Syracuse University
School of Information Studies
School Media Program
Competency Assessment Instrument
Name: ______Date: ______First Semester in Program:______
This competency assessment instrument is designed to assist you and your faculty advisor in documenting your incoming knowledge and assessing your progress the academic program. The 57 competencies and 5 dispositions integrate AASL/NCATE Competency Standards, New York State Teaching Standards, ALA Standards for Librarians, and International Society for Technology in Education Standards in order to adequately prepare you for New York State Certification requirements.
Use the following steps to rate your competence in each competency area:
1)Level: In this space and using the codes below, indicate an estimation of your ability to perform each competency, based on your successful completion of the related course assignment (and an additional experience, if applicable).
4 = Proficiency level / I feel very confident in my ability to perform this competency.3 = Moderate level / I am somewhat confident in my ability to perform this competency.
2 = Familiarity level / I have some elementary knowledge in this area, and may have performed it once or twice.
1 = Entrance level / I have little to no knowledge or experience in this area.
2)Acquisition Method: Each competency is linked to a course in your academic program that provided you with an opportunity to acquire that competency. However, you may also have gained expertise in that competency area from other experiences, such as fieldwork, professional work experience, or some other relevant activity. At a minimum, you should check the course assignment for that competency once you have successfully completed it (grade B or better). Space is provided for you to specify, if applicable, one additional experience, using one of the codes below. In the “Demonstrations” box that applies to your competency please add the appropriate code (below) and write a brief description of what previous coursework, work experience, etc. that would demonstrate that competency.
FP = Fieldwork Project PA = Practicum Activity WE = Work ExperienceOTH = Other (please specify)
3)Demonstration: Use this space to specify exactly how you achieved this competency by describing the relevant assignment or activity. The title of the course assignment is already provided for you. If you have another activity related to this competency, you need to briefly describe it.
4)Total:Total your scores for each section in the box marked “Total.” Your total scores and advisor’s comments are valuable to you for identifying gaps in your competencies and to select appropriate projects during your coursework, fieldwork andpracticum experiences.
This record should be updated four times. Each version should be submitted to the School Media Forum in Blackboard.
Standard 1: Teaching for Learning
Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students’ interests and develops their ability to inquire, think critically, gain and share knowledge. (ALA/AASL, 2010, 1)
SECTION 1.A. Knowledge of Learners and Learning (AASL/NCATE, 2010, 1.1)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
1.A.1 Understand impact of learning styles, stages of human growth and development, and cultural influences on learning. (AASL/NCATE, 2010, 1.1) / IST 564
IST 564
IST 663
IST 663
IST 668
IST 668
IST 668 / Module Quiz – Planning Inclusive Instruction
Collaborative Lesson Plan
Lesson Plans
Teaching/Learning Technique Paper
E-Book Chapter on Ecosystem of Literacy
Planning Literacy Skills Lessons
Types of Literacy - Developing a Unit Plan
OTH
1.A.2 Assess learner needs and design instruction that reflects educational best practice. (AASL/NCATE, 2010, 1.1) / IST 564
IST 611
IST 611
IST 661
IST 663
IST 668
IST 668 / Collaborative Lesson Plan
Collaborative Technology Project
Collaborative Web 2.0 Project
Vision/Needs Goals/Assessment Plan
Lesson Plans
Types of Literacy - Developing a Unit Plan
Planning Literacy Skills Lessons
OTH
1.A.3 Support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. (AASL/NCATE, 2010, 1.1) / IST 564
IST 611
IST 611
IST 661
IST 663
IST 663
IST 668
IST 668
IST 668 / Collaborative Lesson Plan
Collaborative Technology Project
Collaborative Web 2.0 Project
Collection Development Policy
Lesson Plans
Teaching/Learning Technique Paper
