ALA | vol5

School	Contents	Format	Evaluation
Clarion University of Pennsylvania	Collection of documents that include: resume; clearances; evaluations by administration; recommendations; exemplary unit/lesson plans; evidence of school community service, such as grants, committees, school groups/activities that librarian sponsors, etc.	Paper format	A statement demonstrating that all of the roles delineated in Information Power are being/will be met by the candidate.
Emporia	Reflecting essay: artifacts represent achievement of program goals.	Digital format stored on disk.	Endorsement by certifying committee 1 hour credit course required
Indiana University	For PhD. candidates in Library and Information Science: Table of Contents with professional goals Sample products with annotations Summary of portfolio with plans for reaching future goals	Print format, audio/visual, video, or electronic	Review by Doctoral Steering Committee. Annual progress review until dissertation defense.
Southern Connecticut	Summary of special project Matrix showing relationship between program and professional development (SAILS) Resume Description of field experiences	CD ROM	Variety of documentation from special project must be included. At least 5 – 9 concepts and skills from coursework applied to projects. Portfolio submitted and reviewed last semester before graduation. No evidence of checkpoints prior to final semester.
Syracuse University	For the purpose of job interviews, candidate compiles documents related to practicum experiences	Paper format with annotated outline	Seven competency areas to serve as framework for the portfolio. To be used in job interviews.
Texas Womans' University	Expanded resume with work samples Professional agenda Plan for continuing professional development	Paper format	Evaluated by examining committee. Pass/fail for: Resume Work samples with skills products and research/theory projects. 5 year goals plan
UCLA	Self-assessment of goals statement Examples of work: core courses, electives, and thesis Record of advising history Resume Supporting documents	Paper format (multi-media may be submitted as extra)	Panel of three evaluates: Cumulative accomplishments Significant learning Documentation of how program has contributed to achievement of career goals Professional development course optional
University of Colorado at Denver	Reflection letter Resume Minimum of 3 products related to program competencies Master’s project	Paper format, video, CD ROM, or digital stored on disk.	Three-member faculty committee. Overall presentation (appearance) Design (all formats) Organization (accessible) Candidate must provide rationale that relates portfolio to personal goals and these to program goals. 3 hour credit course recommended at end of program
University of Illinois Urbana-Champaign	Contains documents with: Background information, evidence of professional growth through class experiences, practicum, and student teaching documentation.	Paper format	Submitted with extensive documentation at the end of final semester. Evidence must demonstrate progress toward meeting state teaching standards and program requirements for MS/LIS degree.
University of Kentucky	Collection of documents including entries that are aligned with state teacher standards, a matrix with new and experienced teacher standards, rationale for each entry or artifact, and personal philosophy of education	Paper copy and electronic copies with videotapes and multimedia presentation	Checkpoints at entry, midpoint, and before graduation. Must include evidence for both state teacher standards and competencies recommended by AASL.
University of Missouri Columbia	Professional Development Plan: goals/objectives and projects/activities; written reflections via email to advisor; informal appraisal by mentoring school media specialist	Paper format and email communications	Within Practicum course. Evaluation by school mentor. Final grade assigned by faculty member serving as practicum director. Objectives within the PDP must be measurable and include timelines, plans of action and strategies for achievement.
University of North Carolina Greensboro	Collection of documents that include: Resume/vita; philosophy of librarianship; plan of growth; teaching license (for school library); internship report; computer skills competencies; professional activities; completion of 4 core courses	Paper format	1-hour independent study. Faculty advisor meets with candidate during the “capstone experience”. Checklist is approved. 1-hour credit course required at end of program.
University of Oklahoma	Compilation of coursework, personal reflections, and self-evaluation. Includes tangible evidence of abilities as these relate to competencies defined by AASL	Three ring binder (Paper format)	Advisor and subcommittee of 3 faculty. Evaluates mastery of professional competencies. Ongoing reflection of change in library philosophy as a result of the program; and statement of plans for continuing education.
University of Washington	Documentation for five categories: Teaching or training; leadership; practical or service experience; design and development of technology product; presentation of document for intellectual development	Multimedia, video, or suitable format appropriate for the product(s)	Evaluated by advisor and one other faculty member. No established criteria. Informal recommendations provided by one faculty member’s Web page.

