NCATE CK/RIBTS 1

Evidence

Course / Task

LSC 502: Create strategic plan and instructional thematic unit showing evidence of collaborating w/ teacher to integrate constructivist learning activities and info. Lit. Standards into curriculum for real world problem solving.

LSC 520: Creation of strategic plan (see LSC 502.) Use of Big Six Skills, creation of integrated thematic unit: integrate multi intelligences, variety of library resources and technologies, and multicultural resources.

LSC 502: Strategic plan, instructional thematic unit.

LSC 520: Strategic plan, instructional thematic unit, PowerPoint case study presentation.

LSC 520: Create interdisciplinary thematic units that demonstrate collaboration with teacher(s) to integrate constructivist learning activities and information literacy standards into the curriculum.

_________________________________________________________

LSC 530 and 531: Book evaluation, collection development, and promotion of books and reading to children, parents, teachers. Introduce the teachers to materials that could be used to support the work of elementary and secondary teachers in a range of disciplines; since school library media specialists serve as educational consultant and collaborator. Introduces students to tool and techniques for keeping up with a constantly growing literature. Promotion of books and reading to teenagers, parents, teachers that is centered on a theme.

LSC 520: instructional thematic lesson in unit

LSC 530 and 531: book pushing projects, bibliographies, webliographies,

LSC: 557: Surveys quantitative and qualitative research methods, with emphasis on understanding the logic of published research and applying systematic methods to the analysis of community needs. Teachers (GSLIS students in the School Library Media track) are encouraged to base their group projects on the analysis of school needs (esp. curriculum support), and their individual literature reviews on research relevant to the evaluation of school library effectiveness, information literacy instruction, or the like. Offers research methods as a way to track change without losing sight of a central value: service to the community that uses the library, media center, or other information resource.

LSC 557: Literature reviews

NCATE PCK / RIBTS 2

Evidence

Course / Task

2.1 know their discipline and understand how knowledge in their discipline is created, organized, and linked to other disciplines.

LSC 502: Group analysis, and presents problem solving approach and discussion questions for inquiry.

LSC 504: Student demonstrates an understanding of how reference materials are used to inform user of reference materials.

_____________________________________________________

LSC 508: Students demonstrate their understanding of concepts, structures and tools in assignments on operating systems, database design, website design and information theory. Student projects stress the incorporation of resources based on student/user need.

LSC 520: Group analysis and presents problem solving approach and discussion of questions for inquiry. See LSC 502

LSC 502: Case study presentation, PowerPoint presentation

______________________________________

LSC 504: term papers and pathfinders

LSC 508: Design of website, database,

LSC 520: Case study

2.2 Design instruction that addresses the core skills, concepts and ideas of the disciplines to help students meet the goals of the Rhode Island Common Core of Learning.

LSC 502, 596: Group analysis, and presents problem solving approach and discussion questions for inquiry.

_____________________________________________________

LSC 508: Students demonstrate their understanding of concepts, structures and tools in assignments on operating systems, database design, website design and information theory. Student projects stress the incorporation of resources based on student/user need.

LSC 502: Case Study

LSC 596: Case Study

LSC 508: Database construction, web page design and development

2.3 select instructional materials and resources based on their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.

LSC 520 and 596: Students create lesson plans for thematic unit and other resource guides to demonstrate their ability to gather, evaluate and use materials as part of instruction

LSC 520: thematic unit

LSC: 596: lesson plans and resource guides

2.4 incorporate appropriate technology resources to support student exploration of the disciplines.

LSC 520, 596: Design and present instructional thematic unit integrating active constructivist learning activities and problem solving skills with Big 6 Information Literacy Standards. Students select instructional materials based on student need as prescribed in instructional design theory. Students demonstrate an understanding and use of instructional design, development and evaluation. Students design instruction using instructional design theory, learning theory and motivational theory. Students design lessons that incorporate appropriate instructional media. Student projects stress the incorporation of resources based on student/user need. A unit on instructional design theory is presented and students are required to use the theory in the design of lessons. Students design multimedia/hypermedia lessons using multiple pathways.

_____________________________________________________

LSC 530, 531, 533: Select instructional materials and resources based on their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. May be taught with a WebCT platform or face-to-face with a WebCT site as supplement and back-up. Students in this course do online or oral presentations, depending on the delivery mode; oral presentations usually incorporate PowerPoint and other technologies.

LSC 557: Introduces and critiques research methods in our field and points out relationships between the way research is used in librarianship, education, and other fields; thus, it helps the future LMS understand how knowledge in our discipline is created and linked to other disciplines.

