School
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Contents
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Format
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Evaluation
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Clarion University of Pennsylvania
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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.
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Paper format
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A statement demonstrating that all of the roles delineated in Information Power are being/will be met by the candidate.
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Emporia
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Reflecting essay: artifacts represent achievement of program goals.
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Digital format stored on disk.
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Endorsement by certifying committee
1 hour credit course required
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Indiana University
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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
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Print format, audio/visual, video, or electronic
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Review by Doctoral Steering Committee.
Annual progress review until dissertation defense.
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Southern Connecticut
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Summary of special project
Matrix showing relationship between program and professional development (SAILS)
Resume
Description of field experiences
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CD ROM
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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.
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Syracuse University
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For the purpose of job interviews, candidate compiles documents related to practicum experiences
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Paper format with annotated outline
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Seven competency areas to serve as framework for the portfolio. To be used in job interviews.
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Texas Womans' University
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Expanded resume with work samples
Professional agenda
Plan for continuing professional development
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Paper format
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Evaluated by examining committee. Pass/fail for:
Resume
Work samples with skills products and research/theory projects.
5 year goals plan
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UCLA
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Self-assessment of goals statement
Examples of work: core courses, electives, and thesis
Record of advising history
Resume
Supporting documents
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Paper format
(multi-media may be submitted as extra)
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Panel of three evaluates:
Cumulative accomplishments
Significant learning
Documentation of how program has contributed to achievement of career goals
Professional development course optional
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University of Colorado at Denver
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Reflection letter
Resume
Minimum of 3 products related to program competencies
Master’s project
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Paper format, video, CD ROM, or digital stored on disk.
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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
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University of Illinois Urbana-Champaign
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Contains documents with:
Background information, evidence of professional growth through class experiences, practicum, and student teaching documentation.
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Paper format
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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.
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University of Kentucky
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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
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Paper copy and electronic copies with videotapes and multimedia presentation
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Checkpoints at entry, midpoint, and before graduation.
Must include evidence for both state teacher standards and competencies recommended by AASL.
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University of Missouri Columbia
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Professional Development Plan: goals/objectives and projects/activities; written reflections via email to advisor; informal appraisal by mentoring school media specialist
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Paper format and email communications
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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.
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University of North Carolina Greensboro
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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
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Paper format
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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.
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University of Oklahoma
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Compilation of coursework, personal reflections, and self-evaluation. Includes tangible evidence of abilities as these relate to competencies defined by AASL
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Three ring binder
(Paper format)
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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.
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University of Washington
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Documentation for five categories:
Teaching or training; leadership; practical or service experience; design and development of technology product; presentation of document for intellectual development
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Multimedia, video, or suitable format appropriate for the product(s)
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Evaluated by advisor and one other faculty member.
No established criteria.
Informal recommendations provided by one faculty member’s Web page.
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