E-Book Chapter on Ecosystem of Literacy
Types of Literacy - Developing a Unit Plan
Planning Literacy Skills Lessons
OTH
1.A.4 Connect 21st century skills instruction to student interests and learning needs and link it to the assessment of student achievement. (AASL/NCATE, 2010, 1.1) / IST 611
IST 616
IST 663
IST 668
IST 668 / Collaborative Technology Project
Analyzing an Index
Lesson Plans
E-Book Chapter on Teaching and Learning Literacy
Types of Literacy - Developing a Unit Plan
OTH
Total: / Advisor Comments:
SECTION 1.B. Effective and Knowledgeable Teacher (AASL/NCATE, 2010, 1.2)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
1.B.1 Implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. (AASL/NCATE, 2010, 1.2) / IST 616
IST 663
IST 663
IST 668
IST 668
IST 972 / Final: Info Retrieval Systems – Student Critique
Lesson Plans
Teaching/Learning Technique Paper
Types of Literacy – Developing a Unit Plan
Planning Literacy Skills Lessons
All practicum site activities and recorded teaching episode
OTH
1.B.2 Use a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with teachers and other educators. (AASL/NCATE, 2010, 1.2) / IST 511
IST 564
IST 564
IST 605
IST 611
IST 611
IST 611
IST 663 / Blog Creation
Module Quiz – Planning Inclusive Instruction & Planning an Accessible Library
Collaborative Lesson Plan
QR Code
Collaborative Web 2.0 project
Collaborative Technology Project
Website Evaluation & Design
Lesson Plans
OTH
1.B.3 Communicate and document the impact of collaborative instruction on student achievement. (AASL/NCATE, 2010, 1.2) / IST 564
IST 611
IST 663
IST 668
IST 972 / Librarian/Special Educator Interview
Collaborative Technology Project
Lesson Plans
Types of Literacy – Developing a Unit Plan
Practicum
OTH
Total: / Advisor Comments:
SECTION 1.C. Instructional Partner (AASL/NCATE, 2010, 1.3)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
1.C.1 Model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. (AASL/NCATE, 2010, 1.3) / IST 564
IST 605
IST 611
IST 611
IST 612
IST 663
IST 668
IST 668
IST 668 / Collaborative Lesson Plan
Peer Instruction & Lesson Plan
Collaborative Technology Project
Collaborative Web 2.0 Project
Exploration of Genres - Team
Lesson Plans
E-Book Chapter on Teaching and Learning Literacy
Types of Literacy - Developing a Unit Plan
Planning Literacy Skills Lessons
OTH
1.C.2 Participate in curriculum development and engage in school improvement processes. (AASL/NCATE, 2010, 1.3) / IST 564
IST 564
IST 661
IST 668
IST 972 / Module Quiz – Planning an Accessible Library
Evaluating Library Accessibility
Vision/Needs Assessment/Goals Plan
E-Book Chapter on Ecosystem of Literacy
Practicum
OTH
1.C.3 Offer professional development to other educators as it relates to library and information use. (AASL/NCATE, 2010, 1.3) / IST 605
IST 611
IST 611
IST 663 / Peer Instruction
Collaborative Web 2.0 Project
Webinar Development
Teacher Workshop
OTH
Total: / Advisor Comments:
SECTION 1.D. Integration of 21st Century Skills and Learning Standards (AASL/NCATE, 2010, 1.4)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
1.D.1 Advocate for 21st century literacy skills to support the learning needs of the school community. (AASL/NCATE, 2010, 1.4) / IST 611
IST 611
IST 661
IST 668
IST 668
IST 972 / Collaborative Technology Project
Collaborative Web 2.0 Project
Vision/Needs Assessment/Goals Plan
E-Book Chapter on Ecosystem of Literacy
E-Book Chapter on Teaching and Learning Literacy
Practicum
OTH
1.D.2 Demonstrate how to collaborate with other teachers to plan and implement instruction of the AASL Standards for the 21st Century Learner and state student curriculum standards. (AASL/NCATE, 2010, 1.4) / IST 564
IST 611
IST 611
IST 663
IST 668
IST 668
IST 972 / Collaborative Lesson Plan
Collaborative Web 2.0 Project
Collaborative Technology Project
Lesson Plans
Types of Literacy – Developing a Unit Plan
Planning Literacy Skills Lessons
Practicum
OTH
1.D.3 Employ strategies to integrate multiple literacies with content curriculum. (AASL/NCATE, 2010, 1.4) / IST 612
IST 663
IST 668
IST 668
IST 668
IST 668 / Creative Programming Across the Year
Lesson Plans
E-Book Chapter on Ecosystem of Literacy
E-Book Chapter on Teaching and Learning Literacy
Types of Literacy – Developing a Unit Plan
Planning Literacy Skills Lessons
OTH
