Directions for the Portfolio Planning Document

Directions for the Portfolio Planning Document
The Portfolio Planning Document (PPD) provides the framework for the Professional Portfolio. The PPD is used to help you link the actions you engage in and the artifacts that result from those actions with Professional Standards. The PPD is basically a chart you use to connect Artifacts with Standards. As part of the PPD you will provide the following information:

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  A minimum of two artifacts per standard indicator (1.1, 1.2, etc.) artifacts may not be used more than one time
  

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  A short description of the artifact
  
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  The name and format of the artifact
  
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  A rationale for how the artifact is aligned with standards
  
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  A reflective statement of what you learned related to teaching and learning from creating the artifact
  
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  A reflective statement on how you have increased or impacted student learning as a consequence of engaging in activities related to the artifact with supporting citations from the literature in APA format.
  

Students in the LMS concentration will use AASL standards. Students in the EDTECH concentration will use the ISTE standards. Students will use the template provided for the PPD and submit it to Blackboard for grading.

Here are some step by step instructions to help you get started with the PPD.

1. 
   Review the Professional Standards and Standard elements for your Concentration area (AASL or ISTE). They are posted in the Portfolio Area of Blackboard and can be found online at: AASL Standards or ISTE Standards
   
2. 
   Review the PPD Chart for required items needed, such as artifacts, rationale, etc.
   
3. 
   Discuss with your cooperating media/technology specialist any projects you can engage in during the practicum that would help you meet any of the standards and how they could be expressed in “artifacts”
   
4. 
   Review Critical Performances from LME program courses to determine if you want to incorporate them into your Portfolio (http://edtech2.wku.edu/portfolio/search_criticalperf.php)
   
5. 
   Review school based initiatives/programs you are involved in to determine if you want to incorporate these artifacts into your Portfolio
   
6. 
   Review the sample PPD entry and begin to complete the Chart and identify areas of the Chart that are incomplete; work with your cooperating media/technology specialist to plan experiences and artifacts that would meet these standard elements
   
7. 
   Create your impact statements using research on the relationship between literacy, libraries, and technology with student learning. Suggested readings are included in a folder in the PPD area of Blackboard. Cite these resources in the PPD document using APA citation style.
   

SAMPLE PPD ENTRIES (ISTE and AASL)

AASL Standards	Name of Evidence (minimum 2 per standard indicator)	Alignment with Standard Indicator	What did I learn?		How has it impacted student learning? How is it connected to best-practice literature on student learning?
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.	Include: Name of proposed artifact, Format of the artifact, a Brief Description of what the artifact/activity is. A minimum of 2 artifact per standard indicator is required.	Each standard has several standard element. Each standard element has many statements associated with it. Read the statement for the standard element and write a brief statement explaining why your chosen artifacts are related to the standard-element.	Write a brief description of what you learned from creating and using these artifacts or engaging in these activities (first person required).		Write a brief description of how creating these artifacts, engaging in these activities, and using them with your students has helped you to increase student learning. If you have not directly assessed student learning describe how the activity is an example of best practice as cited in the literature on best practices on increasing student learning.
1.1 Knowledge of learners and learning: Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates 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. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the	Evidence for this standard is a Learning Styles Inventory that was given to pupils to assess individual learning needs and modes of learning prior to instruction. The Inventory, student work sample, and reflection are included in one MS Word document	The Learning Styles Inventory I gave to my students is aligned with Standard 1.1 because it demonstrates that I am able to assess learner needs and design instruction based on that assessment.	As a result of administering this assessment instrument, I learned that using only one mode of instruction (lecture and worksheets) was not meeting the needs of many of my students who the learning styles inventory indicated were social learners. For that reason I revised my instruction to include collaborative group work.		I believe that by engaging in this assessment activity I demonstrate I can identify learner needs and develop instruction based on best practices. In this case, I revised my instruction to include collaborative group work. As a result of the activity, I noticed student scores on the lesson rubric increased from last year’s results. Research on learning styles indicates that achievement scores will increase if students are allowed to engage in their preferred mode of learning (www.edutopia.org)
ISTE NETS-T Standards	Name of Evidence	Alignment with Standard Indicator	What did I learn?		How has it impacted student learning? How is it connected to best-practice literature on student learning?
I. TECHNOLOGY OPERATIONS AND CONCEPTS Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students).	Include: Name of proposed artifact, Format of the artifact, a Brief Description of what the artifact/activity is. A minimum of 2 artifact per standard indicator is required.	Each standard has several standard element. Each standard element has many statements associated with it. Read the statement for the standard element and write a brief statement explaining why your chosen artifacts are related to the standard-element.	Write a brief description of what you learned from creating and using these artifacts or engaging in these activities (first person required).	Write a brief description of how creating these artifacts, engaging in these activities, and using them with your students has helped you to increase student learning. If you have not directly assessed student learning describe how the activity is an example of best practice as cited in the literature on best practices on increasing student learning.
EXAMPLE:	Technology Skill Module 5: Advanced Word from LME 535 This artifact is a document created using advanced features of Microsoft Word	The Advanced Word document from LME 537 represents my skills and abilities with Microsoft Office tools which are part of the school’s educational technology curriculum. This artifact aligns with Standard Element I.A. because it demonstrates my skills and understanding in an important technology application I use with my students and enables me to integrate technology effectively into the curriculum	I learned from creating this artifact that there are many features of Microsoft Word that can be integrated into the existing curriculum by incorporating them into lessons, activities and projects with the goal of improving written communication	Creating this artifact helps me to increase my student's learning because by mastering the skills, knowledge, and understanding of Advanced Microsoft Word features, I can offer my students more tools and methods to complete lesson activities and projects, and help them to improve how they use MS Word to communicate their understanding of content. Research indicates that integration of technology into the curriculum increases student achievement (caret.iste.org)