LSC 596: 10 week Practicum experience complete with increasing responsibilities to teach information literacy and manage the day-to-day activities associated with the business of maintaining a library media center.

LSC 520: instructional thematic unit

LSC 596: lesson plans

LSC 530, 531 and 533: Online presentations

LSC 557: Literature review

LSC 596: lessons, units, daily log

2.5 use a variety of explanations and multiple representations of concepts, including analogies, metaphors, experiments, demonstrations, and illustrations that help students develop conceptual understanding.

LSC 520, 596: Instructional unit and lesson plans

LSC 520: instructional thematic unit

LSC 596: lesson plans, videotape of lesson

2.6 represent and use differing viewpoints, theories, and methods of inquiry when teaching concepts.

LSC 520, 596: Selection of materials to use in teaching

LSC 520: instructional thematic unit

LSC 596: lesson plans

2.7 generate multiple paths to knowledge and encourage students to see, question, and interpret concepts from a variety of perspectives.

LSC 530, 531: Selection and use of resources for children and young adults

LSC 530 & 531: WebCT materials

Materials promotion projects

PowerPoint presentations

Web page development

Video tape presentations

NCATE PPKS / RIBTS 3

Evidence

Course / Task

3.1 understand how students learn –how students construct knowledge, acquire skills, and develop habits of mind, and acquire positive dispositions toward learning.

LSC 520 and 596: Create and demonstrate instructional thematic unit with an integration of Big 6 skills, multiple intelligences, constructivist learning, and search strategies using a variety of resources. Artifact in portfolio. Use multicultural resources, stories and materials to engage variety of learners in reading, listening to and viewing activities in library.

______________________________________________

LSC 530, 531, 533: References theories of cognitive development and emergent literacy. Oral or online presentations focus on the development of lesson plans or programs that meet the cognitive, social, and personal needs of children, teens, and/or the teachers.

LSC 596: Student teaching opportunity in elementary setting complete with increasing responsibility to instruct and engage children in the learning process

LSC 520 and 596: instructional unit, portfolio

LSC 530, 531, 533: online presentations

LSC 596: student teaching practicum portfolio

3.2 design instruction that meets the current cognitive, social, and personal needs of their students.

LSC 520, 596: Create/ demonstrate instruction with integration of Big 6 skills, multiple intelligences, constructivist learning, and search strategies using a variety of resources. Use diverse resources, stories and materials to engage variety of learners in reading, listening to and viewing activities.

LSC 520 and 596: instructional units, portfolio

NCATE PPKS / RIBTS 4

Evidence

Task / Course

4.1 design instruction that accommodates individual differences (e.g., stage of development, learning style, English language acquisition, learning disability) in approaches to learning.

LSC 520: Create and demonstrate instructional thematic unit with an integration of Big 6 skills, multiple intelligences, constructivist learning, and search strategies using a variety of resources. Artifact in portfolio. Use multicultural resources, stories and materials to engage variety of learners in reading, listening to and viewing activities in library.

LSC 530and 531: Uses reader response theory as a way of understanding how students’ individual interests, prior learning, and cultural experiences can affect what they take from books and other resource materials. Theory applied to promotional projects.

LSC 596: Practicum experience with emphasis on individual and small group instruction in elementary and secondary school media centers.

LSC 520, 596: Lesson plans

___________________________________

LSC 530 and 531: book and materials promotion projects

LSC 596: videotaped lessons, site visit observations

4.2 use their understanding of students (e.g., individual interest, prior learning, cultural experiences) to create connections between the subject matter and student experiences.

LSC 530 and 531: Uses reader response theory as a way of understanding how students’ individual interests, prior learning, and cultural experiences can affect what they take from books and other resource materials. Theory applied to promotional projects.

LSC 530 & 531: creation of materials promotion projects and activities via WebCT or online

4.3 seek information about the impact of students’ specific challenges to learning or disabilities on classroom performance, and work with specialist to develop alternative instructional strategies to meet the needs of these students.

LSC 596: Practicum experience journal entries and lesson plan develop documents student’s experiences teaching a diverse student body.

LSC 596: journal entries, portfolio, and e-folio

NCATE PK / RIBTS 5

Evidence

Course / Task

5.1 design lessons that extend beyond fractural recall and challenge students to develop higher-level cognitive skills.

LSC 520: Integrate read-alouds and literature-based discussions using shared Inquiry Process in class and in lessons and in practicum field sites.

LSC 520: read-alouds and literature based videotaped lessons

5.2 pose questions that encourage students to view, analyze, and interpret ideas from multiple perspectives.

