CHICAGO STATE UNIVERSITY
College of Education
Information Studies Department
Course Number: LIS 5120 Title: Administration Media Centers
Semester Hours: 3.0
Term/Year: Spring 2015
Instructor: Brenda Pruitt-Annisette, Ed.D. Office (Bldg. Rm.): ED 208 Office Phone:
773.995.2003
Office Hours: Wednesdays and Thursdays, 1:00 p.m. 4:00 p.m. CSU E-Mail Address:
bpruitt@csu.edu
REQUIRED TEXTBOOK(S)/MATERIAL
Empowering Learners: Guidelines for school library media programs (2009). Chicago:
American Library Association.
The Third teacher: 79 ways you can use design to transform teaching and learning (2010). A
Collaborative project: OWP/P Architects + VS Furniture + Bruce Mau Design. New York:
Abrams. (Optional purchase)
Wools, Blanche, Weeks, Ann, & Coatney, Sharon. 2014. School library media manager. CA:
ABC-CLIO, LLC. 5th edition, pbk. (277 pgs.).
LIVE TEXT PROGRAM/POLICY: All students are required to purchase a copy of Live Text
either from the CSU Bookstore or from www.livetext.com. This program is needed for
downloading all the key written projects/assessments completed in this course into your course
shell for grading purposes.
MOODLE COURSE SHELL: All students are required to log into their Moodle Course Shell,
for the purpose of downloading copies of documents/handouts related to this course. Exams
assigned in relation to this course will also be uploaded and completed within your Moodle
course shell. You will need your CSU email username and password to log into Moodle.
COURSE PREREQUISITES
Uncertified candidates must meet requirements for admission to the College of Education
COURSE DESCRIPTION
Investigation of the problems in the management of school media programs including formal
methods of planning for resource based teaching and learning and includes methods of
management and administration, with an emphasis on organizing staffing, financing, and use of
evaluation standards. Designed to assist the student in developing an understanding of the
application of management and administrative philosophies in school libraries working with
diverse P-12 learning communities and faculty. Fifteen clock hours of field experience per term.
1
3.000 Credit hours
3.000 Lecture hours
COURSE OBJECTIVES/LEARNING OUTCOMES
Students successfully completing this course will be able to do the following:
1.
2.
3.
4.
5.
6.
7.
Understand and demonstrate how professional knowledge, skills, and dispositions needed by the
school library media specialist to ensure the effective administration of the school library media
center program in support of teaching and learning for K-12 students and staff. (ALA/AASL 1.1,
1.3, 4.3)
Promote and integrate the mission, goals, and objectives of the local school community into the
administration of an effective school library media center program needed to support curricula,
instruction, and student achievement. (ALA/AASL 4.1, 4.2, .4,3 4,4, 5.3, 5.4)
Demonstrate how on-going assessments of administrative practices of the school library media
program directly support the integration of 21st century instructional resources and activities
needed to improve student achievement. (ALA/AASL 1.1,1.2, 1.3,1.4 3.2, 3.3,3.4, 5.1.5.3,/5.4)
Understand school district policies and procedures that directly impact practices of management
regarding school media center policies, staffing, and facility planning. (ALA/AASL 5.1,5.2,5.3,
5.4)
Understand and demonstrate how a quality school library media program remains an essential
component to K-12 teaching/learning in a 21st century learning environment. (ALA/AASL 1.2,
3.2,3.3, 3.4,4.1,4.3,5.1,5.4)
Use appropriate technology tools to demonstrate learning and understanding of concepts.
