| Student's Name: |
| Cooperating Librarian: |
| Date: |
| The student will have contracted to cover and seek experience with at least two areas from standards 1, 3, and 4 below. For standard 2, teaching and learning, at least five areas must be selected and covered in the practicum. Involvement in teaching and instructional planning is required for the practicum and will be observed by the instructor. Optionally, a mentoring practicum student may arrange this instruction for observation at his or her school library of employment. [Standards are adapted from the ALA/AASL Standards: For Initial Programs for School Library Media Specialist Preparation]. |
| Standard I: Use of Information and Ideas. Teacher librarian candidates encourage reading and lifelong learning stimulating interests and fostering competencies in the effective and ethical use of ideas and information. |
D |
E |
Check the items covered with our student at the appropriate level (D=discussion/demonstration, or E=experience). |
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use of current resources including emerging technologies |
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strategies to locate, evaluate, and use information in a variety of formats |
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reference services using traditional and electronic sources |
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historical and contemporary trends and multicultural issues in reading material for children and young adults |
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diverse materials in formats and at levels that facilitate the reading process and the development of fluence in readers |
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instill enjoyment in reading in others |
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physical and intellectual access to information for the entire school |
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remote access to information |
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tenets of privacy, confidentiality, intellectual property, and intellectual freedom |
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Other: |
| Standard 2: Teaching and Learning. Teacher librarian candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content. |
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library curriculum documented as significant to the overall academic success of all students |
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instruction that assesses learner needs, instructional methodologies and information processes to assure that each is integral to information skills instruction |
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instruction is based on student interest and learning needs and is linked to student achievement |
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communication between home and school |
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co-plan, co-teach, and co-assess information skills instruction |
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analyze the role of student interest and motivation in instructional design |
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integrated information literacy curriculum is shared across curricular areas |
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advocate for the information skills curriculum |
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Other: |
| Standard 3: Collaboration and Leadership. Teacher librarian candidates provide leadership and establish connections with the greater library and education community to create school library programs that focus on students learning and achievement; encourage the personal and professional growth of teachers and other educators, and model the efficient and effective use of information and ideas. |
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strategies to ensure connections between the school community and the larger library world of public and other libraries |
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professional associations |
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leadership to school and district committees |
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design of appropriate instruction and assessment activities with other professional colleagues |
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current trends and issues in education |
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plan for professional growth |
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engage in school improvement activities |
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engage in action research |
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Other: |
| Standard 4: Program Administration. Teacher librarian candidates administer the library program in order to support the mission of the school, and according to the principles of best practice in library science and program administration. |
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collection analysis and evaluation to ensure a balanced collection which reflects diversity of format and content, reflecting our multicultural society |
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flexible and equitable access to facilities and resources |
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library policies, procedures, and operations (scheduling, circulation, ordering, cataloging, processing, inventory) |
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human, financial and physical resources of the library program (staff supervision, budgeting, facilities) |
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advocate for ongoing administrative support |
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seek alternative sources of funding |
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collaborate with others to develop, implement, and assess long term strategic plans |
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align the library program with the information literacy standards and the school's goals, objectives and content standards |
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data collection and analysis to assess data and make decisions on which to base plans and policies (creating reports of collection and instruction) |
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Other: |
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Specific activities/processes/projects for which the student was responsible (for mentoring practicum this may begin or end outside of practicum days and it may be collaborative):
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Your impression of the student's strengths:
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Student's demonstrated limitations/weaknesses: (Or…what we didn't seem to teach them!)
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Final comments:
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