1.D.4 Integrate the use of emerging technologies as a means for effective and creative teaching and support P-12 students’ conceptual understanding, critical thinking, and creative processes. (AASL/NCATE, 2010, 1.4) / IST 611
IST 611
IST 663
IST 972 / Collaborative Technology Project
Collaborative Web 2.0 Project
Lesson Plans
Lesson Plans
OTH
Total: / Advisor Comments:
Standard 2: Literacy and Reading
Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of majors trends in children’s and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. (AASL/NCATE, 2010, 2)
SECTION 2.A. Literature (AASL/NCATE, 2010, 2.1)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
2.A.1 Be familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning. (AASL/NCATE, 2010, 2.1) / IST 612 / Exploration of Genres
OTH
Total: / Advisor Comments:
SECTION 2.B. Reading Promotion (AASL/NCATE, 2010, 2.2)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
2.B.1 Employ a variety of strategies to promote leisure reading. (AASL/NCATE, 2010, 2.2) / IST 612
IST 612 / Booktalks
Creative Programming Across the Year
OTH
2.B.2 Model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. (AASL/NCATE, 2010, 2.2) / IST 612
IST 612
IST 972 / Exploration of Genres
Booktalks Presentation
Practicum site activities
OTH
Total: / Advisor Comments:
SECTION 2.C. Respect for Diversity (AASL/NCATE, 2010, 2.3)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
2.C.1 Develop a collection of reading and information materials in print and digital formats that support the diverse development, cultural, social, and linguistic needs of P-12 students and their communities. (AASL/NCATE, 2010, 2.3) / IST 564
IST 612
IST 661 / Module Quiz – Planning an Accessible Library
Exploration of Genres
Collection Development Policy
OTH
Total: / Advisor Comments:
SECTION 2.D. Literacy Strategies (AASL/NCATE, 2010, 2.4)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
2.D.1 Collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text. (AASL/NCATE, 2010, 2.4) / IST 564
IST 668
IST 668
IST 668
IST 972 / Collaborative Lesson Plan
E-Book Chapter on Teaching and Learning Literacy
Planning Literacy Skills Lessons
Types of Literacy - Developing a Unit Plan
Practicum site instruction and collaborative instructional planning
OTH
2.D.2 Design instruction that encourages use of library media center services and resources and promotes lifelong learning. (AASL, 1998, 1.B.1) / IST 564
IST 612
IST 668
IST 668 / Evaluating Library Accessibility
Creative Programming Across the Year
Types of Literacy – Developing a Unit Plan
Planning Literacy Skills Lessons
OTH
2.D.3 Understand and apply to lesson planning information literacy/ information competence techniques and methods, numerical literacy, and statistical literacy. (ALA, 2009, 5D) / IST 605
IST 663
IST 668
IST 668 / Lesson Plan and Peer Instruction
Team Teaching Demonstration
Types of Literacy - Developing a Unit Plan
Planning Literacy Skills Lessons
OTH
Total: / Advisor Comments:
Standard 3: Information and Knowledge
Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge and improve practice. (AASL/NCATE, 2010, 3)
SECTION 3.A. Efficient and Ethical Information-seeking Behavior (AASL/NCATE, 2010, 3.1)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
3.A.1 Identify and provide support for diverse student information needs. (AASL/NCATE, 2010, 3.1) / IST 564
IST 564
IST 564
IST 611
IST 661
IST 661
IST 668 / Module Quizzes - All
Evaluating Library Accessibility
Collaborative Lesson Plan
Collaborative Technology Project
Vision/Needs Assessment/Goals Plan
Collection Development Policy
E-Book Chapter on Ecosystem of Literacy
OTH
3.A.2 Model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. (AASL/NCATE, 2010, 3.1) / IST 511
IST 601
IST 605
IST 616
IST 972 / Searching Assignment
Becoming a Scholar/Information Literacy Modules
Peer Instruction
Analyzing an Index
Practicum
OTH
3.A.3 Collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. (AASL/NCATE, 2010, 3.1) / IST 511
IST 564
IST 601
IST 605
IST 611
IST 613 / Library Issues Rapid Response
Collaborative Lesson Plan
Team Case
Reference Exercises
Webinar Development
Poster Session
OTH
Total: / Advisor Comments:
SECTION 3.B. Access to Information (AASL/NCATE, 2010, 3.2)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
3.B.1 Support flexible open access for library services. (AASL/NCATE, 2010, 3.2) / IST 564
IST 616