(ALA/AASL 3.1,3,2)
Gain practical experience through field placement and observation hours. (ALA/AASL
4.1,4.2,4.3,4.4)
GENERAL EDUCATION OUTCOMES FOR THE COURSE:
Illinois Professional Teaching Standards and edTPA Alignment
edTPA Rubrics
Illinois Professional Teaching Standards
Planning:
Standard1 – Teaching Diverse Students
Pl1 - Planning for content understandings
Ii) stimulates prior knowledge and links to new ideas to
already familiar ideas and experiences
Instruction:
In7 – Engaging students in learning
Planning:
Pl2- Planning to support varied student learning needs
Pl3- Using knowledge of students to inform teaching and
learning
1J) differentiates strategies, materials, pace, levels of
complexity, and language to introduce concepts and
principles so that they are meaningful
1L) uses information about students’ individual experiences,
families, cultures, and communities to create meaningful
learning opportunities and enrich instruction for all students
2
Standard 3 – Planning for Differentiated Instruction
Instruction:
In10 – Analyzing teaching effectiveness
3L) creates approaches to learning that are interdisciplinary
and that integrate multiple content areas
Standard 5 – Instructional Delivery
5N) uses technology to accomplish differentiated
instructional objectives that enhance learning for each
student
In10 – Analyzing teaching effectiveness
Standard 7 – Assessment
As11 –Analysis of student learning
As15- Using assessment to inform instruction
7J) uses assessment results to determine student
performance levels, identify learning targets, select
appropriate research-based instructional strategies, and
implement instruction to enhance learning outcomes
Assessment:
Standard 9-Professionalism, Leadership, and Advocacy
In10 – Analyzing teaching effectiveness
9i) models professional behavior that reflects honesty,
integrity, personal responsibility, altruism and respect
As15- Using assessment to inform instruction
9J) maintains accurate records, manages data effectively and
protects the confidentiality of information pertaining to each
student and family
9K) reflects on professional practice and resulting outcomes,
engages in self assessment, and adjusts practices to improve
student performance, school goals, and professional growth 1
OBJECTIVE NUMBER ASSESSMENT MEASURES
Assignment/Experience
in Course
LIS Student Learning
Outcomes Addressed
for Key Assignments
Observations/Research
Observations/research
activities are to be
included in the
weekly
reflections/summaries
post in Moodle.
Candidates may earn
15 observation hours
in this course.
Course
Objectives
Addressed
ALA Core
Competencies
Addressed
1, 7
ALA/AASL3.3,
3.4, 4.2, 4.3
Specialization
Standards
Addressed
Key
Assignment
Evaluated in
LiveText
9i, 9J, In10,
As15
Student
Performance
Criteria
Students need
to be rated as
acceptable on
at least 80%
of all criteria
in order to
receive credit
for the
assignment
1
Adapted from: Illinois Professional Teaching Standards and edTPA alignment Crosswalk. 2012.
http://www.isbe.net/licensure/pdf/higher-ed/edTPA-IPTS-crosswalk.pdf
3
Weekly
Reflections/Summaries
Essential questions,
lecture questions, and
other assignments
may be submitted as a
component of the
weekly
reflection/summary
post. The weekly post
is not a term paper.
Quality (not quantity)
is the goal of the
writing activity.
Please remember to
cite sources
accurately.
1,2,4,5
ALA/AAASL1.1,
1.2, 1.3, 1.4,
3.4
School Data: MGOs and
Student demographics
Candidates will
identify two school
sites as their research
and/or observational
sites for this course.
Mission, Goals, and
Objectives (MGOs)
for each site and
student demographics
will be compiled by
candidates.
4, 5
ALA/AASL 1.1,
1.2, 1.3, 3.1,
3.2, 3.3
Ii,IL,Pl1, 7J,
In10
School Data/Learning
Community:
Identify student academic
needs by grade level,
content, and student
achievement
An accurate
interpretation of the
data (without bias)
will become a key
focus for this learning
activity.
4, 5
ALA/AASL 3.1,
3.2, 3.3, 3.4
Ii, IJ, IL, In 7,
P11, Pl2, Pl3
Media Center Budget
Development –
Assessment of teaching
and learning needs
Using edTPA forms, a
media program
budget will be used to
support collection
development and to
justify how the
candidate, as school
librarian, will use
his/her budget to
meet the
instructional,
research, and pleasure
reading needs of P-12
learners and staff
2,3,5,6
ALA/AASL 1.1,
1.2, 1.3, 1.4,
2.1,5.1, 5.4
Students need
to be rated as
acceptable on
at least 80%
of all criteria
in order to
receive credit
for the
assignment
3L, 5N, In10
Students need
to be rated as
acceptable on
at least 80%
of all criteria
in order to
receive credit
for the
assignment
Students need
to be rated as
acceptable on
at least 80%
of all criteria
in order to
receive credit
for the
assignment
X
7J,9i,9J,In20,
As11, As15
Students need
to be rated as
acceptable on
at least 80%
of all criteria
in order to
receive credit
for the
assignment
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK:
The College of Education's conceptual framework serves as the model for preparing all
candidates to succeed in helping all urban children learn. This preparation is characterized and
distinguished by five core themes: (1) Professionals who exhibit appropriate skills, dispositions and
best practices; (2) Assessments of teaching and learning that are consistent and frequent: (3)
4
contextualized teaching experiences; (4) Technology —integrated curricula and instructional
delivery: and (5) Standards-based teaching and learning.
