ࡱ > a I jbjbdd c e e C & _ _ _ _ _ & f a ( b b b b -g -g -g u w w w w w w , d R -g e 0 -g -g -g g b b g g g -g b b u g 4 ^ -g u g g f p a g _ Cg ^ D | ι 0 M l g l g & & 9 = $" & & = Evaluation Form for Practicum Students
2006
Students Name: Student ID:
Cooperating Library Media Specialist:
School: District:
Semester and Year:
The signatures below verify that the practicum student and the cooperating library media specialist have discussed this evaluation form as completed by the cooperating library media specialist.
Signature of Practicum Student Date
Signature of Cooperating Library Media Specialist Date
Please fill out this form and return it to Director, Office of Field Experiences
University of Wisconsin Whitewater
800 West Main Street
Whitewater, WI 53190-1790
Phone: 262-472-1123
Also send a photocopy of your completed evaluation form to the university supervisor by the beginning of finals week for the semester. If you have any questions on the evaluation form, contact Eileen Schroeder, Educational Foundations, UW-Whitewater ( HYPERLINK "mailto:schroedce@uww.edu" schroede@uww.edu, 262-472-2837).
This evaluation is based on the programs competencies, the ALA/AASL Standards for Initial Programs for School Library Media Specialist Preparation and the new Wisconsin DPIs standards for initial licensure as a library media specialist in PI 34. The evaluation instrument is intended to assist both the practicum student and the cooperating library media specialist in assessing performance. It is considered in the assessment of a students final portfolio for initial licensure.
The cooperating library media specialist is required to complete this final evaluation form near the end of the placement, to discuss it with the student, to sign the evaluation form, and to secure the signature of the student on the front page of the form. Following this, the cooperating library media specialist should mail this form along with the Written Statement of Reference to the Office of Field Experiences, UW-Whitewater, Whitewater, WI 53190, within three weeks of the completion of the placement and a photocopy to the university supervisor by the beginning of finals week so your feedback can be included in determining the students grade.
Directions: Circle the number that most closely corresponds to your opinion on each of the following indicators. These are overarching categories of competencies. You may not observe every aspect of a competency in every practicum experience, so you may be giving an overall assessment of the skills and knowledge rather than achievement on one specific aspect of a category. If there are any specific points under each indicator where you feel the student needs work, please note those by commenting in the appropriate area. If a particular indicator was not observed at all, select undocumented.
0
Undocumented1
Minimal (Unacceptable)2
Basic (Unacceptable)3
Proficient (Acceptable)4
Advanced (Target)CompetenciesNo evidence or undocumented demonstration of competence; not applicable or not observedInability to meet expectation level or limited or inconsistent demonstration of competence; many competencies not demonstratedSomewhat limited or inconsistent performance of one or more competencies; emerging toward level expectedComplete demonstration at level expected for person entering the fieldComplete and outstanding fulfillment of all competencies; exceeds target expectations for those entering the fieldProfessionalismShows an interest in appropriate local, state, regional and national professional associations and publications
0
1
2
3
4Engages in continuous self-evaluation and self-directed learning for personal and professional growth.
0
1
2
3
4Demonstrates an understanding of the role of the school library media program within the school environment.
0
1
2
3
4Values evidence-based, student-focused practice.
01234Comments on professionalism:
DispositionsEnthusiasm: demonstrates sincere interest and invests effort in job
0
1
2
3
4Dependability: Reliable and responsible; works well independently; well-prepared for activities
0
1
2
3
4Relationship with Users: Pleasant, harmonious and cooperative
0
1
2
3
4Practices effective interpersonal relationships with other staff in the school and with its community. Values collaboration.
0
1
2
3
4Respects legal & ethical norms: maintains confidentiality, truthful, complies with legal requirements, respects intellectual property
0
1
2
3
4Demonstrates equitable treatment and respect for all individuals
01234Comments on dispositions:
0
Undocumented1
Minimal (Unacceptable)2
Basic (Unacceptable)3
Proficient (Acceptable)4
Advanced (Target)Personal Skills and AttributesSpeech fluency and correctness: Exhibits good vocabulary; expresses ideas clearly and correctly orally and in writing
0
1
2
3
4Resourcefulness and flexibility: Effectively meets new situations
0
1
2
3
4Judgment: Possesses good common sense; decisions are well-considered
0
1
2
3
4Comments on personal skills and attributes:
Knowledge and SkillsCataloging and Classification
The student demonstrates the ability to organize resources to provide access to information and ideas as shown by:
Developing an understanding of the nature of information.
