LME 501 Organization and Administration

Critical Performance Program Evaluation

Kentucky Teacher Standard(s) Assessed: Standard 1- Demonstrates Professional
Leadership, Standard 2- Demonstrates Knowledge of Content, Standard 4
Implements/Manages Instruction, Standard 7- Reflects/Evaluates Teaching/Learning,
Standard 8 Collaborates with Colleagues/Parents/Others, Standard 9 Evaluates
Teaching & Implements Professional Development, Standard 10 Provides Leadership
within School/Community/Profession
AASL Standards Assessed: 5.1 Collections, 5.2 Professional Ethics, 5.3 Personnel,
Funding, and Facilities, 5.4 Strategic Planning and Assessment
ISTE Standards Assessed: 2b. Develop technology-enriched learning environments that
enable all students to pursue their individual curiosities and become active participants in
setting their own educational goals, managing their own learning, and assessing their own
progress, 2c. Customize and personalize learning activities to address students diverse
learning styles, working strategies, and abilities using digital tools and resources, 2d.
Provide students with multiple and varied formative and summative assessments aligned
with content and technology standards and use resulting data to inform learning and
teaching 3. a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations, b. Collaborate with students, peers,
parents, and community members using digital tools and resources to support student
success and innovation, 3 c. Communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital-age media and formats, 4 a.
Advocate, model, and teach safe, legal, and ethical use of digital information and
technology, including respect for copyright, intellectual property, and the appropriate
documentation of sources, 4c. Promote and model digital etiquette and responsible social
interactions related to the use of technology and information, 5 a. Participate in local and
global learning communities to explore creative applications of technology to improve
student learning, 5b. Exhibit leadership by demonstrating a vision of technology infusion,
participating in shared decision making and community building, and developing the
leadership and technology skills of others, 5c. Evaluate and reflect on current research
and professional practice on a regular basis to make effective use of existing and
emerging digital tools and resources in support of student learning, 5d. Contribute to the
effectiveness, vitality, and self-renewal of the teaching profession and of their school and
community
Graded Product: Program Evaluation using provides evaluation document.
Task: Using the Program Evaluation document present, evaluate a school library media
or educational technology program in your school. Provide documentation for your
analysis
Objective: Apply course content to a real life environment.

Assignment components:
Gather documentation/evidence for each item listed in the program evaluation document.
Translate that documentation/evidence to the program evaluation document evaluating
the effectiveness of the program.
Provide examples or explanations for your rating based on the content of the evaluation
document, the documentation you have gathered, and your readings for this course. In
other words, support your evaluation.
Any item for which there is no documentation/evidence must be explained.
Use the program evaluation document for presenting all evaluation comments and
justifications. Do not attach the documentation/evidence itself.
Be concise, use good grammar, spelling, and punctuation.
Use appropriate APA citations and reference lists as needed
Completion and uploading of this performance into the electronic portfolio is a
requirement for a passing grade for LME 501.
Scoring Rubric
Performance

1 Novice

2 Apprentice

3 Proficient

Criteria
(Not met)
Respond to each More than two

(Partially Met) (Standard Met)

Two criteria are One criteria is

Distinguished
All evaluative

of evaluative

criteria are not

not addressed

not addressed

criteria is

criteria
Presentation of

addressed
Evaluative

Evaluative

Minor errors in

addressed
Evaluative

evaluation

narrative is

narrative is

clear and

narrative is clearly

narrative

confusing and

frequently

complete

and complete

referencing

not complete to

confusing and

evaluation

documentation

the point of not

not complete

narrative

communicating

making it hard

References to

to read
References to

Support

References to

References to

evaluation using

documentation

documentation

documentation

documentation and

gathered

and course

and course

and course

course materials

documentation

materials are not

materials are

materials are

are used for most

and materials

used for criteria

used for few

used for some

or all criteria and

presented in

and/or there are

criteria and/or

criteria and/or

cited

class using

no citations.

citations are

citations are

mostly missing

missing

appropriate
citations and
references
All criteria has

Less than half

More than half

Most criteria is

All criteria is well

documentation

criteria is well

criteria is well

well documented

documented or

or explanation

documented or

documented or

or explained

explained

Writing

explained
Many errors in

explained
3-5 errors in

1-2 errors in

No errors in

mechanics

spelling,

spelling,

spelling,

spelling, grammar,

grammar,

grammar,

grammar,

punctuation,

punctuation,

punctuation,

punctuation,

sentence structure

sentence

sentence

sentence

structure
Many errors in

structure
3-5 errors in

structure
1-2 errors in APA No errors in APA

APA format

APA format

format

APA

format