The course relates to the College of Education's Conceptual Framework because it adheres to
professional standards of leadership and related aspects of administrative behavior for
enrichment and promotion of contextualized experiences at P-12 and post-secondary levels. In
addition, the course has the necessary assessment components and activities to ensure that each
candidate acquires legal knowledge and technological skills (via Live-text and legal research),
including the dispositions of leadership, which are associated with educational institutions and is
essential for organizational partnerships.
PROFESSIONAL STANDARDS:
 National Council for Accreditation of Teacher Education (NCATE) <http://www.ncate.org>
 Chicago State University Conceptual Framework PACTS Strands
Five themes (Professionalism, Assessment, Content Knowledge, Technology and Standards) provide the
basis for the College’s conceptual framework. Known as P-A-C-T-S, the College conceptual framework
guides activities in this course. All individuals in this course will develop those skills necessary to
demonstrate professionalism as exemplified by their preparedness for performances in the classroom,
leadership in the educational community, continuous personal development, and practices of integrity and
honesty. They will employ various assessment techniques to reflect upon personal knowledge and skills
developed throughout the semester. By appropriately completing assignments and projects, they will
evidence knowledge of philosophical principles pertaining to their respective content area(s). They will
use technology throughout the course as a tool to facilitate the development of the knowledge and skills
identified in the course objectives. Finally, to ensure that content is aligned with that generally expected
in the field, the course is designed around the knowledge and performance indicators set forth in state and
national standards. The PACTS Conceptual Framework supports the mission statement of the College of
Education [http://www.csu.edu/CollegeOfEducation/] and the mission statement of the university
[http://www.csu.edu/strategicplanningresources/missionstatement.htm].
CF 1 – Professionals
CF 2 – Assessments CF 3 – Content knowledge
CF 4 – Technology
CF 5 – Standards
LIS 5120, designed primarily for pre-service school library professionals, supports the College of
Education’s conceptual framework by implementing a standards-driven, administrative and instructional
delivery programmatic approach. Student’s knowledge base is periodically assessed to determine their
level of competence. Requisite content knowledge is put to use in the instructional and administrative
setting(s). Use of technology is manifold: personal use (home/school), text companion website, in class
presentations, and electronic portfolio development. Professionalism is being developed in connection
with the familiarization with materials identified and selected to support curricula, classroom instructional
activities, and student achievement.
5
COURSE REQUIREMENTS:
Attendance and Participation Policy: Attendance is mandatory. The structure of this hybrid course and
its importance in your development as a future teacher necessitates that you attend all class sessions. The
professor will take attendance at the beginning of each class session. In cases of emergency students are
required to notify the professor in advance regarding the reason for the absence. Students with two or
more unexcused absences may be dropped from the class. In cases of exceptional circumstances, the
professor may allow a make-up of missed work upon submission of an official document regarding the
absence (s) in question. However, make ups are at the discretion of the professor. University policies
published in the 2010-2012 Undergraduate Catalog will be followed for attendance problems. Please
note: It is the student's responsibility to drop this course, if necessary.
Work Policy: Students are expected to correctly complete all reading/writing assignments and project
assignments for submission to the professor and the class (when applicable) on the due date (see the
syllabus calendar for assignment dates). Failure to meet all assigned requirements can result in a failing
course grade.
Adverse Weather Policy: When adverse weather conditions necessitate cancellation or closing,
announcements will be made on local radio and television. No announcements will be made when
the University is open. CSU does not ask students to assume undue risks when travelling to class. If
an assignment is due when the University is closed, that assignment is due the next scheduled class
session. That missed work is due in addition to any other work that may be scheduled at the
subsequent class session.
Academic Honesty Policy: As per the Student Handbook/Code of Student Conduct, all students must
act with academic integrity. If you cheat, plagiarize, or commit other academic dishonest behaviors you
will receive a failing grade for the assignment. Other academic negative consequences may also occur,
as per the College of Education and the University’s Discipline Policy.
UNIVERSITY AND COLLEGE OF EDUCATION POLICIES
Statement from Abilities Office: Students with a disability who require reasonable accommodations to
fully participate in this course should notify the instructor within the first two weeks of the semester. Such
students must be registered with the Abilities Office which is located in the Cordell Reed Student Union
Building, Room 198. The telephone number is 773.995.4401. Accommodations may be requested at any
time, but they are not retroactive.