PPD TEMPLATE: AASL STANDARDS
NAME: SEMESTER: INSTRUCTOR: CONCENTRATION:

ALA/AASL Standards	Name of Evidence	Alignment with Standard Indicator	What did I learn?	How has it impacted student learning? How is it connected to best-practice literature on student learning?
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.	Write a brief description of how creating these artifacts	engaging in these activities	and using them with your students has helped you to increase student learning. If you have not directly assessed student learning describe how the activity is an example of best practice as cited in the literature on best practices on increasing student learning.	Write a brief description of how creating these artifacts
1.1 Knowledge of learners and learning: Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates 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. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement.
1.2 Effective and knowledgeable teacher: Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement.
1.3 Instructional partner: Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use.
1.4 Integration of twenty-first century skills and learning standards: Candidates advocate for twenty-first century literacy skills to support the learning needs of the school community. Candidates 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. Candidates employ strategies to integrate multiple literacies with content curriculum. Candidates integrate the use of emerging technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes.
Standard 2: Literacy and Reading: Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major 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.
2.1 Literature: Candidates are 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.
2.2 Reading promotion: Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading.
2.3 Respect for diversity: Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students and their communities.
2.4 Literacy strategies: Candidates 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.
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 to improve practice.
3.1 Efficient and ethical information-seeking behavior: Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information.
3.2 Access to information: Candidates support flexible, open access for library services. Candidates demonstrate their ability to develop solutions for addressing physical, social and intellectual barriers to equitable access to resources and services. Candidates facilitate access to information in print, non-print, and digital formats. Candidates model and communicate the legal and ethical codes of the profession.
3.3 Information technology: Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates 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.
3.4 Research and knowledge creation: Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries.
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.
4.1 Networking with the library community: Candidates demonstrate the ability to establish connections with other libraries and to strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information. Candidates participate and collaborate as members of a social and intellectual network of learners.
4.2 Professional development: Candidates model a strong commitment to the profession by participating in professional growth and leadership opportunities through membership in library associations, attendance at professional conferences, reading professional publications, and exploring Internet resources. Candidates plan for ongoing professional growth.
4.3 Leadership: Candidates are able to articulate the role and relationship of the school library program's impact on student academic achievement within the context of current educational initiatives. Utilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts.
4.4 Advocacy: Candidates identify stakeholders within and outside the school community who impact the school library program. Candidates develop a plan to advocate for school library and information programs, resources, and services.
Standard 5: Program Management and Administration: Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration.
5.1 Collections: Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards.
5.2 Professional Ethics: Candidates practice the ethical principles of their profession, advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibility. Candidates educate the school community on the ethical use of information and ideas.
5.3 Personnel, Funding, and Facilities: Candidates apply best practices related to planning, budgeting, and evaluating human, information, and physical resources. Candidates organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. Candidates develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries.
5.4 Strategic Planning and Assessment: Candidates communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services, and standards with the school's mission. Candidates make effective use of data and information to assess how the library program addresses the needs of their diverse communities.

