Portfolio Matrix

M.Ed./Add-On/Initial Certification in School Library Media

Title
Portfolio Matrix and Reflections

Student Name: Ericka Lockhart

Semester/Year: Spring 2016

Description
Portfolio Matrix to be completed while candidates are taking MEDT 7487 Practicum
Portfolio Matrix
Program Outcomes
1. Candidates demonstrate
content, pedagogical, and
professional knowledge
and skills

2. Candidates develop,
implement, and evaluate
learning opportunities for
all students

Teacher, Information Specialist, Instructional Partner, Program Administrator, Leader

AASL
Standards
1.1 Knowledge of Learners and
Learning
3.1 Efficient and Ethical InformationSeeking Behavior
3.4 Research and Knowledge Creation
4.4 Advocacy
5.1 Collections
5.3 Personnel, Funding, and Facilities

PSC/NCATE Standards

1.2 Effective and Knowledgeable

Teacher
1.3 Instructional Partner
2.1 Literature
2.2 Reading Promotion
3.2 Access to Information
3.3 Information Technology

PSC
1.f Student Learning
3.c Help All Students Learn
4.a Curriculum and Experiences
4.d Working with Diverse Students in P-12
Schools
7.c Children with Special Needs
7.d Integration of Instructional Technology

PSC
1.e Knowledge and Skills
3.c Help All Students Learn
7.d Integration of Instructional Technology
7.e Georgia P-12 Curriculum

Roles of SLMS and

Artifacts
Role: Teacher
Artifact: Media Center
Orientation

NCATE
1.e Knowledge and Skills
3.c Help All Students Learn
Role: Information Specialist
Artifact: Equipment
Operations: Steps Sheet

NCATE
1.f Student Learning
3.c Help All Students Learn
4.a Curriculum and Experiences
4.d Working with Diverse Students in P-12
Schools

3. Candidates demonstrate
professional dispositions
and ethics

1.4 Integration of Twenty-First Century

Skills and Learning Standards
2.4 Literacy Strategies
3.1 Efficient and Ethical InformationSeeking Behavior
4.1. Networking with the Library
Community
4.2 Professional Development
4.3 Leadership
5.2 Professional Ethics

PSC
1.g Professional Dispositions
3.c Help All Students Learn
7.f Ethical Standards
NCATE
1.g Professional Dispositions
3.c Help All Students Learn

Role: Leader/ Instructional

Partner
Artifact: Digital Story
telling assignments

Reflection Connecting Outcomes, Standards, and

Artifacts
As a teacher the SLMS is responsible for teaching students
the expectations and guidelines for the use of the Media
Center. The Media Center Orientation lesson is the
introduction for the students to the media center. It was
created as a learning tool to show students expectations, rules
and rituals. It also includes a visual layout of the media
center. This assignment was helpful for me in that it made me
begin to think about what my expectations should be for the
students in my media center and my role as the teacher to the
entire school and how I will deliver instruction to my
students.
Equipment Operations: Steps Sheet
Is a step by step pictorial of how to set up equipment or how
to trouble shoot an equipment issue is extremely helpful to
both the teacher and the media specialist because it gives
teachers immediate access because it will be available to them
in the school shared drive under media. Contained within the
shared file with other helpful tools, the operations step sheets
will serve guides for setup and troubleshooting. This will cut
down on loss of use in the classroom and it will also lessen
the amount of time that the media specialist will have to be
pulled from the center to handle what could be a simple fix. It
is also excellent because new teachers will have access to lots
of information that can make their transition into the
classroom easier. As an information specialist, the SLMS is
responsible for providing technical and media related
information to students, teachers and administrators, the
creation of these types of tools will be invaluable to save
valuable time for all participants.
I created digital story telling videos that provided descriptions
of how to use digital story telling as a classroom tool as well
as examples of digital story telling in use for teachers. The
creation of this tool demonstrates how I can lead modeling
and teaching others how to incorporate technology into their
classrooms. It also demonstrates the role of the SMLS
instructional partner role because I would be able to
incorporate this into media lessons or to go along-side a
lesson from the classroom. What I learned in compiling these
digital stories was that it can be an effective tool for all types

Portfolio Matrix

4. Candidates demonstrate
ability to serve needs of
diverse populations
including special needs

M.Ed./Add-On/Initial Certification in School Library Media

1.1 Knowledge of Learners and

Learning
1.2 Effective and Knowledgeable
Teacher
2.3 Respect for Diversity
3.2 Access to Information
5.4 Strategic Planning and Assessment

PSC
1.f Student Learning
3.c Help All Students Learn
4.a Curriculum and Experiences
4.d Working with Diverse Students in P-12
Schools
7.c Children with Special Needs
7.d Integration of Technology
NCATE
4.a Curriculum and Experiences
4.d Working with Diverse Students in P-12
Schools

Role:
Instructional Partner/Leader
Artifact: Pathfinder
Role: Program
Administrator
Artifact: Media Budget

of students. As an example, I use these digital tools with my

special education students. They can construct a project
without having to do as much writing (if that is their
weakness) or including graphics to tell the story in more
detail.
In the role of instructional partner I will be leading the school
in transforming the method of gathering research information.
The pathfinder assignment gave students an outline and
directives to how to go about collecting research for a project.
As a group we were able to provide reference information on
our topic in digital and concrete materials with summaries
that let the students know whether they want to use that
resource. It also demonstrates the role of the leader by being
an excellent guild for teachers to use as they prepare materials
for students to research.
Creating a media budget is a crucial role of the SLMS. The
budget is used to obtain appropriate and adequate materials
for the media center based on the needs and objectives of
your school and community. In the role of program
administrator a SLMS has to continue to gather and maintain
data that examines strengths and weaknesses of the current
LMC. This information is gathered from circulation statistics,
student performance on state standards, teacher and student
recommendation, and community needs. In addition, the
SLMS has to consider the diversity of the population to insure
that the center has a materials that create a positive learning
environment for all students to include: Special Needs
Students, Gifted Students, ELL Students, struggling/reluctant
readers, gender and socio/economic factors. The SLMS has
to be an advocate for the library budget by always planning
ahead and presenting the needs to administration as well as all
other stakeholders involved in determining the amount of
monies that will be allocated to the media budget.

College of Education Conceptual Framework: Professional Excellence; Field Based Inquiry; Betterment of Society support all four outcomes