Emergency Procedure Request: In order to maximize preparedness in the case of an emergency,
students who may need assistance should an evacuation be necessary are asked to inform their instructors
at the beginning of each semester. This request is made to improve the safety of all members of the CSU
Community.
Plagiarism and Academic Misconduct : ‘Academic misconduct includes but is not limited to cheating,
encouraging academic dishonesty, fabrication, plagiarism, bribes, favors, threats, grade tampering, nonoriginal work, and examination by proxy. Procedures regarding academic misconduct are delineated in
“Student Policies and Procedures” article X, section 2. If an incident of academic misconduct occurs, the
instructor has the option to notify the student and adjust grades downward, award a failing grade for the
semester, or seek further sanctions against the student.’
Academic Warnings: Student progress is monitored throughout each semester, and progress indicators
are posted to Moodle / CSU X-Press during the 5th, 9th, and 13th weeks of the semester, as listed in the
6
Academic Calendar. Instructors and academic advisors usually communicate with students if problems
arise, but it is the responsibility of the student to check, and to take immediate action when necessary to
improve the grade. If you receive “SP” (satisfactory progress), you are on track to successfully complete
the course. Otherwise, if there are issues related to attendance, missing assignments and exams, and/or
limited progress, please contact the instructor and your academic advisor as soon as possible.
Electronic Harassment/Cyberbullying Policy: All members of the CSU community are required to
follow the Electronic-Harassment/Cyberbullying Policy at
http://www.csu.edu/boardoftrustee/documents/CyberbullyingPolicy.pdf.
COE Turnitin Policy: The College of Education considers plagiarism a violation of academic integrity
and will address all violations of the policy. Plagiarism is a serious matter, subject to disciplinary action
and/or dismissal from a program, the College of Education or the university. The instructor reserves the
right to run any assignment through Turnitin.
Children in the College: Unattended children are not permitted in the College of Education nor are
children of any age allowed in the classrooms during periods of classroom instruction.
Laptop Policy: All students enrolled in this course are required to have access to a laptop computer. We
encourage you to bring your own laptop to all class sessions so that you can fully experience the
integration of technology into your education.
College Electronic Device Policy: All cell phones must be silenced or set to vibrate during class. If you
make or accept a call or text message during class time, you must leave the classroom for the duration of
the class. Unless specifically allowed for class or examination, the use of any electronic devices is
prohibited. If an unapproved electronic device is visible during testing, or if you leave the classroom
during testing for any reason, you will not be able to complete the test. Any violation of this policy on the
use of electronic devices will affect your grade and standing in the program according to course,
department, college, and university regulations and guidelines.
Additional university and college policies can be found online at www.csu.edu.
GRADING CRITERIA:
Grade Point Distribution
A
B
C
D
F
Attendance and Participation
Weekly Reflection/Summary
Midterm Exam
Assessment: Media Center
Budget/Rationale (edTPA)
Planning: Student and community
demographics (edTPA)
92-100%
80-91%
70-79%
60-69%
0-59%
20 points
15 points
15 points
25 points
25 points
7
CALENDAR/CLASS SCHEDULE: (Calendar is subject to change with due notice.)
WEEKLY SESSIONS
ASSIGNMENTS
January 12th – January 18th
Read: Course Syllabus
Collaborate Session in Moodle:
Thursday (1/15/15)
Please be prepared to discuss
any questions or concerns
regarding assignments and
activities.
DUE DATES
Complete All About Me activity
and post in Moodle
Due
Saturday 1/21/15
6:00 p.m. –8:00 p.m.
January 19th – January 25th
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Research/Discussion:
-Benjamin Bloom
-Howard Gardner’s Learning
Theory
-edTPA
Weekly Reflection/Summary
due
Saturdays by 11:59 p.m.
You will need to identify a
school community for your
observational visits and research
activities for this course. (Due
2/11/ 15)
January 26th – February 1st
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Topic: Using Web 2.0 Tools –
Diigo
Sharing Research articles
Weekly Reflection/Summary
-edTPA and school librarianship
-edTPA Forms
Saturday by 11:59 p.m.
Two (2) research articles with
summaries due in Moodle
Textbooks are needed!
February 2nd – February 8th
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Topic: Collaboration and
Cooperation
Using Web 2.0 Tools – Diigo
Textbook (Woolls) – Chapters
1-2
Weekly Reflection/Summary
due
Saturday by 11:59 p.m.