Organizing and maintaining current bibliographic records; Implementing recognized, standardized protocols and procedures for describing, cataloging, and processing resources in ways that facilitate computerization, (MARC format, Dublin Core) and resource sharing.
Drawing on the resources of bibliographic utilities and library networks
Developing familiarity with the concepts, protocols and procedures underlying the creation of subject access to facilitate information literacy; recognizing explicit and implicit sources of bias and impedance to access (diversity).
0
1
2
3
4Comments on cataloging and classification knowledge and skills:
Collection Development
The student demonstrates the ability to build and maintain resource collections that include both internal and external access points to support the educational goals of the school and the personal, developmental, and curricular needs of students and teachers as shown by:
Engaging in needs analysis, evaluating print, non-print and electronic resources, selecting appropriate information resources, following acquisition procedures, and discarding materials that are no longer useful; planning, developing, justifying and implementing a budget.
Involving teachers, administrators and students in developing a collection of resources in multiple formats and equipment that supports the curriculum, reflects diversity of opinion and perspective, is appropriate to learner abilities, interests, needs and learning styles, and reflects instructional strategies and teaching styles.
Understanding the principles and supporting the practice of intellectual freedom, free inquiry and access to information, intellectual property rights, privacy and security; establishing and following selection, copyright and Internet use policies and procedures.
Using systems and processes to circulate materials and equipment, maintaining user confidentiality and ensures information security; implementing and evaluating circulation policies and procedures; supporting equitable and flexible access to information, resources and services both within and beyond the school.
0
1
2
3
4Comments on collection development knowledge and skills:
Instructional Technology
The student demonstrates the ability to use technology effectively with students and faculty to facilitate teaching and learning as shown by:
Demonstrating use of software and hardware to access, organize, create, and communicate information in multiple formats.
Identifying issues and problems in technology and related areas, and beginning to develop strategies for solving these problems individually and in a group.
Applying basic principles of instructional design to produce resources for specified learning objectives.
Creating a quality product for print and web environments for a specific audience and demonstrating principles of message and screen design.
Evaluating both the product and the process.
0
1
2
3
4Comments on instructional technology knowledge and skills:
Literature
The student demonstrates a knowledge of childrens and young adult literature and how to promote reading:
Listening to and questioning students to identify their reading interests; providing reading, viewing, and listening guidance for children and adolescents founded on knowledge of a wide range of YA and children's literature and an understanding of student culture and development.
Working with teachers, parents and students to promote the love of reading and critical literacy skills
Demonstrating familiarity with the different genres of children's literature and how each might be integrated into the school curriculum.
Using evaluation criteria and selection aids to identify books that meet the needs of children; appreciating the aesthetic quality and contributions to the story of illustrations.
0
1
2
3
4Comments on literature and reading knowledge and skills:
Reference
The student demonstrates the ability to develop and carry out a school library media program dedicated to providing access to information and ideas as shown by:
Identifying the structure of expertise and information in an area of study; understanding the difference among information sources and their utility for particular audiences or users; Using proficiently a wide range of search strategies and information tools
Responding to the spontaneous and curricular and information needs of students and faculty; using listening and open questioning and other techniques to conduct the reference interview in a manner that encourages further inquiry; Maintaining confidentiality and ensuring information security as one of the legal rights of users
Applying and modeling for users the problem solving principles and procedures that enhance the information seeking process
Monitoring, assessing and employing existing and emerging technologies for information access, organization and dissemination to the user; Evaluating strategies supporting accessibility to all types of resources and equipment by identifying, evaluating, establishing, and using delivery systems to retrieve information in all formats and for all ability levels
0
1
2
3
4Comments on reference knowledge and skills:
Administration
The student demonstrates the ability to develop, manage, and evaluate school library media programs to meet educational goals as shown by:
Understanding the culture of the school and application of change theory; communicating the mission, goals, objectives, and functions of the library media program, materials and resources; recognizing the need to be a contributing member of key committees;
Developing, monitoring, implementing, and revising management procedures; engaging in short-term and long-range planning; implementing existing instructional and information technology plans; monitoring, assessing, and using existing and emerging technologies for media center management.