LSC 508: Discuss relevant issues.

LSC 508: Discussion lists on WebCT

5.3 make instructional decisions about when to provide information, when to clarify, when to pose a question, and when to let a student struggle to try to solve a problem.

LSC 530, 531, 533, 557: Students view, analyze, and interpret ideas from shifting perspectives. Students view, analyze, and interpret ideas from shifting perspectives.

LSC 596: 1. Practicum experience complete with the development of lesson plans and units. 2. Case studies of challenging experiences are developed. 3. Use of ethics wheel is presented and used as a problem solving strategy.

LSC 530, 531 and 533: Classroom and WebCT discussions

LSC 557: discussion in class and on WebCT

____________________________________

LSC 596: lesson plans and units

5.4 engage students in generation knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence.

LSC 557: This (5.4) core content of LSC 557 – and future teachers are encouraged to apply it to information literacy instruction; the connections could probably be made more explicit.

LSC 557: Literature review

5.5 use task that engage students in exploration, discovery, and hand-on activities.

LSC 520,596: Lesson plans demonstrate a variety of task that engages students in active and cooperative learning.

______________________________________________________

LSC 530, 531: Materials promotion projects demonstrate application of learning theories and developmental stages of students by designing projects that engage students in active learning.

LSC 520, 596: lesson plans

_____________________________________

LSC 530, 531 materials promotion projects

NCATE PPKS / RIBTS 6

Evidence

Task / Course

6.1 use principles of effective classroom management to establish classrooms in which clear rules and standards of behavior are maintained.

LSC 520 and 596: Design and implement active learning strategies including cooperative learning groups, multiple intelligences in lessons, and collaborating with teachers. Design appropriate rules for library use in Program, Policy and Procedure Manual. Create behavior rules and consequences for library media center. Design and implement active learning strategies including cooperative learning groups, multiple intelligences in lessons, and collaborating with teachers.

LSC 596: Practicum experience in an elementary and secondary school library media center demonstrate effective classroom management.

LSC 520: lesson plans, unit, Program and Policy Manual

LSC 596: lesson plans

___________________________________

LSC 596: practicum experience as evidenced in portfolio and e-folio items

6.2 establish a safe and secure learning environment.

See LSC 596 above.

LSC 596: portfolio, e-folio items, and video tape lessons

6.3 organize and allocate the resources of materials and physical space to support active engagement of students.

See LSC 596 above

LSC 596: portfolio, e-folio items and video tape lessons

6.4 provide and structure the time necessary to explore important concepts and ideas.

See LSC 596 above

LSC 596: portfolio, e-folio, and video tape lessons

6.5 help students establish a classroom environment characterized by mutual respect and intellectual risk-taking.

See LSC 596 above

LSC 596: portfolio, e-folio and video tape lessons

NCATE PPKS / RIBTS 7

Evidence

Task / Course

7.1 work collaboratively with their colleagues (e.g., other grade-level, content, special education, ESL teachers, teacher assistants) to create a learning community that benefits all students.

LSC 508: Student groups of three or four work collaboratively to solve an information problem using information theory.

LSC 520: Collaborate with teachers to integrate and teach Big 6 skills, cooperative learning strategies, and MI into lessons and thematic instructional unit.

LSC 530,531, 533: School library media specialists will work collaboratively with all teachers, providing ideas, connections, and resources that enhance the learning community; student presentations focus on specific collaborative ideas. Students recognize parents/ guardians as stakeholders in school and public libraries for young people, and encourage thinking about how to work with them; this is a frequent theme of presentations.

LSC 596: 1. Opportunities to network with professionals during seminars are provided.2. Examples of collaborative relationships are discussed, highlighted, and required. 3. Best practices and programs are shared. 4. Volunteer opportunities to participate in continuing education programs are provided.

LSC 508: Web CT based project

LSC 520: thematic units, lessons

LSC 530, 531 and 533: creation of material promotion projects

LSC 596: networking during seminars and special events i.e., Information Literacy Project with PT3

7.2 develop relationships with parents/guardians to support student learning.

LSC 596: Students engage in a variety of outreach activities that provide a forum to develop relationships with parents. Outreach activities include book fairs and attendance at PTO meetings.

LSC 596: portfolio and e-folio

7.3 understand the role of community agencies in supporting schools.

LSC 530 and 531: presence of LMS and public library students collaborating.

LSC 530 and 531: term papers and book promotions

7.4 understand state, district and school initiatives (e.g., School Accountability for Learning and Teaching (SALT), statewide Student Performance Assessments to effect educational improvement.