PPD TEMPLATE: ISTE STANDARDS
NAME: SEMESTER: INSTRUCTOR: CONCENTRATION:

ISTE NETS-T Standards	Name of Evidence (minimum 2 per standard indicator)	Alignment with Standard Indicator	What did I learn?	How has it impacted student learning? How is it connected to best-practice literature on student learning?
I. TECHNOLOGY OPERATIONS AND CONCEPTS Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:	Include: Name of proposed artifact, Format of the artifact, a Brief Description of what the artifact/activity is. A minimum of 2 artifact per standard indicator is required.	Each standard has several standard element. Each standard element has many statements associated with it. Read the statement for the standard element and write a brief statement explaining why your chosen artifacts are related to the standard-element.	Write a brief description of what you learned from creating and using these artifacts or engaging in these activities (first person required).	Write a brief description of how creating these artifacts, engaging in these activities, and using them with your students has helped you to increase student learning. If you have not directly assessed student learning describe how the activity is an example of best practice as cited in the literature on best practices on increasing student learning.
A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students).
B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners
B. apply current research on teaching and learning with technology when planning learning environments and experiences.
C. identify and locate technology resources and evaluate them for accuracy and suitability.
D. plan for the management of technology resources within the context of learning activities.
E. plan strategies to manage student learning in a technology-enhanced environment.
III. TEACHING, LEARNING, AND THE CURRICULUM Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
A. facilitate technology-enhanced experiences that address content standards and student technology standards.
B. use technology to support learner-centered strategies that address the diverse needs of students.
C. apply technology to develop students’ higher order skills and creativity.
D. manage student learning activities in a technology-enhanced environment.
IV. ASSESSMENT AND EVALUATION Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
A. apply technology in assessing student learning of subject matter using a variety of assessment techniques.
B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
C. apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE Teachers use technology to enhance their productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.
B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply that understanding in practice. Teachers:
A. model and teach legal and ethical practice related to technology use.	.
B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
C. identify and use technology resources that affirm diversity.
D. promote safe and healthy use of technology resources.
E. facilitate equitable access to technology resources for all students

PPD Grading Rubric

Criteria	Apprentice	Proficient	Distinguisehd
Description of Actions/Evidence, What LME student Learned, What pupils learned or have potential to learn 100	Descriptions do not adequately describe the actions and the evidence resulting from the actions; connection to standard indicator is not clearly made; the description of what LME student learned does not clearly show ability to reflect on professional growth; the description of the impact on student learning does not clearly show LME student's ability to connect the activities/evidence with best practices literature or show potential for increasing students' cognitive or motivational development. No supporting research referenced.	Descriptions adequately describe the actions and the evidence resulting from the actions; connection to standard indicator is made; the description of what LME student learned shows ability to reflect on professional growth; the description of the impact on student learning shows LME student's ability to connect the activities/evidence with either best practices literature or pre/post measurements of learning, and shows the potential to increase students' cognitive or motivational development. Supporting research reference using APA citation style.	Descriptions clearly describe the actions and the evidence resulting from the actions; connection to standard indicator is clearly made; the description of what LME student learned shows ability to reflect on professional growth in relation to standards and expresses a recognition of the importance of these activities in professional growth and development; the description of the impact on student learning shows LME student's ability to connect the activities/evidence with either best practices literature or pre/post measurements of learning, and the potential to increase students' cognitive or motivational development in a clearly measurable or documented way. Supporting research referenced using APA citation style.
Quality of Evidence as it represents students best work in LME program and professional activities 75	A minimum of two actions/evidences per standard indicator are not provided. Some actions/evidences in the PPD used more than one time. Not all the actions/evidences demonstrate clear mastery of the all the components of the standard indicator.	A minimum of two actions/evidences per standard indicator are provided. There are no actions/evidences in the PPD used more than one time. Most of the actions/evidences demonstrate clear mastery of the all the components of the standard indicator.	A minimum of two actions/evidences per standard indicator are provided. There are no actions/evidences in the PPD used more than one time. The actions/evidences demonstrate clear mastery of the all the components of the standard indicator.
Quality of communication in overall organization of ideas, grammar, spelling and clarity of writing style. 25	There area spelling and grammar errors in each of the PPD areas. Statements do not adequately describe the required information. Sentences do not communicate the required information.	Almost flawless spelling and grammar in each of the PPD areas. Statements adequately describe the required information. Sentences communicate the required information.	Flawless spelling and grammar in each of the PPD areas. Statements are organized and brief descriptions of the required information. Sentences are clear and direct, effectively communicating the required information.