Chapter 1 -School Libraries in
8
today’s global environment
Chapter 2 -School Libraries
today
Empowering Learners: Chapter
1- Section I-III
February 9th – February 15th
Topic: Mission, Goals, and
Objectives
Weekly reflections/summaries
due
http://illlinoisreportcard.com
School site and community
information due
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Textbook (Woolls) – Chpts. 3-4
Chapter 3 – Becoming a school
librarian
Saturday by 11:59 p.m.
Chapter 4 – Choosing and
beginning the job
February 16th – February 22nd
Topic: Administrative Decision
Making: Data Collection using
Data Tables
Weekly Reflection/Summary
due
Saturday by 11:59 p.m.
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Textbook (Woolls) – Chpts. 5-6
Chapter 5 – Managing the
school library program
Chapter 6- On the job;
Managing :Understanding
Curriculum; Analyzing
Teaching Methods; School
library as a classroom
Empowering Learners: Chapter
I- Section IV-VI
February 23rd – March 1st
Presentation/Group Discussion/
Collaborate Session in Moodle
Thursdays
Creating/sharing data tables
(MGOs and student data) for
the school site you have selected
6:00 p.m. –8:00 p.m.
(Rubric will be provided)
Topic: How do MGOs impact
administrative functions in the
3 Essential Questions w/answers
to be included in weekly
reflection/summary
Data tables (MGOs and student
data)
Due in Moodle
9
media center program?
March 2nd – March 8th
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Topic: Collection Development
- Administering an effective
instructional program
(Improving instruction in the
school library program for all
learners)
Textbook (Woolls) – Chapter 7
Saturday by 11:59 p.m.
Weekly Reflection/Summary
due
Saturday by 11:59 p.m.
School Library integrating
reading and the curriculum:
Common Core State Standards
(CCSS)
Empowering Learners: Chapter
II (Teaching for Learning)Section I-II
-Observation Visit
-Mid Term Examination
March 9th – March 15th
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Research: Literacy and
academic success for ALL
learners in the school library
media program
Textbook (Woolls) – Chapter 8
Answer to t his week’s lecture
question by due in Moodle by
Nov. 3rd
Weekly Reflection/Summary
due
Access to Information:
Selecting Materials
Selecting Information from the
Internet
Observation Visit
March 16th – March 22nd
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Research: Curriculum
development and strategic
planning for the school library
media center
Locate and analyze a current
copy of the student profile for
your campus. Identify academic
deficiencies in your findings.
Textbook (Woolls) – Chapter 910
Due in Moodle Nov. 10th
Empowering Learners – Chapter
Weekly Reflection/Summary
due
10
II (Teaching for Learning)Section III-IV
Observation Visit
March 23rd – March 29th
Textbook (Woolls) – Chapter
11
Answer to this week’s lecture
question and
Topic: Managing the budget:
Weekly Reflection/Summary
due
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Preparing Goals and Objectives
Planning for Evaluation
Describing Local Resources
Saturday by 11:59 p.m.
Empowering Learners: Chapter
III (Building the Learning
Environment) – Section I-III
(Rubric will be provided)
March 30th – April 5th
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
April 6th –April 12th
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Presentations and Group
Discussions
Textbook (Woolls) – Chapter
12
Topic: Using Standards to
evaluate media programs
(collections and instruction)
Topic: Curriculum
development and strategic
planning – identifying
resources, supporting curricula,
improving instruction, and
engaging K-12 learners –
Observation Visit
Submit (3) essential questions
w/answers for group discussion
forum
Weekly Reflection/Summary
due
Saturday by 11:59 p.m.
Submit (3) essential questions
w/answers for group discussion
forum
Weekly Reflection/Summary
due
Saturday by 11:59 p.m.
Textbook (Woolls) - Chapter
13
Electronic Publishing
Empowering Learners: Chapter
III (Building the Learning
Environment) – Section IV-VI
11
April 13th – April 19th
Thursdays
6:00 p.m. –8:00 p.m.
Topic - Final Project:
Using the data collected from
your school (i.e., mission, goals,
objectives, standards, student
demographics, learning styles of
learners, types of faculty
engagement utilized, etc.), you
will need to prepare a longrange strategic plan for the
school library media center that
meets the academic needs of
your students.
Final Project due in Moodle
May 2nd by 11:59 p.m.
Weekly Reflection/Summary
due
Saturday by 11:59 p.m.
(A rubric will be provided)
Textbook (Woolls) – Chapter
14
Leadership, Advocacy, and
Professional Associations
Empowering Learners: Chapter
IV (Empowering Learning
Through Leadership)- Section IIV
April 20th – April 26th
Research Week - Meet as
needed to discuss any concerns
or questions regarding
assignment
Weekly reflection and summary
due
Saturday by 11:59 p.m.
