the local, district, state and/or national level for highly effective school library media programs. Descriptor: d. School Library Media Coordinators demonstrate high ethical standards. School Library Media Coordinators demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. They uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998. Developing Indicator: Models ethical behavior as outlined in the Code of Ethics for NC Educators and the Standards for Professional Conduct. Developing Indicator: Models best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Proficient Indicator: Educates students, teachers, and other members of the school community to use best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Accomplished Indicator: Partners with other libraries and community organizations to promote the use of best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Distinguished Indicator: Participates in state and/or national conversations regarding ethical access and use of resources, intellectual property, and digital citizenship. Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: b. School Library Media Coordinators link professional growth to their professional goals. School Library Media Coordinators actively seek ongoing professional development to improve their practice and the effectiveness of the library media program. Developing Indicator: Develops and follows a professional growth plan aligned to evaluation results and professional practice needs. Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Developing Indicator: Understands that personal culture and experiences may impact professional practice. Proficient Indicator: Participates in professional development that addresses professional growth goals. Proficient Indicator: Participates in professional development that reflects 21st Century skills and knowledge. Proficient Indicator: Participates in professional development that is aligned with State Board of Education and school and district priorities. Accomplished Indicator: Applies and implements knowledge and skills attained from professional development to improve the library program and their practice. Distinguished Indicator: Assesses the impact of professional development on the effectiveness of their instruction and the library program. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 7. Management/Administration: Libraries engage in continuous planning and assessment to inform resource allocation and to meet their mission effectively and efficiently. Performance Indicator: 7.2 Library personnel participate in campus decision making needed for effective library management. USA- ALA Core Competencies of Librarianship Area 8. : Administration and Management Detail 8E. : The concepts behind, issues relating to, and methods for, principled, transformational leadership. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.3 Leadership Candidates are able to articulate the role and relationship of the school library program's impact on student academic achievement within the context of current educational initiatives. Utilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts. Budget in Context Presents some content delivered in Assignment 4, but with little or incorrect analysis of the subject library’s current position. Little or no interpretation for the audience. Section is two slides or less. Presents some content delivered in Assignment 4, but short on analysis of the subject library’s current position and interpretation for audience. Section is brief. Presents all content delivered in Assignment 4 to fully describe and analyze the subject library’s current position. Fully and correctly interprets data for the audience. Standards NC- ECU MLS Program Objectives (2011) Objective: 6. Plan, organize, staff, direct and budget library programs to meet informational, instructional and recreational needs. Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 NC- ECU MLS Program Objectives (2014) Program Objective: 6. Understand and apply the principles of management, leadership and advocacy to direct and advance library programs NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 4: Program Administration The school library media coordinator understands and demonstrates effective techniques for managing the school library media program and aligning program goals with the educational mission of the school. Functioning in a stewardship role, the school library media coordinator manages resources and makes them readily available to students, teachers, administrators, and support staff both within and beyond the walls of the school. Working with the Media and Technology Advisory Committee (MTAC) and through other partnerships, the school library media coordinator acts as a change agent to plan and implement policies and procedures that enhance access to resources and services and to solve problems as they arise. Indicator: 4.7 Plays a leading role in the school’s budgetary processes to ensure funding for the school library media program to support school-wide goals; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 1: School Library Media Coordinators demonstrate leadership. Descriptor: c. School Library Media Coordinators advocate for effective media programs. School Library Media Coordinators are proactive in communicating the vision, requirements and impact of an effective 21st century library media program to key stakeholders using relevant research, evidence of student learning, and other outcomes. They advocate for information fluency, inquiry-based learning, curriculum fidelity, creativity, planning, innovation and reading for enjoyment and lifelong learning to ensure that all students have access to proper learning resources and are prepared for the future. Developing Indicator: Understands the need to advocate for the library media program and resources to support the learning community. Proficient Indicator: Advocates for equitable access to 21st century resources throughout the learning community. Proficient Indicator: Advocates for integration of 21st century skills and resources throughout the school’s instructional program. Proficient Indicator: Advocates for appropriate staffing for the school library program. Proficient Indicator: Advocates for policies and procedures to support effective school library media programs. Proficient Indicator: Advocates for shares relevant research, evidence of student learning, and other outcomes to educate the school community about effective school library media programs. Accomplished Indicator: Establishes internal and external partnerships to advocate for effective school library media program. Distinguished Indicator: Provides leadership beyond the school level in communicating the impact of library media program on 21st century content and skills. Distinguished Indicator: Leverages partnerships to advocate at the local, district, state and/or national level for highly effective school library media programs. Descriptor: d. School Library Media Coordinators demonstrate high ethical standards. School Library Media Coordinators demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. They uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998. Developing Indicator: Models ethical behavior as outlined in the Code of Ethics for NC Educators and the Standards for Professional Conduct. Developing Indicator: Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Models best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Proficient Indicator: Educates students, teachers, and other members of the school community to use best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Accomplished Indicator: Partners with other libraries and community organizations to promote the use of best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Distinguished Indicator: Participates in state and/or national conversations regarding ethical access and use of resources, intellectual property, and digital citizenship. USA- ALA Core Competencies of Librarianship Area 8. : Administration and Management Detail 8A.: The principles of planning and budgeting in libraries and other information agencies. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.2 Professional Ethics Candidates practice the ethical principles of their profession, advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibility. Candidates educate the school community on the ethical use of information and ideas. Evaluation Identifies illogical or marginal for quality stakeholders and provides little improvement or no explanation of influence. Measures are included that do not bear relationship to desired outcomes. Evaluation framework would not be likely to results in evidence to guide future quality improvement actions. Identifies logical stakeholders, influence, and desired outcomes. Measures are somewhat associated with stakeholders’ desired outcomes and may be convincing. Evaluation framework would result in modest evidence to guide future quality improvement actions. Identifies stakeholders of great influence, explains their influence, desired outcomes are estimated reasonably, measures are strongly associated with stakeholders’ desired outcomes, and expected results for the library follow logically. Evaluation framework is highly likely to result in evidence that would guide future quality improvement actions. Standards NC- ECU MLS Program Objectives (2011) Objective: 6. Plan, organize, staff, direct and budget library programs to meet informational, instructional and recreational needs. NC- ECU MLS Program Objectives (2014) Program Objective: 6. Understand and apply the principles of management, leadership and advocacy to direct and advance library programs Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.5 Collaborates with system-level and building-level technology personnel to provide leadership in the school’s use of instructional technology resources to enhance learning; Indicator: 2.8 Seeks, evaluates, and applies input for improvement provided by educators, parents, students, and community leaders. Standard: Standard 4: Program Administration The school library media coordinator understands and demonstrates effective techniques for managing the school library media program and aligning program goals with the educational mission of the school. Functioning in a stewardship role, the school library media coordinator manages resources and makes them readily available to students, teachers, administrators, and support staff both within and beyond the walls of the school. Working with the Media and Technology Advisory Committee (MTAC) and through other partnerships, the school library media coordinator acts as a change agent to plan and implement policies and procedures that enhance access to resources and services and to solve problems as they arise. Indicator: 4.6 Evaluates the school library media program on a continual basis according to accepted standards of quality; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Developing Indicator: Thinks systematically and critically about the impact of the school library media program on student learning. Proficient Indicator: Develops and implements a long-term strategic library program plan that is based on evidence and best practices Proficient Indicator: Develops and implements a long-term strategic library program plan that reflects the goals of the school improvement plan Proficient Indicator: Develops and implements a long-term strategic library program plan that collects and uses I relevant data to improve their professional practice and the library media program Accomplished Indicator: Seeks feedback from stakeholders on the effectiveness of service delivery and needed changes. Accomplished Indicator: Conducts action research to determine the impact of the school library media program on student achievement. Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. Distinguished Indicator: Advocates for changes to the school library media program guided by action research findings. Distinguished Indicator: Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Collaborates with stakeholders to use action research findings in the implementation of the school library media program. Descriptor: b. School Library Media Coordinators link professional growth to their professional goals. School Library Media Coordinators actively seek ongoing professional development to improve their practice and the effectiveness of the library media program. Developing Indicator: Develops and follows a professional growth plan aligned to evaluation results and professional practice needs. Developing Indicator: Understands that personal culture and experiences may impact professional practice. Proficient Indicator: Participates in professional development that addresses professional growth goals. Proficient Indicator: Participates in professional development that reflects 21st Century skills and knowledge. Proficient Indicator: Participates in professional development that is aligned with State Board of Education and school and district priorities. Accomplished Indicator: Applies and implements knowledge and skills attained from professional development to improve the library program and their practice. Distinguished Indicator: Assesses the impact of professional development on the effectiveness of their instruction and the library program. Descriptor: c. School Library Media Coordinators function effectively in a complex, dynamic environment. School Library Media Coordinators adapt to a rapidly changing information and technology environment. They thrive in an increasingly digital information landscape and continuously adapt their professional practice based on research and student data to support school goals. Developing Indicator: Stays current with evolving research about the changing information and technology environment. Proficient Indicator: Applies findings from evidence-based research to professional practices. Proficient Indicator: Seeks new ideas that support students’ social, emotional, psychological, and academic success. Proficient Indicator: Changes practice to best meet the evolving needs of students, families, schools, and communities. Accomplished Indicator: Routinely monitors the impact of changes to professional practice. Distinguished Indicator: Uses the results of monitoring activities to improve the school library media program. Distinguished Indicator: Shares results of monitoring activities and offers recommendations for the improvement of the school library media program throughout the school and district. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 7. Management/Administration: Libraries engage in continuous planning and assessment to inform resource allocation and to meet their mission effectively and efficiently. Performance Indicator: 7.8 Library personnel model a culture of continuous improvement. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5E.: The principles and methods of advocacy used to reach specific audiences to promote and explain concepts and services. Area 8. : Administration and Management Score/Level Below Proficient Value: 1 Proficient Value: 2 Above Proficient Value: 3 Detail 8C.: The concepts behind, and methods for, assessment and evaluation of library services and their outcomes. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.4 Advocacy Candidates identify stakeholders within and outside the school community who impact the school library program. Candidates develop a plan to advocate for school library and information programs, resources, and services. Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.4 Strategic Planning and Assessment Candidates communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services, and standards with the school's mission. Candidates make effective use of data and information to assess how the library program addresses the needs of their diverse communities. Conclusion Ends haphazardly or abruptly. Summarizes or restates previous material without drawing conclusions or meaning for the audience. Without repeating previous content, leaves the audience with a strong final impression and a sense of completeness. Poses questions, or challenges the audience to rethink their ideas, or looks to the future. Inspires the audience. Design, composition, construction, and appearance of the presentation Content seems disorganized. Design, slide composition or style is inconsistent across the entire presentation. There are errors in grammar or spelling. Content is well-organized, presented logically, and some attempt at transition has been employed. One or two slides may contain too much text, but overall the text is wellproportioned. Some attention has been paid to design elements and overall attractiveness. There are no errors in grammar or spelling. Content is well-organized and flows seamlessly. Slides are attractive, well composed and easy to read. Visual or graphic elements are appropriate to text. Content is presented in proportion to weights for each section. There are no errors in grammar or spelling. Standards Score/Level Below Proficient Value: 1 Proficient Value: 2 USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). Above Proficient Value: 3 Score/Level LIBS 6018 Rebuilding Collection Below Proficient Introduction/Conclusion Student does not communicate reasons for collection rebuilding; does not base rebuilding on information gleaned from previous assignments— community analysis, interviewing, and observation/evaluation; judgment for rebuilding not evident; conclusion missing that ties elements of assignment together. Proficient Student communicates reasons for collection rebuilding supported by evidence gleaned from community analysis, interview, and observation/evaluation. Student concludes assignment with a strong statement about need to rebuild collection and its value to the community. Above Proficient Student communicates reasons for collection rebuilding supported by evidence gleaned from community analysis, interview, and observation/evaluation; student refers to class readings and chats; student concludes assignment by displaying exemplary judgment for rebuilding collection and value to community. Standards NC- ECU MLS Program Objectives (2011) Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various formats and library settings NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs of a diverse student population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Proficient Indicator: Utilizes data to understand the diverse needs of the school community. Proficient Indicator: Provides open and equitable access to information and technology resources that reflect and accommodate diverse student needs and interests. Proficient Indicator: Score/Level Below Proficient Proficient Above Proficient Fosters global literacy, awareness and cultural understanding. Accomplished Indicator: Collaborates with teachers to develop classroom instructional practices that are culturally relevant and address the needs of diverse learners. Accomplished Indicator: Leads professional development on resources and instructional strategies to meet the needs of a diverse population of students. Distinguished Indicator: Recommends to school and/or district administrators changes to education programs and policies based on data analysis. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). Area 5. : Reference and User Services Detail 5F.: The principles of assessment and response to diversity in user needs, user communities, and user preferences. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.1. Networking with the library community Candidates demonstrate the ability to establish connections with other libraries and to strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information. Candidates participate and collaborate as members of a social and intellectual network of learners. Deselection/Selection of replacement items Required elements missing: Student provides required Student does not (1) deselect information about deselected and select replacement five resources. required items or (2) does not provide proper bibliographic information or (3) does not provide reviews or (4) does not provide costs. Standards Student communicates each required element; reviews of items are superior; judgment for deselection and selection of replacement items is clearly communicated. Score/Level Below Proficient Proficient Above Proficient NC- ECU MLS Program Objectives (2011) Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various formats and library settings NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Proficient Indicator: Utilizes a variety of strategies to cultivate and support students’ reading interests. Accomplished Indicator: Facilitates the collaborative design of learning experiences that cultivate creativity and critical thinking. Distinguished Indicator: Leads professional development in the design of learning experiences that result in studentcreated content. Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students. Score/Level Below Proficient Proficient Above Proficient USA- ALA Core Competencies of Librarianship Area 2.: Information Resources Detail: 2B. Concepts, issues, and methods related to the acquisition and disposition of resources, including evaluation, selection, purchasing, processing, storing, and deselection. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.1 Collections Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards. Element: 5.4 Strategic Planning and Assessment Candidates communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services, and standards with the school's mission. Candidates make effective use of data and information to assess how the library program addresses the needs of their diverse communities. Selection 20 items are not selected in required categories; or required elements are not addressed. Student selects 20 items based on required elements identified in this assignment’s template. Student selects 20 items based on required elements; reviews are exceptional; judgment evident. Standards NC- ECU MLS Program Objectives (2011) Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various formats and library settings NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Score/Level Below Proficient Proficient Above Proficient Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students. USA- ALA Core Competencies of Librarianship Area 2.: Information Resources Detail: 2C. Concepts, issues, and methods related to the management of various collections. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.1 Collections Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards. Budget Budget is not provided. Budget sum is provided. Student identifies budget by book and jobber; identifies available discounts; identifies costs for processing and shipping materials. Standards NC- ECU MLS Program Objectives (2011) Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various formats and library settings USA- ACRL Standards for Libraries in Higher Education (2012) Score/Level Below Proficient Proficient Above Proficient Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.5 Library personnel are professionally competent, diverse, and empowered. USA- ALA Core Competencies of Librarianship Area 8. : Administration and Management Detail 8A.: The principles of planning and budgeting in libraries and other information agencies. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.3 Personnel, Funding, and Facilities Candidates apply best practices related to planning, budgeting, and evaluating human, information, and physical resources. Candidates organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. Candidates develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries. Score/Level LIBS 6135 Notable Children's Pamph. value: 1.00 Item selection Required item selection is insufficient. value: 2.00 Selection of 25 items of various formats that are mostly developmentally appropriate and meet interest levels according to mostly acceptable reviews. value: 3.00 Selection of 25 items of various formats are developmentally appropriate and meet interest levels according to acceptable reviews; evidence of extraordinary care and thought given to the selection of materials for a diverse group of primary-aged children. Standards NC- ECU MLS Program Objectives (2011) Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various formats and library settings NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.2 Acts as a catalyst for change through visioning and planning; Standard: Standard 3: Information and Ideas As an information specialist, the school library media coordinator plays a vital role in a democratic society: to provide access to information and ideas representing all points of view through resources in a variety of formats for students and staff who must function as well-informed and literate citizens in making choices and decisions. The school library media coordinator also has a fundamental responsibility to help students develop their information literacy skills to find, analyze, and use information effectively. At the same time, the school library media coordinator creates a culture and learning environment that fosters reading literacy for information and for pleasure. Indicator: 3.1 Creates and maintains an environment conducive to learning; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Score/Level value: 1.00 value: 2.00 value: 3.00 Developing Indicator: Understands the components of a collection management plan. Developing Indicator: Recognizes that the collection management plan should be collaboratively developed and regularly updated. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: b. School Library Media Coordinators know the content appropriate to their teaching specialty. School Library Media Coordinators model, promote, and support other educators in the effective use of information resources, best practices in research, multiple literacies, digital safety, and the ethical use of information and technology resources. They collaboratively develop and utilize research-based pedagogical strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. They apply the content standards for students developed by their professional organizations. School Library Media Coordinators collaboratively design, use, and communicate innovative outcome measures to identify evidence of student learning using 21st century skills across all curriculum areas. Developing Indicator: Teaches students safe and ethical use of information and technology resources. Developing Indicator: Teaches students effective strategies for accessing, evaluating, and synthesizing information resources to support learning. Developing Indicator: Teaches students utilizes a research model in the school library media center. Developing Indicator: Teaches students demonstrates knowledge of curriculum goals across grade levels and subject areas. Proficient Indicator: Works with teachers to assure that students are safe and ethical use of information and technology resources. Proficient Indicator: Works with teachers to integrate effective strategies for accessing, evaluating, and synthesizing information resources to support teaching and learning. Proficient Indicator: Works with teachers to implement a school wide research model. Accomplished Indicator: Provides leadership in the ethical and appropriate use of information and technology resources. Accomplished Indicator: Provides leadership in collaboratively assessing, evaluating, and synthesizing information resources to support teaching and learning. Distinguished Indicator: Participates in district, state, or national conversations and debates regarding the safe, ethical and appropriate use of information and technology resources. Distinguished Indicator: Provides educational opportunities at the district, state or national level for professional staff members regarding the safe, ethical and appropriate use of information and technology resources. Descriptor: Score/Level value: 1.00 value: 2.00 value: 3.00 c. School Library Media Coordinators promote reading as a foundational skill for learning. School Library Media Coordinators champion reading for information, pleasure and lifelong learning. They build relationships with students to discover reading interests and assist in finding engaging and appropriate materials to encourage a love of reading. They partner with teachers in identifying the reading interests and needs of students and recommending appropriate resources. Developing Indicator: Identifies appropriate resources based on student interests and needs to scaffold and support differentiated instruction. Developing Indicator: Assists students in finding engaging and appropriate information resources by building on their interests. Proficient Indicator: Challenges students to read for pleasure. Proficient Indicator: Challenges students to read independently. Proficient Indicator: Challenges students to read increasingly complex materials. Proficient Indicator: Challenges students to read a variety of materials Across a variety of subject areas and disciplines. Proficient Indicator: Challenges students to read partners with teachers in identifying the reading interests and needs of students. Proficient Indicator: Challenges students to read recommends appropriate resources to address the reading interests and needs of students. Accomplished Indicator: Expands and enhances the quantity and quality of students’ reading activities. Accomplished Indicator: Promotes the use of a variety of engaging and appropriate materials to support reading instruction. Distinguished Indicator: Involves stakeholders in leisure reading activities. Distinguished Indicator: Provides leadership in implementing community partnerships to support literacy programs. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5B. : Techniques used to retrieve, evaluate, and synthesize information from diverse sources for use by individuals of all ages and groups. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Standard: Standard 2: Literacy and Reading Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. Score/Level value: 1.00 value: 2.00 value: 3.00 Element: 2.1 Literature Candidates are familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning. Element: 2.3 Respect for diversity Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students and their communities. Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.1 Collections Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards. Pamphlet One or more required pamphlet elements is insufficient (e.g., readability, formatting, length of reviews This pamphlet meets required elements and is acceptable, but the pamphlet is not quite ready for prime time because of limitations in readability, formatting, or length of reviews. Visually attractive, easy to read format, attention grabbing; each review is less than 30 words. This pamphlet is beyond proficient and ready for prime time! (no errors) Standards NC- ECU MLS Program Objectives (2011) Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.1 Assesses learning and information needs of students and staff based on input from faculty, administrators, and paraprofessional staff as well as personal observation; Standard: Standard 4: Program Administration The school library media coordinator understands and demonstrates effective techniques for managing the school library media program and aligning program goals with the educational mission of the school. Functioning in a stewardship role, the school library media coordinator manages resources and makes them readily available to students, teachers, administrators, and support staff both within and beyond the walls of the school. Working with the Media and Technology Advisory Committee (MTAC) and through other partnerships, the school library media coordinator acts as a change agent to plan and implement policies and procedures that enhance access to resources and services and to solve problems as they arise. Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 4.2 Bases program decisions on action research and best practices in order to maximize the school library media program’s impact on student achievement; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Developing Indicator: Understands the components of a collection management plan. Developing Indicator: Recognizes that the collection management plan should be collaboratively developed and regularly updated. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: b. School Library Media Coordinators know the content appropriate to their teaching specialty. School Library Media Coordinators model, promote, and support other educators in the effective use of information resources, best practices in research, multiple literacies, digital safety, and the ethical use of information and technology resources. They collaboratively develop and utilize research-based pedagogical strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. They apply the content standards for students developed by their professional organizations. School Library Media Coordinators collaboratively design, use, and communicate innovative outcome measures to identify evidence of student learning using 21st century skills across all curriculum areas. Developing Indicator: Teaches students safe and ethical use of information and technology resources. Developing Indicator: Teaches students effective strategies for accessing, evaluating, and synthesizing information resources to support learning. Developing Indicator: Teaches students utilizes a research model in the school library media center. Developing Indicator: Teaches students demonstrates knowledge of curriculum goals across grade levels and subject areas. Proficient Indicator: Works with teachers to assure that students are safe and ethical use of information and technology resources. Proficient Indicator: Works with teachers to integrate effective strategies for accessing, evaluating, and synthesizing information resources to support teaching and learning. Proficient Indicator: Works with teachers to implement a school wide research model. Score/Level value: 1.00 value: 2.00 value: 3.00 Accomplished Indicator: Provides leadership in the ethical and appropriate use of information and technology resources. Accomplished Indicator: Provides leadership in collaboratively assessing, evaluating, and synthesizing information resources to support teaching and learning. Distinguished Indicator: Participates in district, state, or national conversations and debates regarding the safe, ethical and appropriate use of information and technology resources. Distinguished Indicator: Provides educational opportunities at the district, state or national level for professional staff members regarding the safe, ethical and appropriate use of information and technology resources. Descriptor: c. School Library Media Coordinators promote reading as a foundational skill for learning. School Library Media Coordinators champion reading for information, pleasure and lifelong learning. They build relationships with students to discover reading interests and assist in finding engaging and appropriate materials to encourage a love of reading. They partner with teachers in identifying the reading interests and needs of students and recommending appropriate resources. Developing Indicator: Identifies appropriate resources based on student interests and needs to scaffold and support differentiated instruction. Developing Indicator: Assists students in finding engaging and appropriate information resources by building on their interests. Proficient Indicator: Challenges students to read for pleasure. Proficient Indicator: Challenges students to read independently. Proficient Indicator: Challenges students to read increasingly complex materials. Proficient Indicator: Challenges students to read a variety of materials Across a variety of subject areas and disciplines. Proficient Indicator: Challenges students to read partners with teachers in identifying the reading interests and needs of students. Proficient Indicator: Challenges students to read recommends appropriate resources to address the reading interests and needs of students. Accomplished Indicator: Expands and enhances the quantity and quality of students’ reading activities. Accomplished Indicator: Promotes the use of a variety of engaging and appropriate materials to support reading instruction. Distinguished Indicator: Involves stakeholders in leisure reading activities. Distinguished Indicator: Provides leadership in implementing community partnerships to support literacy programs. USA- ALA Core Competencies of Librarianship Area 4. : Technological Knowledge and Skills Detail: 4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications. Area 5. : Reference and User Services Detail 5E.: The principles and methods of advocacy used to reach specific audiences to promote and explain concepts and services. Area 8. : Administration and Management Score/Level value: 1.00 value: 2.00 value: 3.00 Detail 8D.: The concepts behind, and methods for, developing partnerships, collaborations, networks, and other structures with all stakeholders and within communities served. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.3 Information technology Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society. Writing style Reviews contain many errors; reviews are not polished and not well-written. Reviews are suitable and proficient, but lack polish; the well-written, compelling, and joy to read quality in the “above proficient” category is not consistently evident throughout the pamphlet. Reviews are well-written; polished; good use of sentence structure, adjectives, adverbs, and transitions to create a compelling 30-word review; no grammatical or editorial problems. Standards USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). Suggestions Suggestions do not meet to parents “proficient” category; lack of and suggestions. caretakers Suggestions are developmentally appropriate, but not presented as concisely and succinctly as in “above proficient” category; meaningfulness of suggestion not evident. The value of the developmentally appropriate suggestions are clearly, but succinctly, described ; fun and cleaver; meaningful; engagingly interspersed throughout pamphlet. Standards NC- ECU MLS Program Objectives (2011) Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 9. Obtain practical experience in professional roles for which students and preparing Score/Level value: 1.00 value: 2.00 value: 3.00 NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 4: Program Administration The school library media coordinator understands and demonstrates effective techniques for managing the school library media program and aligning program goals with the educational mission of the school. Functioning in a stewardship role, the school library media coordinator manages resources and makes them readily available to students, teachers, administrators, and support staff both within and beyond the walls of the school. Working with the Media and Technology Advisory Committee (MTAC) and through other partnerships, the school library media coordinator acts as a change agent to plan and implement policies and procedures that enhance access to resources and services and to solve problems as they arise. Indicator: 4.3 Develops and implements an ongoing collection development and evaluation planning process, in collaboration with the Media and Technology Advisory Committee, that focuses on a variety of formats and resources to meet diverse learning needs; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Developing Indicator: Understands the components of a collection management plan. Developing Indicator: Recognizes that the collection management plan should be collaboratively developed and regularly updated. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: b. School Library Media Coordinators know the content appropriate to their teaching specialty. School Library Media Coordinators model, promote, and support other educators in the effective use of information resources, best practices in research, multiple literacies, digital safety, and the ethical use of information and technology resources. They collaboratively develop and utilize research-based pedagogical strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. They apply the content standards for students developed by their professional organizations. School Library Media Coordinators collaboratively design, use, and communicate innovative outcome measures to identify evidence of student learning using 21st century skills across all curriculum areas. Developing Indicator: Teaches students safe and ethical use of information and technology resources. Developing Indicator: Teaches students effective strategies for accessing, evaluating, and synthesizing information resources to support learning. Score/Level value: 1.00 value: 2.00 value: 3.00 Developing Indicator: Teaches students utilizes a research model in the school library media center. Developing Indicator: Teaches students demonstrates knowledge of curriculum goals across grade levels and subject areas. Proficient Indicator: Works with teachers to assure that students are safe and ethical use of information and technology resources. Proficient Indicator: Works with teachers to integrate effective strategies for accessing, evaluating, and synthesizing information resources to support teaching and learning. Proficient Indicator: Works with teachers to implement a school wide research model. Accomplished Indicator: Provides leadership in the ethical and appropriate use of information and technology resources. Accomplished Indicator: Provides leadership in collaboratively assessing, evaluating, and synthesizing information resources to support teaching and learning. Distinguished Indicator: Participates in district, state, or national conversations and debates regarding the safe, ethical and appropriate use of information and technology resources. Distinguished Indicator: Provides educational opportunities at the district, state or national level for professional staff members regarding the safe, ethical and appropriate use of information and technology resources. Descriptor: c. School Library Media Coordinators promote reading as a foundational skill for learning. School Library Media Coordinators champion reading for information, pleasure and lifelong learning. They build relationships with students to discover reading interests and assist in finding engaging and appropriate materials to encourage a love of reading. They partner with teachers in identifying the reading interests and needs of students and recommending appropriate resources. Developing Indicator: Identifies appropriate resources based on student interests and needs to scaffold and support differentiated instruction. Developing Indicator: Assists students in finding engaging and appropriate information resources by building on their interests. Proficient Indicator: Challenges students to read for pleasure. Proficient Indicator: Challenges students to read independently. Proficient Indicator: Challenges students to read increasingly complex materials. Proficient Indicator: Challenges students to read a variety of materials Across a variety of subject areas and disciplines. Proficient Indicator: Challenges students to read partners with teachers in identifying the reading interests and needs of students. Proficient Indicator: Challenges students to read recommends appropriate resources to address the reading interests and needs of students. Accomplished Indicator: Expands and enhances the quantity and quality of students’ reading activities. Accomplished Indicator: Promotes the use of a variety of engaging and appropriate materials to support reading instruction. Distinguished Indicator: Involves stakeholders in leisure reading activities. Distinguished Indicator: Provides leadership in implementing community partnerships to support literacy programs. USA- ALA Core Competencies of Librarianship Score/Level value: 1.00 value: 2.00 value: 3.00 Area 2.: Information Resources Detail: 2B. Concepts, issues, and methods related to the acquisition and disposition of resources, including evaluation, selection, purchasing, processing, storing, and deselection. Area 5. : Reference and User Services Detail 5A.: The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. Area 7.: Continuing Education and Lifelong Learning Detail 7B. : The role of the library in the lifelong learning of patrons, including an understanding of lifelong learning in the provision of quality service and the use of lifelong learning in the promotion of library services. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.2 Effective and knowledgeable teacher Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement. Standard: Standard 2: Literacy and Reading Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. Element: 2.2 Reading promotion Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. Element: 2.4 Literacy strategies Candidates collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text. Reflection on pamphlet as advocacy tool Student does not reflect, or reflection is minimal. Student does not connect pamphlet with advocacy. Standards Student reflects on pamphlet and its potential as an advocacy tool. Identifies ways to use pamphlet, but less clearly than in “above proficient” category. Student reflects on and clearly expresses pamphlets potential as an advocacy tool; identifies specific ways to use pamphlet with audiences and organizations to increase literacy; creates brief plan. Score/Level value: 1.00 value: 2.00 value: 3.00 NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: a. School Library Media Coordinators develop a library collection that supports 21st Century teaching and learning. School Library Media Coordinators develop an appropriate and high quality library media collection that facilitates 21st century teaching and learning. They use collection mapping and other collection analysis tools to ensure that the collection is dynamic, learner-centered, supports the North Carolina Standard Course of Study, and meets the unique needs of the school and its learners. Developing Indicator: Understands the components of a collection management plan. Developing Indicator: Recognizes that the collection management plan should be collaboratively developed and regularly updated. Proficient Indicator: Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan. Proficient Indicator: Ensures that the library collection is aligned with and supports the NC Standard Course of Study. Proficient Indicator: Ensures that the library collection provides for the recreational and informational needs of students in a variety of formats. Accomplished Indicator: Uses collection management plan data to solicit external resources to support collection development. Distinguished Indicator: Provides leadership beyond the school level in best practices regarding the development and implementation of a high quality collection management plan. Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: b. School Library Media Coordinators know the content appropriate to their teaching specialty. School Library Media Coordinators model, promote, and support other educators in the effective use of information resources, best practices in research, multiple literacies, digital safety, and the ethical use of information and technology resources. They collaboratively develop and utilize research-based pedagogical strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. They apply the content standards for students developed by their professional organizations. School Library Media Coordinators collaboratively design, use, and communicate innovative outcome measures to identify evidence of student learning using 21st century skills across all curriculum areas. Score/Level value: 1.00 value: 2.00 value: 3.00 Developing Indicator: Teaches students safe and ethical use of information and technology resources. Developing Indicator: Teaches students effective strategies for accessing, evaluating, and synthesizing information resources to support learning. Developing Indicator: Teaches students utilizes a research model in the school library media center. Developing Indicator: Teaches students demonstrates knowledge of curriculum goals across grade levels and subject areas. Proficient Indicator: Works with teachers to assure that students are safe and ethical use of information and technology resources. Proficient Indicator: Works with teachers to integrate effective strategies for accessing, evaluating, and synthesizing information resources to support teaching and learning. Proficient Indicator: Works with teachers to implement a school wide research model. Accomplished Indicator: Provides leadership in the ethical and appropriate use of information and technology resources. Accomplished Indicator: Provides leadership in collaboratively assessing, evaluating, and synthesizing information resources to support teaching and learning. Distinguished Indicator: Participates in district, state, or national conversations and debates regarding the safe, ethical and appropriate use of information and technology resources. Distinguished Indicator: Provides educational opportunities at the district, state or national level for professional staff members regarding the safe, ethical and appropriate use of information and technology resources. Descriptor: c. School Library Media Coordinators promote reading as a foundational skill for learning. School Library Media Coordinators champion reading for information, pleasure and lifelong learning. They build relationships with students to discover reading interests and assist in finding engaging and appropriate materials to encourage a love of reading. They partner with teachers in identifying the reading interests and needs of students and recommending appropriate resources. Developing Indicator: Identifies appropriate resources based on student interests and needs to scaffold and support differentiated instruction. Developing Indicator: Assists students in finding engaging and appropriate information resources by building on their interests. Proficient Indicator: Challenges students to read for pleasure. Proficient Indicator: Challenges students to read independently. Proficient Indicator: Challenges students to read increasingly complex materials. Proficient Indicator: Challenges students to read a variety of materials Across a variety of subject areas and disciplines. Proficient Indicator: Challenges students to read partners with teachers in identifying the reading interests and needs of students. Proficient Indicator: Challenges students to read recommends appropriate resources to address the reading interests and needs of students. Accomplished Indicator: Expands and enhances the quantity and quality of students’ reading activities. Accomplished Indicator: Promotes the use of a variety of engaging and appropriate materials to support reading instruction. Distinguished Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 Involves stakeholders in leisure reading activities. Distinguished Indicator: Provides leadership in implementing community partnerships to support literacy programs. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1H. The importance of effective advocacy for libraries, librarians, other library workers, and library services. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.1. Networking with the library community Candidates demonstrate the ability to establish connections with other libraries and to strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information. Candidates participate and collaborate as members of a social and intellectual network of learners. Element: 4.4 Advocacy Candidates identify stakeholders within and outside the school community who impact the school library program. Candidates develop a plan to advocate for school library and information programs, resources, and services. Score/Level LIBS 6137 Booktalk value: 1.00 Teen description No information; or information provided about teens is limited to gender, age, and number in attendance. value: 2.00 Description of students includes age, gender, special needs, ethnicity, interests, and hobbies. value: 3.00 Meets proficiency, in addition MLS student collects and communicates additional information about young adults that provides a complete sense of who these students are that could be used to further nurture their reading. Standards NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.2 Acts as a catalyst for change through visioning and planning; Standard: Standard 3: Information and Ideas As an information specialist, the school library media coordinator plays a vital role in a democratic society: to provide access to information and ideas representing all points of view through resources in a variety of formats for students and staff who must function as well-informed and literate citizens in making choices and decisions. The school library media coordinator also has a fundamental responsibility to help students develop their information literacy skills to find, analyze, and use information effectively. At the same time, the school library media coordinator creates a culture and learning environment that fosters reading literacy for information and for pleasure. Indicator: 3.1 Creates and maintains an environment conducive to learning; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs of a diverse student population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Developing Indicator: Acknowledges that diversity impacts student learning. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student Score/Level value: 1.00 value: 2.00 value: 3.00 needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Developing Indicator: Recognizes the need to use innovative instructional strategies to engage students. Developing Indicator: Recognizes the need to differentiate instruction. Developing Indicator: Recognizes the need to cultivate student creativity, reading interests, and critical thinking. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Proficient Indicator: Uses innovative instructional strategies to engage students. Proficient Indicator: Guides students to utilize critical thinking and creativity in the creation of new content. Proficient Indicator: Utilizes a variety of strategies to cultivate and support students’ reading interests. Accomplished Indicator: Collaboratively designs differentiated instruction that assures the integration of content, pedagogy, and technology across the curriculum. Accomplished Indicator: Facilitates the collaborative design of learning experiences that cultivate creativity and critical thinking. Distinguished Indicator: Leads professional development in the design of learning experiences that result in studentcreated content. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5C. : The methods used to interact successfully with individuals of all ages and groups to provide consultation, mediation, and guidance in their use of recorded knowledge and information. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Standard: Standard 2: Literacy and Reading Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. Element: 2.2 Reading promotion Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. Score/Level value: 1.00 Booktalking Booktalking transcript omits one session or more required elements; or is transcript poorly written; or is inappropriate for audience. value: 2.00 Booktalking transcript meets all required elements. value: 3.00 Exceeds proficiency; booktalk transcript is concisely and succinctly well-written; or one or more elements are superior. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 4: Program Administration The school library media coordinator understands and demonstrates effective techniques for managing the school library media program and aligning program goals with the educational mission of the school. Functioning in a stewardship role, the school library media coordinator manages resources and makes them readily available to students, teachers, administrators, and support staff both within and beyond the walls of the school. Working with the Media and Technology Advisory Committee (MTAC) and through other partnerships, the school library media coordinator acts as a change agent to plan and implement policies and procedures that enhance access to resources and services and to solve problems as they arise. Indicator: 4.3 Develops and implements an ongoing collection development and evaluation planning process, in collaboration with the Media and Technology Advisory Committee, that focuses on a variety of formats and resources to meet diverse learning needs; USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). Area 5. : Reference and User Services Detail 5A.: The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. Detail 5B. : Techniques used to retrieve, evaluate, and synthesize information from diverse sources for use by individuals of all ages and groups. Area 8. : Administration and Management Detail 8D.: The concepts behind, and methods for, developing partnerships, collaborations, networks, and other structures with all stakeholders and within communities served. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 2: Literacy and Reading Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and Score/Level value: 1.00 value: 2.00 value: 3.00 reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. Element: 2.1 Literature Candidates are familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning. Element: 2.2 Reading promotion Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. Element: 2.3 Respect for diversity Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students and their communities. Element: 2.4 Literacy strategies Candidates collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text. Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.1 Efficient and ethical information-seeking behavior Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.1 Collections Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards. Student handout Student handout omits one or Student handout meets all more required elements; contains required elements. multiple errors; is poorly written. Student handout exceeds proficiency; one or more required handout elements are superior. Standards NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 4: Program Administration The school library media coordinator understands and demonstrates effective techniques for managing the school library media program and aligning program goals with the educational mission of the school. Functioning in a stewardship role, the school library media coordinator manages resources and makes them readily available to students, teachers, administrators, and support staff both within and beyond the walls of the school. Working with the Media and Technology Advisory Committee (MTAC) and through other partnerships, the school library media coordinator acts as a change agent to plan and implement policies and procedures that enhance access to resources and services and to solve problems as they arise. Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 4.3 Develops and implements an ongoing collection development and evaluation planning process, in collaboration with the Media and Technology Advisory Committee, that focuses on a variety of formats and resources to meet diverse learning needs; USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). Area 4. : Technological Knowledge and Skills Detail: 4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 2: Literacy and Reading Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. Element: 2.2 Reading promotion Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.3 Information technology Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society. Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: 5.1 Collections Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards. Self evaluation narrative Minimal analysis, reflection, and evaluation of booktalking effort; or little or no discussion of host(s) and student’s response. Standards MLS student responds to all questions about their performance; narrative confirms student’s analysis, evaluation, and reflection of booktalking effort. Exceeds proficiency by identifying additional aspects of booktalking effort to reveal increased analysis, evaluation, and reflection. Score/Level value: 1.00 value: 2.00 value: 3.00 NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students. Descriptor: a. School Library Media Coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community. School Library Media Coordinators create a welcoming and accessible physical space that facilitates active learning, promotes participation and collaboration and teamwork, and provides flexibility to accommodate multiple learning styles, 21st Century skills, and reading enjoyment. School Library Media Coordinators incorporate a global view and multiculturalism in library services, programming, and collection development to meet the personal interests and learning needs of a diverse student population. They develop and implement strategies to remove barriers to open and equitable access to the library media center and its resources. Developing Indicator: Acknowledges that diversity impacts student learning. Proficient Indicator: Utilizes data to understand the diverse needs of the school community. Proficient Indicator: Provides open and equitable access to information and technology resources that reflect and accommodate diverse student needs and interests. Proficient Indicator: Fosters global literacy, awareness and cultural understanding. Accomplished Indicator: Collaborates with teachers to develop classroom instructional practices that are culturally relevant and address the needs of diverse learners. Accomplished Indicator: Leads professional development on resources and instructional strategies to meet the needs of a diverse population of students. Distinguished Indicator: Recommends to school and/or district administrators changes to education programs and policies based on data analysis. Descriptor: b. School Library Media Coordinators provide appropriate resources, services, and instruction for learners at all stages of development. School Library Media Coordinators model and promote the seamless integration of content, pedagogy, and technology to meet diverse student needs. They incorporate universal design to facilitate equitable access to information and resources for learning. They encourage the cultivation of creativity, reading interests, and critical thinking across multiple years of students’ school careers. Developing Indicator: Recognizes the need to use technology and research-based instructional strategies. Developing Indicator: Recognizes the need to use innovative instructional strategies to engage students. Developing Indicator: Recognizes the need to differentiate instruction. Developing Indicator: Recognizes the need to cultivate student creativity, reading interests, and critical thinking. Proficient Indicator: Uses technology and i researchbased instructional strategies to deliver instruction. Proficient Indicator: Uses innovative instructional strategies to engage students. Proficient Indicator: Guides students to utilize critical thinking and creativity in the creation of new content. Proficient Indicator: Utilizes a variety of strategies to cultivate and support students’ reading interests. Accomplished Indicator: Collaboratively designs differentiated instruction that assures the integration of content, pedagogy, and technology across the curriculum. Accomplished Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 Score/Level Facilitates the collaborative design of learning experiences that cultivate creativity and critical thinking. Distinguished Indicator: Leads professional development in the design of learning experiences that result in studentcreated content. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1B. The role of library and information professionals in the promotion of democratic principles and intellectual freedom (including freedom of expression, thought, and conscience). LIBS 6142 Literacy Lesson value: 1.00 Application of standards Group does not identify appropriate standards. value: 2.00 Group identifies appropriate standards. value: 3.00 Group identifies standards and eloquently communicates the selection of these standards. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Score/Level value: 1.00 value: 2.00 value: 3.00 Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Developing Indicator: Understands the Framework for 21st Century Learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Accomplished Indicator: Models and leads other educators in the use of the design, delivery and assessment of instruction that integrate 21st century skills and content. Distinguished Indicator: Assists content area teachers in understanding the relationship between the quality of instructional design and positive learning outcomes for students. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Score/Level value: 1.00 value: 2.00 value: 3.00 Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Strategies for special needs students Group does not identify strategies for meeting needs of special needs students. Group identifies appropriate strategies for meeting needs of special need students. Group identifies multiple strategies and provides clear evidence throughout the assignment of application of selected strategies. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Score/Level value: 1.00 value: 2.00 value: 3.00 Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Developing Indicator: Understands the Framework for 21st Century Learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Accomplished Indicator: Models and leads other educators in the use of the design, delivery and assessment of instruction that integrate 21st century skills and content. Distinguished Indicator: Assists content area teachers in understanding the relationship between the quality of instructional design and positive learning outcomes for students. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Score/Level value: 1.00 Selection of information model Group does not select appropriate information model. value: 2.00 value: 3.00 Group selects information model and describes why this model was chosen. Group selects information model for the appropriate level of learner and clearly articulates why model was chosen. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce Score/Level value: 1.00 value: 2.00 value: 3.00 positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Developing Indicator: Understands the Framework for 21st Century Learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Accomplished Indicator: Models and leads other educators in the use of the design, delivery and assessment of instruction that integrate 21st century skills and content. Distinguished Indicator: Assists content area teachers in understanding the relationship between the quality of instructional design and positive learning outcomes for students. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Development Group either does not develop a of lesson or lesson is weak and information shallow. literacy lesson Group develops a focused lesson that meets the identified standards, modifies lesson for special needs students. Group develops a focused and well organized lesson. All components as described in the assignment’s description are organized to create an engaging Score/Level value: 1.00 value: 2.00 value: 3.00 learning opportunity for students; lesson is doable but challenging. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Score/Level value: 1.00 value: 2.00 value: 3.00 Developing Indicator: Understands the Framework for 21st Century Learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Accomplished Indicator: Models and leads other educators in the use of the design, delivery and assessment of instruction that integrate 21st century skills and content. Distinguished Indicator: Assists content area teachers in understanding the relationship between the quality of instructional design and positive learning outcomes for students. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Integration of Higher order thinking not higher order addressed. thinking Much, but not all, of the lesson requires higher order thinking, but this focus on may be an addon rather than integrated throughout the lesson. Higher order thinking integrated throughout lesson. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Score/Level value: 1.00 value: 2.00 value: 3.00 NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Developing Indicator: Understands the Framework for 21st Century Learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Score/Level value: 1.00 value: 2.00 value: 3.00 Accomplished Indicator: Models and leads other educators in the use of the design, delivery and assessment of instruction that integrate 21st century skills and content. Distinguished Indicator: Assists content area teachers in understanding the relationship between the quality of instructional design and positive learning outcomes for students. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Development Group does not develop of assessments, or briefly assessments describes assessments. Group develops appropriate assessments. Group develops exemplary assessments providing evidence that K-12 students have met the lesson requirements. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Score/Level value: 1.00 value: 2.00 value: 3.00 Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Developing Indicator: Understands the Framework for 21st Century Learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Accomplished Indicator: Models and leads other educators in the use of the design, delivery and assessment of instruction that integrate 21st century skills and content. Distinguished Indicator: Assists content area teachers in understanding the relationship between the quality of instructional design and positive learning outcomes for students. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Score/Level value: 1.00 value: 2.00 value: 3.00 Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Development Group does not develop a rubric, Group develops a rubric helpful of rubric or rubric is weak. to students and teachers to understand the requirements of the lesson. Group develops an exemplary rubric that provides clear guidance for students and teachers to understand the requirements of the lesson. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; Indicator: 1.8 Modifies instruction and learning environments based on collaborative assessment of student learning problems and successes, as well as teacher practices. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.9 Demonstrates depth and breadth of knowledge in the Information Skills and Computer Skills curricula defined in the North Carolina Standard Course of Study; Indicator: 1.10 Demonstrates knowledge of all subject areas of the North Carolina Standard Course of Study curriculum; Indicator: 1.11 Develops a persuasive plan to provide flexible access to the instructional services of the school library media coordinator who provides instruction at point of need; Indicator: 1.12 Uses technology to help create learning environments that support students' learning; Indicator: 1.13 Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting; Indicator: 1.14 Incorporates information literacy into day-to-day instruction; Indicator: 1.15 Advocates for and promotes reading and life-long learning through motivational activities; Indicator: 1.16 Supports literacy in the broadest sense (information, reading, writing, and mathematics) across the total curriculum. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce Score/Level value: 1.00 value: 2.00 value: 3.00 positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Developing Indicator: Understands the Framework for 21st Century Learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Accomplished Indicator: Models and leads other educators in the use of the design, delivery and assessment of instruction that integrate 21st century skills and content. Distinguished Indicator: Assists content area teachers in understanding the relationship between the quality of instructional design and positive learning outcomes for students. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Description of learning from text Little or no reference to text. Group articulates learning from text and how this was applied to the assignment. Group articulates an exemplary paragraph about the impact of the text on their understanding of information literacy. These Score/Level value: 1.00 value: 2.00 value: 3.00 understandings are evident in the lesson. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; Indicator: 1.8 Modifies instruction and learning environments based on collaborative assessment of student learning problems and successes, as well as teacher practices. Strand: Score/Level value: 1.00 value: 2.00 value: 3.00 Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.9 Demonstrates depth and breadth of knowledge in the Information Skills and Computer Skills curricula defined in the North Carolina Standard Course of Study; Indicator: 1.10 Demonstrates knowledge of all subject areas of the North Carolina Standard Course of Study curriculum; Indicator: 1.11 Develops a persuasive plan to provide flexible access to the instructional services of the school library media coordinator who provides instruction at point of need; Indicator: 1.12 Uses technology to help create learning environments that support students' learning; Indicator: 1.13 Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting; Indicator: 1.14 Incorporates information literacy into day-to-day instruction; Indicator: 1.15 Advocates for and promotes reading and life-long learning through motivational activities; Indicator: 1.16 Supports literacy in the broadest sense (information, reading, writing, and mathematics) across the total curriculum. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: c. School Library Media Coordinators function effectively in a complex, dynamic environment. School Library Media Coordinators adapt to a rapidly changing information and technology environment. They thrive in an increasingly digital information landscape and continuously adapt their professional practice based on research and student data to support school goals. Developing Indicator: Stays current with evolving research about the changing information and technology environment. Proficient Indicator: Applies findings from evidence-based research to professional practices. Proficient Indicator: Seeks new ideas that support students’ social, emotional, psychological, and academic success. Proficient Indicator: Changes practice to best meet the evolving needs of students, families, schools, and communities. Accomplished Indicator: Routinely monitors the impact of changes to professional practice. Distinguished Indicator: Uses the results of monitoring activities to improve the school library media program. Distinguished Indicator: Shares results of monitoring activities and offers recommendations for the improvement of the school library media program throughout the school and district. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: Score/Level value: 1.00 value: 2.00 value: 3.00 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Description of teacher feedback Weak or no feedback. Student communicates appropriately about feedback, but does not make changes in the lesson. If changes are not made student must describe thought process as to why feedback was not applied. Student receives very thoughtful feedback and makes appropriate changes to the lesson. Student provides compelling reasons for applying/no applying feedback that are based on research. Student advocates with teachers to communicate benefits of collaborating with the school librarian to meet standards. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student Score/Level value: 1.00 value: 2.00 value: 3.00 achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; Indicator: 1.8 Modifies instruction and learning environments based on collaborative assessment of student learning problems and successes, as well as teacher practices. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.9 Demonstrates depth and breadth of knowledge in the Information Skills and Computer Skills curricula defined in the North Carolina Standard Course of Study; Indicator: 1.10 Demonstrates knowledge of all subject areas of the North Carolina Standard Course of Study curriculum; Indicator: 1.11 Develops a persuasive plan to provide flexible access to the instructional services of the school library media coordinator who provides instruction at point of need; Indicator: 1.12 Uses technology to help create learning environments that support students' learning; Indicator: 1.13 Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting; Indicator: 1.14 Incorporates information literacy into day-to-day instruction; Score/Level value: 1.00 value: 2.00 value: 3.00 Indicator: 1.15 Advocates for and promotes reading and life-long learning through motivational activities; Indicator: 1.16 Supports literacy in the broadest sense (information, reading, writing, and mathematics) across the total curriculum. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Developing Indicator: Thinks systematically and critically about the impact of the school library media program on student learning. Proficient Indicator: Develops and implements a long-term strategic library program plan that is based on evidence and best practices Proficient Indicator: Develops and implements a long-term strategic library program plan that reflects the goals of the school improvement plan Proficient Indicator: Develops and implements a long-term strategic library program plan that collects and uses I relevant data to improve their professional practice and the library media program Accomplished Indicator: Seeks feedback from stakeholders on the effectiveness of service delivery and needed changes. Accomplished Indicator: Conducts action research to determine the impact of the school library media program on student achievement. Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. Distinguished Indicator: Advocates for changes to the school library media program guided by action research findings. Distinguished Indicator: Collaborates with stakeholders to use action research findings in the implementation of the school library media program. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual Score/Level value: 1.00 value: 2.00 value: 3.00 abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Reflection No reflection, or weak reflection (i.e., I liked this project a lot and would not change a thing), Some reflection but student does Student’s deep and appropriate not consider changes to the reflection suggests additional lesson. standards, strategies, and ways to improve the lesson. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. Strand: Score/Level value: 1.00 value: 2.00 value: 3.00 Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; Indicator: 1.8 Modifies instruction and learning environments based on collaborative assessment of student learning problems and successes, as well as teacher practices. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.9 Demonstrates depth and breadth of knowledge in the Information Skills and Computer Skills curricula defined in the North Carolina Standard Course of Study; Indicator: 1.10 Demonstrates knowledge of all subject areas of the North Carolina Standard Course of Study curriculum; Indicator: 1.11 Develops a persuasive plan to provide flexible access to the instructional services of the school library media coordinator who provides instruction at point of need; Indicator: 1.12 Uses technology to help create learning environments that support students' learning; Indicator: 1.13 Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting; Indicator: 1.14 Incorporates information literacy into day-to-day instruction; Indicator: 1.15 Advocates for and promotes reading and life-long learning through motivational activities; Indicator: 1.16 Supports literacy in the broadest sense (information, reading, writing, and mathematics) across the total curriculum. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Developing Indicator: Thinks systematically and critically about the impact of the school library media program on student learning. Proficient Indicator: Develops and implements a long-term strategic library program plan that is based on evidence and best practices Proficient Indicator: Develops and implements a long-term strategic library program plan that reflects the goals of the school improvement plan Score/Level value: 1.00 value: 2.00 value: 3.00 Proficient Indicator: Develops and implements a long-term strategic library program plan that collects and uses I relevant data to improve their professional practice and the library media program Accomplished Indicator: Seeks feedback from stakeholders on the effectiveness of service delivery and needed changes. Accomplished Indicator: Conducts action research to determine the impact of the school library media program on student achievement. Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. Distinguished Indicator: Advocates for changes to the school library media program guided by action research findings. Distinguished Indicator: Collaborates with stakeholders to use action research findings in the implementation of the school library media program. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Element: 1.2 Effective and knowledgeable teacher Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Element: 1.4 Integration of twenty-first century skills and learning standards Candidates advocate for twenty-first century literacy skills to support the learning needs of the school community. Candidates demonstrate how to collaborate with other teachers to plan and implement instruction of the AASL Standards for the 21st-Century Learner and state student curriculum standards. Candidates employ strategies to integrate multiple literacies with content curriculum. Candidates integrate the use of emerging technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes. Score/Level LIBS 6144 Implementation of Inquiry Below Proficient Part A Lesson overview Does not address essential elements. Proficient Describes essential elements, but some better than others. Above Proficient Describes fully each essential element. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: c. School Library Media Coordinators serve, promote and facilitate inquiry-based instruction and the effective use of information and technology. School Library Media Coordinators make their skills and expertise as well as the learning space and resources of the library media center flexibly available and easily accessible to all members of the school community. They help learners become discerning and effective users of information and ideas, and they promote the seamless integration of curriculum, pedagogy and technology to meet curricular goals. They encourage teachers and students to apply an inquiryDeveloping Indicator: Understands and supports inquiry based approaches to learning. Developing Indicator: Communicates the connection between a flexibly scheduled school library media program, collaboration with classroom teachers, and student learning. Proficient Indicator: Collaboratively plans, implements, and assesses inquirybased instruction. Proficient Indicator: Ensures that library resources and technology are flexibly available and easily accessible. Accomplished Indicator: Leads other educators in the implementation of inquiry-based instruction. Accomplished Indicator: Shares data about library accessibility with the school community. Distinguished Indicator: Communicates data that illustrate the connection between an open and flexibly scheduled library media program, collaboration with classroom teachers, and student learning. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Score/Level Below Proficient Proficient Above Proficient Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.2 Effective and knowledgeable teacher Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.3 Leadership Candidates are able to articulate the role and relationship of the school library program's impact on student academic achievement within the context of current educational initiatives. Utilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts. Part B No description; brief description. Proficient description indicating knowledge of students. Knowledge of students Thorough description of students. MLS student has gone to great lengths to understand students. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of Score/Level Below Proficient Proficient Above Proficient assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Developing Indicator: Understands the Framework for 21st Century Learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Accomplished Indicator: Models and leads other educators in the use of the design, delivery and assessment of instruction that integrate 21st century skills and content. Distinguished Indicator: Assists content area teachers in understanding the relationship between the quality of instructional design and positive learning outcomes for students. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5F.: The principles of assessment and response to diversity in user needs, user communities, and user preferences. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to Score/Level Below Proficient Proficient Above Proficient become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Part C No description of standards; brief description. Appropriate selection of standards. Selection of standards MLS student provides clear evident of integrating standards throughout lesson. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.9 Demonstrates depth and breadth of knowledge in the Information Skills and Computer Skills curricula defined in the North Carolina Standard Course of Study; Indicator: 1.10 Demonstrates knowledge of all subject areas of the North Carolina Standard Course of Study curriculum; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Score/Level Below Proficient Proficient Above Proficient Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: b. School Library Media Coordinators know the content appropriate to their teaching specialty. School Library Media Coordinators model, promote, and support other educators in the effective use of information resources, best practices in research, multiple literacies, digital safety, and the ethical use of information and technology resources. They collaboratively develop and utilize research-based pedagogical strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. They apply the content standards for students developed by their professional organizations. School Library Media Coordinators collaboratively design, use, and communicate innovative outcome measures to identify evidence of student learning using 21st century skills across all curriculum areas. Developing Indicator: Teaches students safe and ethical use of information and technology resources. Developing Indicator: Teaches students effective strategies for accessing, evaluating, and synthesizing information resources to support learning. Developing Indicator: Teaches students utilizes a research model in the school library media center. Developing Indicator: Teaches students demonstrates knowledge of curriculum goals across grade levels and subject areas. Proficient Indicator: Works with teachers to assure that students are safe and ethical use of information and technology resources. Proficient Indicator: Works with teachers to integrate effective strategies for accessing, evaluating, and synthesizing information resources to support teaching and learning. Proficient Indicator: Works with teachers to implement a school wide research model. Accomplished Indicator: Provides leadership in the ethical and appropriate use of information and technology resources. Accomplished Indicator: Provides leadership in collaboratively assessing, evaluating, and synthesizing information resources to support teaching and learning. Distinguished Indicator: Participates in district, state, or national conversations and debates regarding the safe, ethical and appropriate use of information and technology resources. Distinguished Indicator: Provides educational opportunities at the district, state or national level for professional staff members regarding the safe, ethical and appropriate use of information and technology resources. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.4 Integration of twenty-first century skills and learning standards Candidates advocate for twenty-first century literacy skills to support the learning needs of the school community. Candidates demonstrate how to collaborate with other teachers to plan and implement instruction of the AASL Standards for the 21st-Century Learner and state student curriculum standards. Candidates employ strategies to integrate multiple literacies with content curriculum. Candidates integrate the use of emerging technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes. Score/Level Below Proficient Part D Proficient No description; brief description. Proficient description of lesson. Description of lesson implementation Standards NC- ECU MLS Program Objectives (2011) Above Proficient Detailed description of lesson so inquiry lesson can be replicated. Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program. Descriptor: c. School Library Media Coordinators serve, promote and facilitate inquiry-based instruction and the effective use of information and technology. School Library Media Coordinators make their skills and expertise as well as the learning space and resources of the library media center flexibly available and easily accessible to all members of the school community. They help learners become discerning and effective users of information and ideas, and they promote the seamless integration of curriculum, pedagogy and technology to meet curricular goals. They encourage teachers and students to apply an inquiryDeveloping Indicator: Understands and supports inquirybased approaches to learning. Developing Indicator: Communicates the connection between a flexibly scheduled school library media program, collaboration with classroom teachers, and student learning. Proficient Indicator: Score/Level Below Proficient Proficient Above Proficient Collaboratively plans, implements, and assesses inquirybased instruction. Proficient Indicator: Ensures that library resources and technology are flexibly available and easily accessible. Accomplished Indicator: Leads other educators in the implementation of inquiry-based instruction. Accomplished Indicator: Shares data about library accessibility with the school community. Distinguished Indicator: Communicates data that illustrate the connection between an open and flexibly scheduled library media program, collaboration with classroom teachers, and student learning. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5B. : Techniques used to retrieve, evaluate, and synthesize information from diverse sources for use by individuals of all ages and groups. Area 7.: Continuing Education and Lifelong Learning Detail 7B. : The role of the library in the lifelong learning of patrons, including an understanding of lifelong learning in the provision of quality service and the use of lifelong learning in the promotion of library services. Detail 7C. : Learning theories, instructional methods, and achievement measures; and their application in libraries and other information agencies. Detail 7D.: The principles related to the teaching and learning of concepts, processes and skills used in seeking, evaluating, and using recorded knowledge and information. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.2 Effective and knowledgeable teacher Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Element: 1.4 Integration of twenty-first century skills and learning standards Candidates advocate for twenty-first century literacy skills to support the learning needs of the school community. Candidates demonstrate how to collaborate with other teachers to plan and implement instruction of the AASL Standards for the 21st-Century Learner and state student curriculum standards. Candidates employ strategies to integrate multiple literacies with content curriculum. Candidates integrate the use of emerging technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes. Part E Does not address engagement with students, or student Basic description of student engagement and learning. Clear articulation of student engagement and learning based Score/Level Below Proficient Student engagement and learning Proficient learning. No expectations of student learning. Above Proficient on readings, discussions, and videos. MLS student refers to these sources. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.1 Assesses learning and information needs of students and staff based on input from faculty, administrators, and paraprofessional staff as well as personal observation; Indicator: 2.2 Acts as a catalyst for change through visioning and planning; Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.13 Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: Score/Level Below Proficient Proficient Above Proficient a. School Library Media Coordinators analyze student learning. School Library Media Coordinators use formative and summative assessments to collect data about student learning in the library media center and its impact on student achievement. They use multiple sources and types of data to improve their professional practice. Developing Indicator: Thinks systematically and critically about the impact of the school library media program on student learning. Proficient Indicator: Develops and implements a long-term strategic library program plan that is based on evidence and best practices Proficient Indicator: Develops and implements a long-term strategic library program plan that reflects the goals of the school improvement plan Proficient Indicator: Develops and implements a long-term strategic library program plan that collects and uses I relevant data to improve their professional practice and the library media program Accomplished Indicator: Seeks feedback from stakeholders on the effectiveness of service delivery and needed changes. Accomplished Indicator: Conducts action research to determine the impact of the school library media program on student achievement. Accomplished Indicator: Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students. Accomplished Indicator: Leverages resources to implement action research findings. Distinguished Indicator: Advocates for changes to the school library media program guided by action research findings. Distinguished Indicator: Collaborates with stakeholders to use action research findings in the implementation of the school library media program. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5F.: The principles of assessment and response to diversity in user needs, user communities, and user preferences. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.1 Knowledge of learners and learning Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. Element: 1.2 Effective and knowledgeable teacher Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement. Element: Score/Level Below Proficient Proficient Above Proficient 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Part F Reflection No reflection; employs statements such as “I like this lesson and would not change a thing.” Reflection on some aspects of inquiry, but, perhaps, not all. Reflection could be deeper. Articulated understanding that learning occurred, but may not identify how and what students learned. Insightful reflection on all aspects of implementation of inquiry; articulates strengths and weaknesses of inquiry lesson; suggests ways to improve lesson. Articulates occurrence of student learning, provides examples of student learning. Standards NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; Indicator: 1.8 Modifies instruction and learning environments based on collaborative assessment of student learning problems and successes, as well as teacher practices. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: c. School Library Media Coordinators function effectively in a complex, dynamic environment. School Library Media Coordinators adapt to a rapidly changing information and technology environment. They thrive in an increasingly digital information landscape and continuously adapt their professional practice based on research and student data to support school goals. Developing Indicator: Stays current with evolving research about the changing information and technology environment. Score/Level Below Proficient Proficient Above Proficient Proficient Indicator: Applies findings from evidence-based research to professional practices. Proficient Indicator: Seeks new ideas that support students’ social, emotional, psychological, and academic success. Proficient Indicator: Changes practice to best meet the evolving needs of students, families, schools, and communities. Accomplished Indicator: Routinely monitors the impact of changes to professional practice. Distinguished Indicator: Uses the results of monitoring activities to improve the school library media program. Distinguished Indicator: Shares results of monitoring activities and offers recommendations for the improvement of the school library media program throughout the school and district. Score/Level LIBS 7050 Public Library Trends Below Proficient Content Proficient Little information provided. Supports the standards. Has no apparent application of critical thinking Reflects application of critical thinking. Has significant factual errors, misconceptions, or misinterpretations Addresses expectations. Have some factual errors or inconsistencies. Identifies trends that are important and pertinent to needs Above Proficient Is well thought out and supports the standards evaluated. Reflects application of critical thinking and is accurate. Clearly addresses all assignment criteria. Identifies trends that are important and pertinent to needs of partner library. Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5E.: The principles and methods of advocacy used to reach specific audiences to promote and explain concepts and services. Detail 5F.: The principles of assessment and response to diversity in user needs, user communities, and user preferences. Detail 5G.: The principles and methods used to assess the impact of current and emerging situations or circumstances on the design and implementation of appropriate services or resource development. Area 8. : Administration and Management Detail 8C.: The concepts behind, and methods for, assessment and evaluation of library services and their outcomes. Detail 8D.: The concepts behind, and methods for, developing partnerships, collaborations, networks, and other structures with all stakeholders and within communities served. Conventions Little to no appropriate use of grammar, spelling, or punctuation. Few spelling, grammatical, or punctuation errors. No spelling, grammatical, or punctuation errors. Score/Level Below Proficient Proficient Medium-level use of vocabulary and word choice. Above Proficient High-level use of vocabulary and word choice. Data consistent with intent of assignment Organization Inadequate organization. Information loosely supports the conclusions. Project has a focus but might stray from it at times. Information largely supports conclusions. Information does not support the conclusions or irrelevant information is included. Reflection Student does not reflect or reflection minimal. Student does not connect trends to the needs of partner library. Did not reflect on the issues, trends, and concerns of Public Libraries in general Information is clearly focused and organized in a thoughtful manner. Information supports conclusions. Information is constructed in a logical pattern to support the conclusions. Student reflects and clearly expresses the trends of public libraries and partner library. Student reflects and clearly expresses the trends of public libraries and partner library. Reflects on the issues, trends, and concerns of Public Libraries in general Standards USA- ALA Core Competencies of Librarianship Area 7.: Continuing Education and Lifelong Learning Detail 7B. : The role of the library in the lifelong learning of patrons, including an understanding of lifelong learning in the provision of quality service and the use of lifelong learning in the promotion of library services. Score/Level LIBS 6810 Paper value: 1.00 Research The paper uses fewer than seven sources, some of which are popular or non-refereed publications. Sources are marginally related to the topic or do not forward the thesis of the paper. value: 2.00 The paper uses a minimum of seven sources, which are authoritative, current, and from the professional literature of library science. value: 3.00 The paper uses more than seven sources, which are authoritative, current, and represent diverse publications across disciplines related to the topic. Standards NC- ECU MLS Program Objectives (2011) Objective: 2. Investigate library problems through analysis and synthesis of professional library literature. NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. Grammar The thesis of the paper is and Style confused or unclear and minimal effort has been made to follow APA structure and style. The paper itself may be confusing to readers. There are errors in spelling and grammar. The paper has a clear, focused thesis statement and follows the correct structure. References and the body of the paper follow APA style. The paper is well organized, with evidence that supports the thesis statement. The paper uses correct grammar throughout and contains no spelling errors. The paper identifies and explains the thesis clearly, and early in the paper. The paper is wellorganized and structured and includes headings and subheadings. References and the body of the paper follow APA style. The paper uses correct grammar throughout and contains no spelling errors. Score/Level value: 1.00 value: 2.00 value: 3.00 Standards USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. Contents The paper addresses a scenario relevant to the future of academic libraries and provides a limited review of what other writers/researchers have thought about the topic. It explains two sides of an issue, and little of the author’s own analysis. The paper is redundant, and/or lacks substantial content. The paper addresses a scenario relevant to the future of academic libraries, and offers a thorough review of what other writers/researchers have thought about the topic. The paper explains multiple sides of an issue and from a variety of perspectives, but also includes the author’s analysis. The paper avoids unnecessary and/or redundant material (is not padded for the sake of length or to mask the lack of substantial content). The paper addresses a scenario critical to the future of academic libraries, and offers an exhaustive review of what other writers/researchers have thought about the topic. The paper explains multiple sides of an issue and from a variety of perspectives, but also includes the author’s analysis. The author provides a conclusion that is substantive and makes suggestions to other librarians for addressing negative aspects of an issue and/or solving scenariorelated problems. Standards USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1E. Current types of library (school, public, academic, special, etc.) and closely related information agencies. Detail: 1F. National and international social, public, information, economic, and cultural policies and trends of significance to the library and information profession. Score/Level value: 1.00 value: 2.00 value: 3.00 Score/Level LIBS 6972 Experimental Design value: 1.00 Choice of Setting Choice of setting is not appropriate value: 2.00 Choice of setting is mostly appropriate value: 3.00 Choice of setting is very appropriate Standards NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 1. Institutional Effectiveness: Libraries define, develop, and measure outcomes that contribute to institutional effectiveness and apply findings for purposes of continuous improvement. Performance Indicator: 1.1 The library defines and measures outcomes in the context of institutional mission. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. Choice of design Choice of design addresses an hypothesis, choice of experimental treatment and use of experimental/control groups very thoroughly Choice of design addresses an hypothesis, choice of experimental treatment and use of experimental/control groups adequately Choice of design does not address an hypothesis, choice of experimental treatment and use of experimental/control groups very well Standards NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 1. Institutional Effectiveness: Libraries define, develop, and measure outcomes that contribute to institutional effectiveness and apply findings for purposes of continuous improvement. Performance Indicator: 1.1 The library defines and measures outcomes in the context of institutional mission. USA- ALA Core Competencies of Librarianship Area 6. : Research Score/Level value: 1.00 value: 2.00 value: 3.00 Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. Describe the core structure of your study; ethical issues Explanation brief or not well done; did not use a well explained concept of structure of the study, did not include discussion of ethical issues Explanation adequate; used a understandable concept of structure of the study, included discussion of ethical issues Explanation thorough; used an accurate concept of structure of the study, included discussion of ethical issues Standards NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 1. Institutional Effectiveness: Libraries define, develop, and measure outcomes that contribute to institutional effectiveness and apply findings for purposes of continuous improvement. Performance Indicator: 1.1 The library defines and measures outcomes in the context of institutional mission. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. Independent and dependent variables Explanation brief or not well done; variables were not appropriate or poorly explained Explanation adequate; variables were somewhat appropriate Explanation thorough; variables were very appropriate Standards NC- ECU MLS Program Objectives (2014) Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research USA- ACRL Standards for Libraries in Higher Education (2012) Principle: Score/Level value: 1.00 value: 2.00 value: 3.00 1. Institutional Effectiveness: Libraries define, develop, and measure outcomes that contribute to institutional effectiveness and apply findings for purposes of continuous improvement. Performance Indicator: 1.1 The library defines and measures outcomes in the context of institutional mission. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. Experimental Explanation poorly done; Explanation adequate; and/or experimental and control groups experimental and control groups control group were not appropriate were understandable discussion Standards NC- ECU MLS Program Objectives (2014) Explanation very thorough; experimental and control groups were very appropriate Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 1. Institutional Effectiveness: Libraries define, develop, and measure outcomes that contribute to institutional effectiveness and apply findings for purposes of continuous improvement. Performance Indicator: 1.1 The library defines and measures outcomes in the context of institutional mission. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. Statistics discussion Explanation poorly done, did not include discussions of inferential statistics and validity Explanation adequate, mostly included discussions of inferential statistics and validity Standards NC- ECU MLS Program Objectives (2014) Explanation thorough, included discussions of inferential statistics and validity Score/Level value: 1.00 value: 2.00 value: 3.00 Program Objective: 2. Analyze, evaluate and synthesize research literature in library and information science and design basic practitioner research USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 1. Institutional Effectiveness: Libraries define, develop, and measure outcomes that contribute to institutional effectiveness and apply findings for purposes of continuous improvement. Performance Indicator: 1.1 The library defines and measures outcomes in the context of institutional mission. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6A.: The fundamentals of quantitative and qualitative research methods. Detail 6B. : The central research findings and research literature of the field. Detail 6C.: The principles and methods used to assess the actual and potential value of new research. Writing, grammar, spelling Writing, spelling, grammar poorly Writing, spelling, grammar has done some minor errors Writing, spelling, grammar virtually perfect Score/Level LIBS 6991 In-Service Learning Initiative value: 1.00 Assess Faculty and Identify Target Audience Needs Little or no evidence is provided demonstrating that candidates design and deliver instruction based on needs of the learning community value: 2.00 Some evidence is provided demonstrating that candidates design and deliver instruction based on needs of the learning community value: 3.00 Multiple evidence is provided demonstrating that candidates design and deliver instruction based on needs of the learning community Standards NC- ECU MLS Program Objectives (2011) Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.1 Assesses learning and information needs of students and staff based on input from faculty, administrators, and paraprofessional staff as well as personal observation; Indicator: 2.2 Acts as a catalyst for change through visioning and planning; Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; Score/Level value: 1.00 value: 2.00 value: 3.00 Indicator: 1.7 Assesses the effects of instructional actions, selection of resources, and other instructional decisions on students' learning and behavior and teacher practices; NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 1: School Library Media Coordinators demonstrate leadership. Descriptor: a. School Library Media Coordinators lead in the school library media center and media program to support student success. School Library Media Coordinators provide leadership for the school library media program. They share responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education and are prepared for life in the 21st Century. They collaboratively create, align, and implement a program informed by state and national guidelines and research-based best practices. They transform the library media center into a 21st century learning environment (both virtual and physical) and a shared space for knowledge construction, collaboration and inquiry-based learning, and they assist teachers with similar transformations. They coordinate the activities and training of library media support personnel including volunteers. Developing Indicator: Understands the significance of a collaborative media program and its impact on student learning. Developing Indicator: Understands 21st century skills and content. Developing Indicator: Understands how to establish an open, equitable, accessible, and flexible learning environment. Proficient Indicator: Aligns all components of the school’s library media program with 21st century skills and content. Proficient Indicator: Aligns all components of the school’s library media program with state and local priorities and the North Carolina Standard Course of Study. Proficient Indicator: Aligns all components of the school’s library media program with research-based practices Proficient Indicator: Aligns all components of the school’s library media program with provides leadership in collaboratively planning, promoting, and sustaining the school library media program, services, and resources. Proficient Indicator: Aligns all components of the school’s library media program with establishes the library media center as both a physical and virtual shared learning space. Proficient Indicator: Aligns all components of the school’s library media program with provides an open, equitable and accessible learning environment. Accomplished Indicator: Provides leadership to the school community in creating a 21st century learning environment. Distinguished Indicator: Provides leadership at district, state, and/or national level in creating 21st century learning environments. Descriptor: b. School Library Media Coordinators lead in their schools. School Library Media Coordinators work collaboratively with school personnel to create a professional learning community. They analyze data to develop goals and strategies in the school improvement plan that enhance student learning. They provide input in determining the school budget and in the selection and provision of professional development that meets the needs of the students, the staff, and their own professional growth. They participate in the hiring process and collaborate with their colleagues to support teachers in the improvement of the effectiveness of their departments or grade levels. They establish positive working relationships and communicate with other educators to identify and select resources for curriculum support. They also partner with teachers to design instruction that seamlessly integrates 21st century skills, information fluency, and digital literacy across the curriculum. Developing Indicator: Understands the goals of the school improvement plan. Developing Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 Participates in shared decision making within the school. Developing Indicator: Supports and participates in professional learning communities. Proficient Indicator: Participates in the development and implementation of the school improvement plan. Proficient Indicator: Infuses multiple literacies and 21st century skills within content-area instruction. Proficient Indicator: Provides technology-enabled one-on-one and group professional development for school-based educators. Proficient Indicator: Participates in the recruitment hiring process and/or mentoring of school-based educators. Accomplished Indicator: Assumes a leadership role in a Professional Learning Community and/or