LSC 520 and 596: Summary of school culture as evidence by demographics, test scores, SALT Report, and other evaluations.

LSC 520: Policy and Procedures Manual

LSC 596: practicum portfolio e-folio items

NCATE PCK / RIBTS 8

Evidence

Task / Course

8.1 use a variety of communication strategies (e.g., restating ideas, questioning, offering counter examples) to engage students in learning.

LSC 502: Present PowerPoint case study with group and participate in problem solving strategies of other groups’ presentations. Participate in course listserv.

LSC 520: Present and participate in presentation of instructional activities in class using variety of technologies.

LSC 520: Participate in listserv.

______________________________________________________

LSC 530, 531: Some useful communication strategies for school library media specialists include storytelling and book talking. Presentations give the teacher-librarians a chance to practice verbal and visual communication – and occasionally they use kinesthetic strategies as well. Requires the teacher-librarian to practice effective oral and written communication, discussion, listening, response, and group interaction.

LSC 533: Presentations give the teacher-librarians a chance to practice verbal and visual communication – and occasionally they use kinesthetic strategies as well. Focuses on identifying, locating and using the Internet and other electronic resources effectively with children and adolescents, to enrich discourse in the classroom and beyond. Requires the teacher-librarian to practice effective oral and written communication, discussion, listening, response, and group interaction.

LSC 557: Presentations give the teacher-librarians a chance to practice verbal and visual communication – and occasionally they use kinesthetic strategies as well. Requires the teacher-librarian to practice effective oral and written communication, discussion, listening, response, and group interaction.

LSC 596: 1. Essential questions are developed and posed for all discussions. 2. Restatement of key ideas and standards. 3. Examples from real life experiences. 4. Debate of critical issues. 5. Use a variety of modes of communication addresses various learning styles – verbal, visual and kinesthetic.

6. Use educational and computer technology when appropriate – video/DVD, audio, Internet, overheads.

LSC 502: PowerPoint case study

LSC: 520: presentation of instructional activities developed for thematic unit

______________________________________

LSC 520 and 596: school library media student list serv

LSC 530, 531: storytelling and book talks material development

LSC 533: webpage development

LSC 557: presentations of research projects

LSC 596: use of computers, DVD, audio, Internet, and overheads in lesson plans

8.2 use a variety of modes of communication (e.g., verbal, visual, kinesthetic) to promote learning.

LSC 596: Practicum experience documents student knowledge and implementation of a variety of communication methods used to engage active learning.

LSC 596: Lesson plans and activities

8.3 use technological advances in communication, including electronic means of collecting and sharing information, to enrich discourse in the classroom.

See LSC 520, 530, 531, 533, 596

See LSC 520, 530, 531, 533, 596

8.4 emphasize oral and written communication through the instructional use of discussion, listening and responding to the ideas of others, and group interaction.

See LSC 520, 530, 531, 533

See LSC 520, 530,531, 533

NCATE PPKS / RIBTS 9

Evidence

Task / Course

9.1 gather information about their students (e.g., experiences, interest, learning styles, and prior knowledge) from parents/guardians, colleagues and the students themselves.

LSC 520: Develop and use variety of assessment strategies in lessons and instructional unit including rubrics, self-assessments, observations, pathfinders for information seeking strategies, and portfolio demonstrating mastery of standards.

LSC 596: 1. Require daily log of activities and projects. 2. Monitor various stages of instruction and project development throughout practicum via seminar and one-on-one discussions, email and phone calls, and practicum site visits. 3. Require documentation projects and activities in portfolio. 4. Require videotape of lesson (s).

LSC 520: development of assessment strategies in lessons and units, pathfinders

LSC 596: Daily log of activities, email, list serv, one on one discussions, phone calls, and practicum site visits

LSC 596: Portfolio, e-portfolio

Video taped lesson

9.2 use a variety of assessment strategies and instruments (e.g., observation, portfolio, teacher made tests, self assessments) that are aligned with instructional content and methodology.

See above LSC 596

See above LSC 596

9.3 encourage students to evaluate their own work and use the results of this self-assessment to establish individual goals for learning.

LSC 596: Students evaluate and reflect on their work and process in journal entries, daily logs, and revised lesson plans

LSC 596: journal entries, daily logs and lesson plans.

9.4 maintain records of student learning and communication progress to students, parents/guardians, and other colleagues.

LSC 596: daily log of activities and projects

LSC 596: Daily logs –portfolio

9.5 use information from their assessment of students to reflect on their own teaching and to modify their instruction.

LSC 596: Students are required to reflect and assess their teaching and use of materials in 6 journal entries.