Table 1. Analysis of ALA Accredited Schools with Portfolio Requirements [Back to Article]

Figure 1. Model for Portfolio Assessment in Master's of Library Science Program of Studies [Back to Article]

Standards

Above Expectation

Meets Expectation

Below Expectation

Knowledge of learning styles and of human growth and development.

Clear and consistent evidence that candidate shows potential for the applied knowledge of

a variety of learning styles to the selection and use of information when collaborating with teachers, parents, students, and the community
a broad scope of developmental needs for children and adults
a variety of methods for accommodating special-needs populations
diversity in social and cultural needs within the community.

Clear evidence that candidate shows potential for applied knowledge of

learning styles to the selection and use of information when collaborating with teachers, parents, students, and the community
developmental needs for children and adults
methods for accommodating special-needs populations
diversity in social and cultural needs within the community.

Limited evidence that

candidate shows potential for the applied knowledge of

earning styles to the selection and use of information when collaborating with teachers, parents, students, and the community
developmental needs for children and adults
methods for accommodating special-needs populations
diversity in social and cultural needs within the community

Knowledge of principles for teaching and learning that contribute to an active learning environment.

Clear and consistent evidence for knowledge in a broad scope of

learning theories that support an active learning environment
principles for instructional design to assist in the development of enhanced learning activities within the community
a diverse range of content areas for information needs
a broad range of technologies for integration into the learning environment

Clear evidence for knowledge in

learning theories that support an active learning environment
principles for instructional design to assist in the development of enhanced learning activities within the community
a diverse range of content areas for information needs
technologies for integration into the learning environment.

Limited evidence for knowledge in

learning theories that supports an active learning environment
principles for instructional design to assist in the development of enhanced learning activities within the community
a diverse range of content areas for information needs
technologies for integration into the learning environment.

Knowledge in the principles of library and informationstudies needed to create effective, integrated library media programs.

Clear and consistent evidence for knowledge in library and information science through

daily routines for retaining, accessing, and retrieving information to meet the needs of the entire learning community.
the applied use of the latest technologies for information access and retrieval.
development and management of collections that embrace intellectual freedom and protection of intellectual property
potential for expert design and management of facilities using collaborative approaches for meeting the needs of the entire learning community.
active participation in action research related to the development of information skills, integration of the library program into the learning community, and a growing appreciation for a variety of reading materials.
extensive knowledge for children’s, young adult, and professional literature
accomplished practices in processing of information for creative and critical thinking and guiding the learning community in developing these processes
integration of the latest advances in technology learning community.

Clear evidence for knowledge in library and information science through

daily routines for retaining, accessing, and retrieving information to meet the needs of the entire learning community
the applied use of the latest technologies for information access and retrieval.
development and management of collections that embrace intellectual freedom and protection of intellectual property
potential for design and management of facilities using collaborative approaches for meeting the needs of the entire learning community.
participation in action research related to the development of information skills, integration of the library program into the learning community, and a growing appreciation for a variety of reading materials.
knowledge for children’s, young adult, and professional literature
accomplished practices in processing of information for creative and critical thinking and guiding the learning community in developing these processes
integration of technology into the learning community.

Limited evidence in for knowledge in library and information science through

daily routines for retaining, accessing, and retrieving information to meet the needs of the entire learning community
the applied use of technologies for information access and retrieval.
development and management of collections that embrace intellectual freedom and protection of intellectual property
potential for design and management of facilities using collaborative approaches for meeting the needs of the learning community.
participation in action research related to the development of information skills, integration of the library program into the learning community, and appreciation for a variety of reading materials.
knowledge for children’s, young adult, and professional literature
practices in processing of information for creative and critical thinking and guiding the learning community in developing these processes
integration of technology into the learning community.