the school improvement team at the school level. Accomplished Indicator: Models and leads 21st century teaching and learning concepts and strategies. Accomplished Indicator: Collaborates with teachers to integrate information and instructional technology into all curricular areas. Distinguished Indicator: Assumes a leadership role in developing and implementing the school improvement plan. Distinguished Indicator: Participates in a professional learning network (PLN) at the district, state, and/or national level. Distinguished Indicator: Provides professional development on integrating information and instructional technology into all curricular areas at the school, district, state, and/or national level. Descriptor: c. School Library Media Coordinators advocate for effective media programs. School Library Media Coordinators are proactive in communicating the vision, requirements and impact of an effective 21st century library media program to key stakeholders using relevant research, evidence of student learning, and other outcomes. They advocate for information fluency, inquiry-based learning, curriculum fidelity, creativity, planning, innovation and reading for enjoyment and lifelong learning to ensure that all students have access to proper learning resources and are prepared for the future. Developing Indicator: Understands the need to advocate for the library media program and resources to support the learning community. Proficient Indicator: Advocates for equitable access to 21st century resources throughout the learning community. Proficient Indicator: Advocates for integration of 21st century skills and resources throughout the school’s instructional program. Proficient Indicator: Advocates for appropriate staffing for the school library program. Proficient Indicator: Advocates for policies and procedures to support effective school library media programs. Proficient Indicator: Advocates for shares relevant research, evidence of student learning, and other outcomes to educate the school community about effective school library media programs. Accomplished Indicator: Establishes internal and external partnerships to advocate for effective school library media program. Distinguished Indicator: Provides leadership beyond the school level in communicating the impact of library media program on 21st century content and skills. Distinguished Indicator: Leverages partnerships to advocate at the local, district, state and/or national level for highly effective school library media programs. Descriptor: Score/Level value: 1.00 value: 2.00 value: 3.00 d. School Library Media Coordinators demonstrate high ethical standards. School Library Media Coordinators demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. They uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998. Developing Indicator: Models ethical behavior as outlined in the Code of Ethics for NC Educators and the Standards for Professional Conduct. Developing Indicator: Models best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Proficient Indicator: Educates students, teachers, and other members of the school community to use best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Accomplished Indicator: Partners with other libraries and community organizations to promote the use of best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Distinguished Indicator: Participates in state and/or national conversations regarding ethical access and use of resources, intellectual property, and digital citizenship. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.2 Library personnel collaborate with faculty to embed information literacy learning outcomes into curricula, courses, and assignments. USA- ALA Core Competencies of Librarianship Area 5. : Reference and User Services Detail 5C. : The methods used to interact successfully with individuals of all ages and groups to provide consultation, mediation, and guidance in their use of recorded knowledge and information. Detail 5F.: The principles of assessment and response to diversity in user needs, user communities, and user preferences. Area 7.: Continuing Education and Lifelong Learning Detail 7A.: The necessity of continuing professional development of practitioners in libraries and other information agencies. Area 8. : Administration and Management Detail 8C.: The concepts behind, and methods for, assessment and evaluation of library services and their outcomes. Survey, Consultation, and/or Observation Little or no evidence is provided to demonstrate use of networking with colleagues using research strategies to create new knowledge and improve services in school libraries Standards Some evidence is provided to demonstrate use of networking with colleagues using research strategies to create new knowledge and improve services in school libraries Multiple evidence is provided to demonstrate use of networking with colleagues using research strategies to create new knowledge and improve services in school libraries Score/Level value: 1.00 value: 2.00 value: 3.00 NC- ECU MLS Program Objectives (2011) Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Knowledge of Learners - Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Collaboratively plans, implements, and evaluates instruction and school library media program strategies that represent authentic learning. Indicator: 1.1 Assesses the learning and information needs of students and staff to enhance teaching and learning throughout the school community; Indicator: 1.2 Designs, modifies, and evaluates school library media programs and instruction to be responsive to developmental, cultural, and socioeconomic differences among learners; Indicator: 1.3 Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity; Indicator: 1.4 Creates a learning environment in which everyone feels welcome and can be successful; Indicator: 1.5 Collaborates with other educators to reflect on, diagnose, and prescribe resources and services, and to provide instructional strategies that foster student learning. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.2 Library personnel collaborate with faculty to embed information literacy learning outcomes into curricula, courses, and assignments. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates Score/Level value: 1.00 value: 2.00 value: 3.00 are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.1. Networking with the library community Candidates demonstrate the ability to establish connections with other libraries and to strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information. Candidates participate and collaborate as members of a social and intellectual network of learners. Literature Review Little or no evidence is provided to demonstrate use of evidence based research Some evidence is provided to demonstrate use of evidence based research Multiple evidence is provided to demonstrate use of evidence based research Standards NC- ECU MLS Program Objectives (2011) Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Research Expertise - Understands and employs methods of action research to examine and improve the effectiveness of school library media programs and student achievement. Applies research findings on best practices to the development of curriculum, instruction, and school library media programs, as well as the overall school improvement process. Indicator: 1.6 Investigates and solves educational problems through data-gathering, action research, and evaluation of student performance, library media programs and services, and school practices; USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 8. Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Performance Indicator: 8.4 Library personnel contribute to the knowledge base of the profession. USA- ALA Core Competencies of Librarianship Area 6. : Research Detail 6B. : The central research findings and research literature of the field. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Score/Level value: 1.00 value: 2.00 value: 3.00 Standard: Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. Element: 3.4 Research and knowledge creation Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. Promotion of Library Program Resources and Services Little or no evidence is provided that candidate articulates the role of the school library program in contributing to student achievement initiatives or professional development initiatives Some evidence is provided that candidate articulates the role of the school library program in contributing to student achievement initiatives or professional development initiatives Multiple evidence is provided that candidate articulates the role of the school library program in contributing to student achievement initiatives or professional development initiatives Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.3 Participates in collaborative leadership and mentorship activities to solve educational problems at the levels of classroom, school building, school system, and community; Indicator: 2.5 Collaborates with system-level and building-level technology personnel to provide leadership in the school’s use of instructional technology resources to enhance learning; Indicator: 2.6 Provides collaborative leadership and engages in mentorship activities within the field of information and library science; Indicator: 2.7 Initiates personal professional inquiry through reading, dialogue, and action research and follows a plan for personal professional development; Indicator: 2.8 Seeks, evaluates, and applies input for improvement provided by educators, parents, students, and community leaders. Score/Level value: 1.00 value: 2.00 value: 3.00 NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: STANDARD 1: School Library Media Coordinators demonstrate leadership. Descriptor: a. School Library Media Coordinators lead in the school library media center and media program to support student success. School Library Media Coordinators provide leadership for the school library media program. They share responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education and are prepared for life in the 21st Century. They collaboratively create, align, and implement a program informed by state and national guidelines and research-based best practices. They transform the library media center into a 21st century learning environment (both virtual and physical) and a shared space for knowledge construction, collaboration and inquiry-based learning, and they assist teachers with similar transformations. They coordinate the activities and training of library media support personnel including volunteers. Developing Indicator: Understands the significance of a collaborative media program and its impact on student learning. Developing Indicator: Understands 21st century skills and content. Developing Indicator: Understands how to establish an open, equitable, accessible, and flexible learning environment. Proficient Indicator: Aligns all components of the school’s library media program with 21st century skills and content. Proficient Indicator: Aligns all components of the school’s library media program with state and local priorities and the North Carolina Standard Course of Study. Proficient Indicator: Aligns all components of the school’s library media program with research-based practices Proficient Indicator: Aligns all components of the school’s library media program with provides leadership in collaboratively planning, promoting, and sustaining the school library media program, services, and resources. Proficient Indicator: Aligns all components of the school’s library media program with establishes the library media center as both a physical and virtual shared learning space. Proficient Indicator: Aligns all components of the school’s library media program with provides an open, equitable and accessible learning environment. Accomplished Indicator: Provides leadership to the school community in creating a 21st century learning environment. Distinguished Indicator: Provides leadership at district, state, and/or national level in creating 21st century learning environments. Descriptor: b. School Library Media Coordinators lead in their schools. School Library Media Coordinators work collaboratively with school personnel to create a professional learning community. They analyze data to develop goals and strategies in the school improvement plan that enhance student learning. They provide input in determining the school budget and in the selection and provision of professional development that meets the needs of the students, the staff, and their own professional growth. They participate in the hiring process and collaborate with their colleagues to support teachers in the improvement of the effectiveness of their departments or grade levels. They establish positive working relationships and communicate with other educators to identify and select resources for curriculum support. They also partner with teachers to design instruction that seamlessly integrates 21st century skills, information fluency, and digital literacy across the curriculum. Developing Indicator: Understands the goals of the school improvement plan. Developing Indicator: Participates in shared decision making within the school. Developing Indicator: Supports and participates in professional learning communities. Score/Level value: 1.00 value: 2.00 value: 3.00 Proficient Indicator: Participates in the development and implementation of the school improvement plan. Proficient Indicator: Infuses multiple literacies and 21st century skills within content-area instruction. Proficient Indicator: Provides technology-enabled one-on-one and group professional development for school-based educators. Proficient Indicator: Participates in the recruitment hiring process and/or mentoring of school-based educators. Accomplished Indicator: Assumes a leadership role in a Professional Learning Community and/or the school improvement team at the school level. Accomplished Indicator: Models and leads 21st century teaching and learning concepts and strategies. Accomplished Indicator: Collaborates with teachers to integrate information and instructional technology into all curricular areas. Distinguished Indicator: Assumes a leadership role in developing and implementing the school improvement plan. Distinguished Indicator: Participates in a professional learning network (PLN) at the district, state, and/or national level. Distinguished Indicator: Provides professional development on integrating information and instructional technology into all curricular areas at the school, district, state, and/or national level. Descriptor: c. School Library Media Coordinators advocate for effective media programs. School Library Media Coordinators are proactive in communicating the vision, requirements and impact of an effective 21st century library media program to key stakeholders using relevant research, evidence of student learning, and other outcomes. They advocate for information fluency, inquiry-based learning, curriculum fidelity, creativity, planning, innovation and reading for enjoyment and lifelong learning to ensure that all students have access to proper learning resources and are prepared for the future. Developing Indicator: Understands the need to advocate for the library media program and resources to support the learning community. Proficient Indicator: Advocates for equitable access to 21st century resources throughout the learning community. Proficient Indicator: Advocates for integration of 21st century skills and resources throughout the school’s instructional program. Proficient Indicator: Advocates for appropriate staffing for the school library program. Proficient Indicator: Advocates for policies and procedures to support effective school library media programs. Proficient Indicator: Advocates for shares relevant research, evidence of student learning, and other outcomes to educate the school community about effective school library media programs. Accomplished Indicator: Establishes internal and external partnerships to advocate for effective school library media program. Distinguished Indicator: Provides leadership beyond the school level in communicating the impact of library media program on 21st century content and skills. Distinguished Indicator: Leverages partnerships to advocate at the local, district, state and/or national level for highly effective school library media programs. Descriptor: d. School Library Media Coordinators demonstrate high ethical standards. School Library Media Coordinators demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. They uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998. Developing Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 Models ethical behavior as outlined in the Code of Ethics for NC Educators and the Standards for Professional Conduct. Developing Indicator: Models best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Proficient Indicator: Educates students, teachers, and other members of the school community to use best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Accomplished Indicator: Partners with other libraries and community organizations to promote the use of best practices in copyright, ethical access and use of resources, intellectual property, and digital citizenship. Distinguished Indicator: Participates in state and/or national conversations regarding ethical access and use of resources, intellectual property, and digital citizenship. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.3 Library personnel model best pedagogical practices for classroom teaching, online tutorial design, and other educational practices. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). Area 7.: Continuing Education and Lifelong Learning Detail 7A.: The necessity of continuing professional development of practitioners in libraries and other information agencies. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.2 Professional development Candidates model a strong commitment to the profession by participating in professional growth and leadership opportunities through membership in library associations, attendance at professional conferences, reading professional publications, and exploring Internet resources. Candidates plan for ongoing professional growth. Element: 4.3 Leadership Candidates are able to articulate the role and relationship of the school library program's impact on student academic achievement within the context of current educational initiatives. Utilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts. In-Service Topic and Significance to School Little or no evidence is provided demonstrating that candidates can document and communicate the impact of in-service initiative on supporting learning and student achievement Some evidence is provided demonstrating that candidates can document and communicate the impact of in-service initiative on supporting learning and student achievement Multiple evidence is provided demonstrating that candidates can document and communicate the impact of in-service initiative on supporting learning and student achievement Score/Level value: 1.00 value: 2.00 value: 3.00 Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 4: Program Administration The school library media coordinator understands and demonstrates effective techniques for managing the school library media program and aligning program goals with the educational mission of the school. Functioning in a stewardship role, the school library media coordinator manages resources and makes them readily available to students, teachers, administrators, and support staff both within and beyond the walls of the school. Working with the Media and Technology Advisory Committee (MTAC) and through other partnerships, the school library media coordinator acts as a change agent to plan and implement policies and procedures that enhance access to resources and services and to solve problems as they arise. Indicator: 4.2 Bases program decisions on action research and best practices in order to maximize the school library media program’s impact on student achievement; Standard: Standard 1: Teaching and Learning Within the school, the school library media coordinator collaborates with teachers, instructional technology facilitators, administrators, students, and support personnel in planning, implementing, and evaluating an instructional program based on authentic learning and infused with media and technology. Collaborative planning evolves over time ranging from informal, irregular, and even spontaneous meetings to the regular planning of formal lessons and units. At the highest level of collaboration, the school library media coordinator and teacher co-deliver instructional activities. The school library media coordinator is actively engaged in analyzing the results of assessment of student achievement in order to effectively provide resources, services, and instructional strategies that are responsive to wide variations in students’ learning needs and learning styles. Strand: Connecting Subject Matter and Learners - Understands and links subject matter and diverse developmental and learning needs in the context of school settings. Collaboratively plans, implements, and evaluates instruction and resources that reflect intellectual rigor and depth of knowledge in both subject matter discipline and students'diverse learning needs and learning styles. Consideration must also be given to matching student learning styles and information skills processes. Encourages leisure reading by matching students’ interests to reading materials in a broad range of formats. Indicator: 1.15 Advocates for and promotes reading and life-long learning through motivational activities; USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.3 Library personnel model best pedagogical practices for classroom teaching, online tutorial design, and other educational practices. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: Score/Level value: 1.00 value: 2.00 value: 3.00 1H. The importance of effective advocacy for libraries, librarians, other library workers, and library services. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.4 Advocacy Candidates identify stakeholders within and outside the school community who impact the school library program. Candidates develop a plan to advocate for school library and information programs, resources, and services. Presentation Designed to Promote Teaching, Learning and Access to Information Little or no evidence is provided demonstrating that candidates collaborate with educators in professional development activities providing solutions supporting access to information Some evidence is provided demonstrating that candidates collaborate with educators in professional development activities providing solutions supporting access to information Multiple evidence is provided demonstrating that candidates collaborate with educators in professional development activities providing solutions supporting access to information Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: 2.2 Acts as a catalyst for change through visioning and planning; Indicator: 2.3 Participates in collaborative leadership and mentorship activities to solve educational problems at the levels of classroom, school building, school system, and community; Indicator: 2.5 Collaborates with system-level and building-level technology personnel to provide leadership in the school’s use of instructional technology resources to enhance learning; Indicator: 2.6 Provides collaborative leadership and engages in mentorship activities within the field of information and library science; Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 2.7 Initiates personal professional inquiry through reading, dialogue, and action research and follows a plan for personal professional development; Indicator: 2.8 Seeks, evaluates, and applies input for improvement provided by educators, parents, students, and community leaders. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.3 Library personnel model best pedagogical practices for classroom teaching, online tutorial design, and other educational practices. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). Area 7.: Continuing Education and Lifelong Learning Detail 7A.: The necessity of continuing professional development of practitioners in libraries and other information agencies. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.2 Professional development Candidates model a strong commitment to the profession by participating in professional growth and leadership opportunities through membership in library associations, attendance at professional conferences, reading professional publications, and exploring Internet resources. Candidates plan for ongoing professional growth. Element: 4.3 Leadership Candidates are able to articulate the role and relationship of the school library program's impact on student academic achievement within the context of current educational initiatives. Utilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts. Skills Instruction Little or no evidence is provided to indicate candidate advocates for skills to support the learning needs of the school community Some evidence is provided to indicate candidate advocates for skills to support the learning needs of the school community Multiple evidence is provided to indicate candidate advocates for skills to support the learning needs of the school community Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. Score/Level value: 1.00 value: 2.00 value: 3.00 NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 4: Program Administration The school library media coordinator understands and demonstrates effective techniques for managing the school library media program and aligning program goals with the educational mission of the school. Functioning in a stewardship role, the school library media coordinator manages resources and makes them readily available to students, teachers, administrators, and support staff both within and beyond the walls of the school. Working with the Media and Technology Advisory Committee (MTAC) and through other partnerships, the school library media coordinator acts as a change agent to plan and implement policies and procedures that enhance access to resources and services and to solve problems as they arise. Indicator: 4.9 Interacts effectively with students, staff, administration, parents, and the community to promote and expand the school library media program. NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 4. School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices. Descriptor: a. School Library Media Coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills. School Library Media Coordinators integrate 21st century skills in instructional design, delivery, and assessment to meet curriculum objectives and produce positive learning outcomes for students. They promote best instructional practices and curriculum fidelity through collaboration and support to educators. They model and facilitate access to current information and technology tools and participatory and social learning. Developing Indicator: Understands the need for participatory and social learning for 21st Century learners. Developing Indicator: Understands the Framework for 21st Century Learning. Proficient Indicator: Utilizes participatory and social learning experiences in instruction. Proficient Indicator: Collaborates with school staff to incorporate participatory and social learning into their instructional practices. Proficient Indicator: Collaborates with school staff to design, deliver and assess instruction that integrates 21st century skills and content. Proficient Indicator: Collaborates with school staff to designs, delivers and assesses instruction that integrates 21st Century skills and content. Accomplished Indicator: Models and leads other educators in the use of participatory and social learning experiences. Accomplished Indicator: Models and leads other educators in the use of the design, delivery and assessment of instruction that integrate 21st century skills and content. Distinguished Indicator: Assists content area teachers in understanding the relationship between the quality of instructional design and positive learning outcomes for students. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.4 Library personnel provide regular instruction in a variety of contexts and employ multiple learning platforms and pedagogies. USA- ALA Core Competencies of Librarianship Area 4. : Technological Knowledge and Skills Score/Level value: 1.00 value: 2.00 value: 3.00 Detail: 4A. Information, communication, assistive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies. Area 7.: Continuing Education and Lifelong Learning Detail 7D.: The principles related to the teaching and learning of concepts, processes and skills used in seeking, evaluating, and using recorded knowledge and information. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. Element: 1.3 Instructional partner Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use. Delivery/Video Little or no evidence is provided of In-Service of candidate’s use of research Presentation and other evidence-based data to contribute to and lead school improvement and professional development Some evidence is provided of candidate’s use of research and other evidence-based data to contribute to and lead school improvement and professional development initiatives, modeling and sharing teaching and learning Multiple evidence is provided of candidate’s use of research and other evidence-based data to contribute to and lead school improvement and professional development initiatives, modeling and sharing teaching and learning Standards NC- ECU MLS Program Objectives (2011) Objective: 8. Instruct individually, and in collaboration with other information professionals/educators, diverse user groups to access effectively and efficiently the resources and services available to them in a variety of library settings. Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 8. Instruct individually, and in collaboration with others, diverse user groups to access library resources and services Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Standard: Standard 2: Collaboration and Leadership Functioning in a leadership and change agent role, the school library media coordinator demonstrates self-directed, reflective professional behavior to foster and advocate for a collaborative culture, with colleagues and the greater community, that supports life-long learning and that honors diversity. Indicator: Score/Level value: 1.00 value: 2.00 value: 3.00 2.6 Provides collaborative leadership and engages in mentorship activities within the field of information and library science; Indicator: 2.7 Initiates personal professional inquiry through reading, dialogue, and action research and follows a plan for personal professional development; USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.4 Library personnel provide regular instruction in a variety of contexts and employ multiple learning platforms and pedagogies. USA- ALA Core Competencies of Librarianship Area 1. : Foundations of the Profession Detail: 1J. Effective communication techniques (verbal and written). USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.2 Professional development Candidates model a strong commitment to the profession by participating in professional growth and leadership opportunities through membership in library associations, attendance at professional conferences, reading professional publications, and exploring Internet resources. Candidates plan for ongoing professional growth. Element: 4.3 Leadership Candidates are able to articulate the role and relationship of the school library program's impact on student academic achievement within the context of current educational initiatives. Utilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts. Mission and School Goals Little or no evidence provided to demonstrate candidate designs, directs, and promotes strong school library programs with services aligned with the school’s mission Some evidence is provided to demonstrate candidate designs, directs, and promotes strong school library programs with services aligned with the school’s mission Multiple evidence is provided to demonstrate candidate designs, directs, and promotes strong school library programs with services aligned with the school’s mission Standards NC- ECU MLS Program Objectives (2011) Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2011) Score/Level value: 1.00 value: 2.00 value: 3.00 Standard: Standard 3: Information and Ideas As an information specialist, the school library media coordinator plays a vital role in a democratic society: to provide access to information and ideas representing all points of view through resources in a variety of formats for students and staff who must function as well-informed and literate citizens in making choices and decisions. The school library media coordinator also has a fundamental responsibility to help students develop their information literacy skills to find, analyze, and use information effectively. At the same time, the school library media coordinator creates a culture and learning environment that fosters reading literacy for information and for pleasure. Indicator: 3.3 Organizes school library media facilities and resources in a manner that supports the mission, goals, and objectives of the school and maximizes intellectual and physical access to resources; Standard: Standard 4: Program Administration The school library media coordinator understands and demonstrates effective techniques for managing the school library media program and aligning program goals with the educational mission of the school. Functioning in a stewardship role, the school library media coordinator manages resources and makes them readily available to students, teachers, administrators, and support staff both within and beyond the walls of the school. Working with the Media and Technology Advisory Committee (MTAC) and through other partnerships, the school library media coordinator acts as a change agent to plan and implement policies and procedures that enhance access to resources and services and to solve problems as they arise. Indicator: 4.1 Works with school staff to design and implement strategic short- and long-range plans that ensure balance among all aspects of the school library media coordinator’s role and responsibilities; Indicator: 4.2 Bases program decisions on action research and best practices in order to maximize the school library media program’s impact on student achievement; USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.2 Library personnel collaborate with faculty to embed information literacy learning outcomes into curricula, courses, and assignments. USA- ALA Core Competencies of Librarianship Area 8. : Administration and Management Detail 8D.: The concepts behind, and methods for, developing partnerships, collaborations, networks, and other structures with all stakeholders and within communities served. USA- ALA/AASL Standards for Initial Preparation of School Librarians (2010) Standard: Standard 4: Advocacy and Leadership Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. Element: 4.4 Advocacy Candidates identify stakeholders within and outside the school community who impact the school library program. Candidates develop a plan to advocate for school library and information programs, resources, and services. Standard: Standard 5: Program Management and Administration Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration. Element: Score/Level value: 1.00 value: 2.00 value: 3.00 5.4 Strategic Planning and Assessment Candidates communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services, and standards with the school's mission. Candidates make effective use of data and information to assess how the library program addresses the needs of their diverse communities. Reflective Summary Little to no evidence is provided to demonstrate candidate has reflected on practice and can identify meaningful adjustments to improve teaching Some evidence is provided to demonstrate candidate has reflected on practice and can identify meaningful adjustments to improve teaching Multiple evidence is provided to demonstrate candidate has reflected on practice and can identify meaningful adjustments to improve teaching Standards NC- ECU MLS Program Objectives (2011) Objective: 9. Obtain practical experience in professional roles for which students are preparing. NC- ECU MLS Program Objectives (2014) Program Objective: 9. Obtain practical experience in professional roles for which students and preparing NC- North Carolina Standards for Master of Library Science Degree/School Library Media Coordinator (2013) Standard: Standard 5. School library media coordinators reflect on their practice. Descriptor: b. School Library Media Coordinators link professional growth to their professional goals. School Library Media Coordinators actively seek ongoing professional development to improve their practice and the effectiveness of the library media program. Developing Indicator: Develops and follows a professional growth plan aligned to evaluation results and professional practice needs. Developing Indicator: Understands that personal culture and experiences may impact professional practice. Proficient Indicator: Participates in professional development that addresses professional growth goals. Proficient Indicator: Participates in professional development that reflects 21st Century skills and knowledge. Proficient Indicator: Participates in professional development that is aligned with State Board of Education and school and district priorities. Accomplished Indicator: Applies and implements knowledge and skills attained from professional development to improve the library program and their practice. Distinguished Indicator: Assesses the impact of professional development on the effectiveness of their instruction and the library program. USA- ACRL Standards for Libraries in Higher Education (2012) Principle: 3. Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning. Performance Indicator: 3.4 Library personnel provide regular instruction in a variety of contexts and employ multiple learning platforms and pedagogies. Score/Level