LSC 596: journal entries

NCATE PPKS / RIBTS 10

Evidence

Course / Task

10.1 solicit feedback from student, families, and colleagues to evaluate their own teaching.

LSC 508: Students are presented a unit on instructional evaluation and evaluate their own lessons. A unit on lifelong learning is presented and students discuss related issues on the discussion list on WebCT.

LSC 520: Participate in GSLIS continuing professional development workshops and collaborative programs with RIEMA, RILA, and SOE PT3 Grant. Read professional journals, books, and websites to explore a variety of approaches to teaching and learning and integrating Information Literacy Standards (AASL) and Information Literacy Competency Standards (ACRL).

LSC 508: Students must read articles from the professional literature on each week's topic and write annotations for each article. A unit on lifelong learning is presented and students discuss related issues on the discussion list on WebCT.

LSC 520: Students are presented a unit on instructional evaluation and evaluate their own lessons.

LSC 596: 1. Require journal entries that document their exploration of professional practice and responsibilities. 2. Discussions about internship experience and reflect upon how they will take responsibility for continuous professional development. 3. Upon request one free membership in a local professional organization is provided. 4. Opportunities to interact with professionals through professional development workshops and Internet discussions are provided.

LSC 508: unit on instructional evaluation use to prepare and evaluate lessons. Discussions on WebCT

LSC 520: GSLIS continuing professional development workshops and collaborative programs with RI Educational Media Association (RIEMA), RI Library Association, SOE and PT3 Grant.

______________________________________

LSC 508: Annotations

LSC 520: Lesson plans

LSC 596: portfolio and e-folio

10.2 read ideas presented in professional publications, and discuss current issues in education.

LSC 596: Student engage in reading several profession text and format questions for classroom discussions

LSC 596: portfolio and e-folio

10.3 explore new instructional approaches and strategies, including technological, in the classroom.

LSC 596: Students explore the use of various instruction approaches and incorporate technology into lesson plans.

LSC 596: Lesson plans

10.4 take responsibility for their won professional growth by participating in workshops, courses, or other educational activities that support their plans for continued development as teachers.

LSC 596: Students document their commitment to continued professional growth as preparation for employment as certified school library media specialists. All students are offered the opportunity to receive membership in one regional professional association.

LSC 596: resume, personal statements and journal entries

NCATE PPKS / RIBTS 11

Evidence

Course / Task

11.1 maintain standards that require them to act in the best interests and needs of students.

LSC 520: Incorporate ALA Code of Ethics and other appropriate legal and ethical principles from ALA, including Library Bill of Rights as applies to schools

___________________________________________________

LSC 530, 531, 533: Discussion lists on WebCT are used to discuss relevant legal and ethical issues.

LSC 520: Includes much discussion of the ALA Code of Ethics and other professional ethics statements as they apply to the best interests and needs of children.

LSC 596: 1. Review, discuss and utilized the ALA Code of Ethics within the context of school environment. 2. Review, discuss, and abide by state and federal law pertaining to teachers’, student’s rights and responsibilities. 3. Review and discuss implication of Federal Copyright Law and its impact on the use and dissemination of information within an educational setting. 4. Federal Copyright law is practiced and taught during practicum experience.

LSC 520: program policy procedure manual

_____________________________________

LSC 530, 531, and 533: Web CT discussions

LSC 520: Policy and Procedures Manual

LSC 596: Code of Ethics applied to case studies

11.2 follow school policy and procedures, respecting the boundaries of their professional responsibilities, when working with students, colleagues, and families.

LSC 596: Student teaching practicum development of video materials and photographs of students – release forms, and accessible use forms

LSC 596: video materials and photographs of students – release forms, and accessible use forms

11.3 follow local, state, and federal law pertaining to educational and instructional issues, including regulations related to students’ and teachers’ rights and students’ and teachers’ responsibilities.

LSC 596: Students demonstrate knowledge and ability to follow regulations that apply to education.

LSC 596: portfolio and e-folio

11.4 interact with students, colleagues, parents, and others in a professional manner that is fair and equitable.

LSC 596: Students are required to have lessons video taped to document interaction with students and others in a professional manner. Cooperating media specialist and university supervisor observe and document this standard in action.

LSC 596: video tape lesson and cooperating media specialists and university supervisor evaluations.

11.5 are guided by codes of professional conduct adopted by their professional organizations.

LSC 520: Students develop a policy and procedures manual to document knowledge and application of principals found in the ALA Library Bill of Rights and and ALA Code of Ethics.

LSC 520: Policy and procedures manual