IST 618
IST 661 / Evaluating Library Accessibility
Providing Access to Non-Book Resources
Assignments, which could include papers, exams, photo essay, debate, panels, reading assignments, videos, or presentations
Vision/Needs Assessment/Goals Plan
OTH
3.B.2 Develop solutions for addressing physical, social, and intellectual barriers to equitable access to resources and services. (AASL/NCATE, 2010, 3.2) / IST 564
IST 564
IST 611
IST 611
IST 616
IST 618
IST 661
IST 661 / Module Quizzes - All
Evaluating Library Accessibility
Website Evaluation & Design
Collaborative Technology Project
Providing Non-Book Resources
Assignments, which could include term papers, exams, photo essay, debate, panels, reading assignments, videos, or presentations
Vision/Needs Assessment/Goals Plan
Collection Development Policy
OTH
3.B.3 Facilitate access to information in print, non-print, and digital formats. (AASL/NCATE, 2010, 3.2) / IST 564
IST 611
IST 611
IST 611
IST 616
IST 668
IST 668
IST 668 / Collaborative Lesson Plan
Collaborative Technology Project
Collaborative Web 2.0 Project
Website Evaluation & Design
Analyzing an Index
E-Book Chapter on Teaching and Learning Literacy
Types of Literacy – Developing a Unit Plan
Planning Literacy Skills Lessons
OTH
3.B.4 Create a mutually respectful, safe, and supportive learning environment that is inclusive of every student. (NYSTS, 2011, IV.1) / IST 564
IST 611
IST 612
IST 661
IST 668 / Collaborative Lesson Plan
Website Evaluation & Design
Creative Programming Across the Year
Classroom Management Plan
E-Book Chapter on Ecosystem of Literacy
OTH
Total: / Advisor Comments:
SECTION 3.C. Information Technology (AASL/NCATE, 2010, 3.3)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
3.C.1 Design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. (AASL/NCATE, 2010, 3.3) / IST 564
IST 611
IST 611
IST 616
IST 663 / Collaborative Lesson Plan
Collaborative Web 2.0 Project
Collaborative Technology Project
Info Retrieval Systems Description & Analysis
Lesson Plans
OTH
3.C.2 Model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society. (AASL/NCATE, 2010, 3.3) / IST 511
IST 605
IST 611
IST 611
IST 616
IST 616
IST 663
IST 668 / Searching Assignment
Reference Exercises
Collaborative Web 2.0 Project
Webinar Development
Providing Access to Non Book Resources
Info Retrieval Systems Description & Analysis
Teacher Workshop
E-Book Chapter on Teaching and Learning Literacy
OTH
Total: / Advisor Comments:
SECTION 3.D. Research and Knowledge Creation (AASL/NCATE, 2010, 3.4)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
3.D.1 Use evidence-based, action research to collect data on library programs and services. (AASL/NCATE, 2010, 3.4) / IST 511
IST 613
IST 661
IST 668 / Library Issues Rapid Response
Project Plan
Vision/Needs Assessment/Goals Plan
E-Book Chapter on Teaching and Learning Literacy
OTH
3.D.2 Interpret and use data to create and share new knowledge to improve practice in school libraries. (AASL/NCATE, 2010, 3.4) / IST 511
IST 564
IST 611
IST 613
IST 661
IST 663
IST 668
IST 668 / Library Issue Poster Session
Librarian/Special Educator Interview
Website Evaluation & Design
Assessment Plan
Vision/Needs Assessment/Goals Plan
Team Teaching Demo
E-Book Chapter on Ecosystem of Literacy
E-Book Chapter on Teaching and Learning Literacy
OTH
Total: / Advisor Comments:
Standard 4: Advocacy and Leadership
Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement. (AASL/NCATE, 2010, 4)
SECTION 4.A. Networking with the Library Community (AASL/NCATE, 2010, 4.1)
Competency / Level / Acquisition Method / Demonstration(check all that apply) / Advisor Check
4.A.1 Establish connection with other libraries and strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information. (AASL/NCATE, 2010, 4.1) / IST 511
IST 511
IST 564
IST 605
IST 661 / Professional Membership
Social Networking Workshop
Librarian/Special Educator Interview
Reference Librarian Interview
Personal Growth Plan
OTH
4.A.2 Participate and collaborate as members of a social and intellectual network of learners. (AASL/NCATE, 2010, 4.1) / IST 511
IST 611
IST 611
IST 668
IST 668 / Blog Creation
Collaborative Web 2.0 Project
Webinar Development
E-Book Chapter on Ecosystem of Literacy
Types of Literacy - Developing a Unit Plan
OTH
Total: / Advisor Comments:
SECTION 4.B. Professional Development (AASL/NCATE, 2010, 4.2)