Rubric for Internship: EDIT 7460

EDIT 7460: Internship in School Media Services

Documentation Rubric
100 points
updated 3-11-08
Please print one copy to include in your final document. Self-assess on this copy.
Documentation Guidelines | Tags

Item	Unacceptable	Acceptable
Documentation indicates that 100 hours were spent on site Value: 10 points	No	Yes
I. All components are present and complete: School description (including Demographic Summary) Project Collaborative planning Media or Technology Committee meeting Grade level or dept meeting Information literacy Component Assist individual students Large group session in collaboration Peer sharing Conference (Professional) Other site visits (2) Documentation Value: 15 points	Element(s) missing, defined incorrectly, or incomplete. Deduct proportionately.	Yes
II. Diversity GSTEP Alignment: 1.2; 2.1, 2.2, 2.5, 3.2, 3.4, 3.5, 4.5, 5.3, 5.5, 5.6, 6.6 Value: 10 points	[]Limited or no experience with diversity []No demonstration of strategies for addressing diversity through SLM practice	[]A.Multiple professional experiences with multiple diversities (ethnic, socioeconomic, geographic, learning abilities) []B.Expresses a philosophy of serving all diversities present in a school []C.Demonstrates strategies for addressing diversity in multiple aspects of SLM practice (evidence may reference products from other classes)
III. 2.1 Knowledge of learners and learning Ga Framework Alignment: A: 1.1,1.6,2.2,4.2,4.3,5.1,5.2 B: 1.2,1.4,2.1,2.2,2.5,2.6,3.5 C:1.5,2.2,2.4,3.4,5.3,6.6 Value: 10 points	[]Demonstrates little or no evidence of knowledge of learner characteristics, learning processes, or exceptionalities []Link among student interests, learning, information skills instruction, and student achievement is not assessed or documented	[]A.Designs LM instruction that assesses learner needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction []B.Supports the learning of all students and other members of the learning community, including those with diverse learning styles, abilities, and needs []C.Information skills instruction is based on student interests and learning needs and is linked to student achievement
IV. Teaching qualification: Candidates must provide evidence of teaching ability of one of the following types: []existing teaching certification []videotaped evidence (student privacy rules apply!) []observation by UGA staff (if site is near Athens; multiple visits may be necessary) []virtual observation by UGA staff (through live online technology; multiple sessions may be necessary) []student work samples combined with audiotape of lesson []a combination of recorded, live, and/or virtual observation It is your responsibility to arrange one of the above. Ga Framework Alignment: 3.3,3.7,5.4 Value: 10 points	[]No evidence []Mentor checklist indicates multiple and serious problems	[]Existing teaching qualification AND []Standards 2.1 and 2.2 met below, as evidenced in documentation AND []Mentor Evaluation is positive ----------------- OR ----------------- []Standards 2.1 and 2.2 met below, documented through live or virtual observation AND []Mentor Evaluation is positive
V. 2.2 Effective and knowledgeable teacher GaFramework Alignment: A:1.1,4.3,5.2,5.7 B:4.3,5.3 C:2.2,3.4 D.5.7,6.7 Value: 10 points	[]Develops lesson plans in isolation with little or no attention to instructional methodologies []Instruction exhibits limited strategies and the use of few resources []Student learning is not assessed	[]A.Works with classroom teachers to co-plan, co-teach, and co-assess information skills instruction []B.Uses a variety of instructional strategies and assessment tools []C.Analyzes the role of student interest and motivation in instructional design []D.Student learning experiences are created, implemented, and evaluated in partnership with teachers and other educators
VI. 3.1 Connection with the Library Community GaFramework Alignment: A.1.5,2.6,3.2,3.6,5.6,6.7 B.1.3,6.1,6.5 Value: 10 points	[]Unaware of the potential for benefits to the SLMP from making connections to the larger library community []Limited or no understanding of the role of professional associations and journals in professional life	[]A.Demonstrates the potential for establishing connections to other libraries and the larger library community for resource sharing, networking, and developing common policies and procedures []B.Articulates the role of professional associations and journals in personal professional growth
VII. Content is accurate: Mistakes in practice happen, but reflection should address Misconceptions must be corrected Ga Framework Alignment: 1.1,6.4 10 points	[]Contains mistakes and/or misconceptions, unaddressed	[]No problems found or mistakes honestly and adequately addressed
VIII. Attitudes in reflection portray Information Power ideals Ga Framework Alignment: 1.1,1.2,1.3,2.3,3.5,4.8,6.3,6.7 10 points	There are problems (must be addressed)	Mostly or Yes: []Information literacy []Reading and literacy []Collaboration []Service []Learning for all students []Intellectual freedom (expectation: articulation of reasoned philosophy) []Technology
IX. Documentation is mechanically adequate: grammar, spelling, and other mistakes do not detract from evaluator's ability to comprehend Ga Framework Alignment: 4.7,6.2 5 points	[]Please clean up and resubmit []Disorganized []Unprofessional formatting []Privacy problems (students or school staff) []Too concise or too wordy	[]Yes: minor mistakes, or no mistakes []Organized: headings applied; pages numbered; required elements highlighted in text []Professional formatting: legible spacing (double-spaced or extra returns between single-spaced paragraphs); technology properly applied []Privacy protected (no student faces pictured, names unrecognizable in text) []Concise, but also sufficiently descriptive and reflective
Total

Georgia Framework Alignment Rubric Note to Students: This chart is merely a numerical alignment of our rubric with the Georgia Framework scale - no additional work required for you! Note to Scorers: 1. Complete the entire Rubric above first. 2. Then, in each section below, add the points earned in each row of the Rubric indicated by the Roman numerals. 3. Place a check in the box that corresponds to the numerical range resulting from the addition. 4. Transfer the scale number (1 through 4 indicated at the top of each range column) to the composite sheet to be reported to the College. Thus, each of the Georgia Domains (1 through 6) will have a single number (1 through 4) for each student.	1 Little/no evidence	2 Limited evidence	3 Sufficient evidence	4 Clear & convincing evidence
1. Content and Curriculum add II,III,V,VI,VII,VIII (60 possible)	0-15	16-29	30-49	50-60
2. Knowledge of Learners add II,III,IV,V,VI(A),VIII (45 possible)	0-10	11-21	22-33	34-45
3. Learning Environments: add II,III,IV,V,VI(A),VIII (55 possible)	0-12	13-26	27-40	41-55
4. Assessment add II,III,V,VIII,IX (45 possible)	0-10	11-21	22-33	34-45
5. Planning and Instruction add II,III,IV,V (40 possible)	0-9	10-19	20-29	30-40
6. Professionalism add II,III,V,VI,VII,VIII,IX (65 possible)	0-16	17-32	33-48	49-65

Acronyms
SLM: School Library Media
SLMS(s), MS: School Library Media Specialist(s), Media Specialist
LM: Library Media
LMP: Library Media Program
MC, LMC: Media Center, Library Media Center

Update log: 2/18: GSTEP alignments added; 1/21: replaced Tags; 1/15/08: removed Target column; added Documentation link. 2/14/07: rubric resize; 9/14, 9/12: typos
9/8/06: added teaching evidence option; link repair

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