Demonstrating awareness of legislated requirements, resources, and restrictions that affect school library media programs, e.g., accounting codes, state funding, and Internet filtering;
Designing a facility that creates an environment conducive to learning and equal access that anticipates curricular functions, user needs, and technological and resource requirements; creating a welcoming environment that is conducive to self-initiated and formal learning.
Locating and using assessment tools to evaluate aspects of the library media program; applying appropriate research findings to improve teaching and learning and the school library media program.
Initiating relationships with administrators, teachers, staff, and students to develop resources, services, and programs to meet learning and teaching needs.
Planning for recruitment, hiring, training, evaluation and providing leadership for volunteer, paraprofessional and student staff.
0
1
2
3
4Comments on administrative knowledge and skills:
Information Literacy
The student demonstrates the ability to serve as a learning facilitator and a leader in the development of effective strategies for teaching and learning as shown by:
Collaborating with teachers to develop a coordinated approach to information and technology literacy and integrating information literacy and technology standards with content learning standards into teaching and learning activities.
Applying knowledge of learning theory, human development, student cultures, instructional strategies, curriculum, and assessment.
Modeling and encouraging instructional strategies that enhance higher level thinking skills for students.
Teaching students information and technology literacy skills; Teaching ethical use of information and technology and complying with intellectual property rights, laws and guidelines.
Planning and implementing staff development activities in information and technology literacy.
0
1
2
3
4Comments on information literacy and teaching knowledge and skills:
Other comments
Written Statement of Reference
The cooperating library media specialists written statement of reference is perhaps the most important document related to the practicum students experience, especially for many school and district personnel. To provide the prospective employer with a useful document, the statement should include specific examples for general comments whenever possible. Feel free to consult with the university supervisor as you prepare your statement. Your participation in library media specialist preparation is indispensable. Your acceptance of the responsibilities involved in this and your expenditure of time and energy in working with a practicum student testify to your commitment to the profession. Thank you.
In composing your statement, you are encouraged to review the final evaluation form, noting especially areas of strength, weakness, and improvement. In organizing your statement, it is recommended that you include sections:
SettingDescribe the nature of this placement, including description of the school, classes served, and students. Professionalism, dispositions, personal abilitiesDescribe the students personal qualities you observed that will impact their suitability to be a school library media specialist. Knowledge and skillsInclude information reflecting the categories of competencies included on the evaluation form, providing specific examples whenever possible to support generalized statements.Potential as a library media specialistIndicate whether or not you can recommend the practicum student as a viable candidate for a position. The statement should indicate the intensity of your recommendations (e.g., recommend, strongly recommend, very strongly recommend; adequate, fine, good, excellent, outstanding candidate). If appropriate you may want to include the level of position for which you are recommending this person (e.g., elementary, middle school, high school). You may want to indicate if you believe the success or effectiveness of the student as a beginning library media specialist will be enhanced by beginning teacher induction or mentoring.
Student Authorization to Release Records
The Family Educational Rights and Privacy Act of 1974 (FERPA or the Buckley Amendment) is a federal law that afford students certain rights with respect to their educational records. Under FERPA, school officials, including instructors, university supervisors, and cooperating library media specialists, are prohibited from disclosing educational records or discussing a students performance in a course or in any field experience without signed authorization from the student.
The written statement of reference written on behalf of a student by a cooperating library media specialist does not provide that person with authorization to discuss the students performance with anyone other than the student or a university supervisor or other faculty member who has demonstrated a professional need to know, even if the letter is given directly to the student and even if the letter welcomes telephone calls or other inquiries about the student.
Therefore, all students must provide the cooperating library media specialist with a completed and signed Student Authorization for Release of Education Record Information form if they wish to authorize these individuals to disclose educational records or discuss their performance. For information about FERPA and to obtain a copy of the Student Authorization form, go to the website of the UW-Whitewater Office Of The Registrar ( HYPERLINK "http://www.uww.edu/registrar/" http://www.uww.edu/registrar/). Near the bottom left side of the screen, under the heading FERPA, links are provided to an overview, basic rules and the form. Questions on this should be directed to the Registrars Office (262-472-1570). It is the students responsibility to obtain a signed form. The cooperating library media specialist should keep a copy of the signed form.
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