April 27th - May 3rd
Final Exam/Class Presentations
Final Project Due in Live Text
May 6th by 11:59 p.m.
Collaborate Session in Moodle
TBD
Collaborate Session in Moodle
Thursdays
6:00 p.m. –8:00 p.m.
Thursdays
6:00 p.m. –8:00 p.m.
12
ASSIGNMENT(S) INSTRUCTIONS: (e.g., readings; exams; technology; and other projects
due; etc.)
o Students must read the assigned chapter prior to class time
o Students must address aspects of the assigned text chapter or chapters in class
and online discussions and explain their implications for the effective
administration of the school media program.
o Students may also lead class discussions (i.e., discussion forums;
wikis/blogs; etc.) based on assigned chapter readings and current
educational policy or events impacting public schools and P-12 learners.
1. Classroom Observation (Field Experience-15hrs)
Directions: All students are required to complete 15 hours of media program
observations (field experience) and submit a summary of the experience in the weekly
reflection and summary. Observations should be based on topics addressed during chapter
readings and class discussions. There is no makeup for this missed assignment. Students
must secure Field Observation and Introduction Form from the instructor. The
documents are to be filled out by the student and presented to the school site principal
and/or school librarian. Important: The form will not be given to the student until the
student brings the original copy of compliance relevant to the both the Criminal
Background Check and TB clearance.
2. Weekly Reflection and Summary - Candidates are required to complete and post each week in
Moodle their reflections on new knowledge/understanding of concepts introduced during class lectures,
research activities, and/or observations of authentic learning activities in school libraries. Essential
questions, lecture questions, and other assignments may be submitted as a component of the weekly
reflection/summary post. The weekly post is not a term paper. Quality (not quantity) is the goal of the
writing activity. Please remember to cite sources accurately.
3. Observations/Research – Candidates are required to spend two (2) additional hours, each week, on
outside research, readings, and/or observations for this class. Observations/research activities are to be
included in the weekly reflections/summaries post in Moodle. Candidates may earn 15 observation hours
in this course. Please plan to make an observational visit during the weeks identified in the syllabus.
Coordinating your visits to coincide with topic discussed during weekly lecture will guide/enrich the
observational experience.
Research activities will require students to share their findings with classmates and professor. Therefore,
Web 2.0 tools will be used to support these activities. Candidates will be required to create a Diigo
account and share documents during the semester.
4. School Data: MGOs and Student Demographics – Candidates will identify two school sites as their
research and/or observational sites for this course. Mission, Goals, and Objectives (MGOs) for each site
and student demographics will be compiled by candidates. Candidates will participate in group
13
discussions and presentations of their school/student data throughout the semester. Written documents
will be posted in Moodle. Candidate participation in all activities is required.
5. School and Community Data Table – (Identify student academic needs, by grade level, content area,
and performance indicators) – Candidates will complete a school data table, based on a rubric provided
for this activity. An accurate interpretation of the data (without bias) will become a key focus for this
learning activity.
6. Media Center Budget - w/ instructional activity and supporting data – As highly effective school
librarians, candidates will need to use data to build a quality school library program used to support
teaching and learning. Using edTPA forms, a media program budget will be used to support collection
development and to justify how the candidate, as school librarian, will use his/her budget to meet the
instructional, research, and pleasure reading needs of students and staff. Candidates will base rationale for
all expenditures on student and school data (i.e., MGOs; student demographics; academic performance;
etc.). A rubric will be provided for this activity.
BIBLIOGRAPHY, OTHER REFERENCES AND RESOURCE MATERIAL
1. American Psychological Association (2009). Publication Manual of the American
Psychological Association (6th edition). Washington, D.C.: American Psychological
Association.
2. edTPA Resource Library (2014). Chicago State University College of Education,
3. Empowering Learners: Guidelines for school library media programs (2009). Chicago:
American Library Association.
4. Illinois Professional Teaching Standards and edTPA alignment Crosswalk. 2012.
http://www.isbe.net/licensure/pdf/higher-ed/edTPA-IPTS-crosswalk.pdf
5. The Third teacher: 79 ways you can use design to transform teaching and learning
(2010). A Collaborative project: OWP/P Architects + VS Furniture + Bruce Mau
Design. New York: Abrams.
6. LiveText Courseware Account [http://c1.livetext.com] {LiveText® Assistance:
livetext@csu.edu}
14