Portfolio Matrix M.Ed.

/Add-On/Initial Certification in School Library Media

Title Student Name: Kassandra Munoz

Portfolio Matrix and Reflections
Semester/Year: Spring 2018
Description
Portfolio Matrix to be completed while candidates are taking MEDT 7487 Practicum

Portfolio Matrix

Program AASL PSC/NCATE Standards Roles of SLMS and Reflection Connecting Outcomes,
Outcomes Standards Artifacts Standards, and Artifacts
1. Candidates 1.1 Knowledge of Learners PSC Annual Report The Annual Report allowed me as a
demonstrate and Learning 1.e Knowledge and Skills to demonstrate the objectives, aims,
content, 3.1 Efficient and Ethical 3.c Help All Students Learn and accomplishments of the school
pedagogical, and Information-Seeking 7.d Integration of Instructional library. The three described in this
professional Behavior Technology report were: Contributions to Student
knowledge and 3.4 Research and 7.e Georgia P-12 Curriculum Learning/ Collaboration, Reading
skills Knowledge Creation Promotion, and Technology
4.4 Advocacy NCATE Integration. This showed knowledge
5.1 Collections 1.e Knowledge and Skills of the school and learners. -Program
5.3 Personnel, Funding, 3.c Help All Students Learn Administrator
and Facilities

Facilities Plan The Facilities Plan allowed me to

remodel the current Library Floor
Plan into one that is conducive to
student and budget needs. This
showed knowledge of the facilities,
funding, and learners. -Program
Administrator

The Budget Plan allowed me to

Budget Plan create a sample three-year budget to
allocated funds based on student,
Portfolio Matrix M.Ed./Add-On/Initial Certification in School Library Media

teacher, and overall school needs.

This showed knowledge of the
learners, funding, and facilities. -
Program Administrator

Online Reference This tool allowed me to gain

Guide professional knowledge on how to
locate, use, and teach others how to
use a variety of online reference tools
for the K-12 level. This showed 1
Efficient and Ethical Information-
Seeking Behavior as well as Research
and Knowledge Creation.- Leader,
Information Specialist

This activity allowed me to become

Labeling Books an advocate for children’s literary
Infographic rights in regards labeling books. This
infographic describes the controversy
behind labeling books and if it is
helpful or hurtful to students. This
also describes the AASL’s stand on
Labeling books.- Teacher, Leader

The Collection Analysis Form was a

Collection Analysis sample weeding form for a public
library’s cooking book section. This
gave the professional knowledge and
experience to practice weeding in a
real library. -Program Administrator

Selection Tool The Selection Tool Evaluations

Evaluations allowed me to explore different
library resource selection tools such
Portfolio Matrix M.Ed./Add-On/Initial Certification in School Library Media

as Booklist, School Library Journal,

and Horn Book Magazine. This gave
the professional knowledge of these
three resources as well as experience
using these. This will allow me to use
this knowledge to make educated
decisions when it comes to ordering
materials for the library. –
Information Specialist
Sample Order and
Justification from The Sample Order and Justification
Titlewave from Titlewave allowed me to review
the needs of the students and the
school library and make a library
order based on these needs and based
on the budget given. This gave me the
knowledge of this resource as well as
how to use it to meet the needs of the
library, school, teachers, and students.
- Program Administrator, Information
Specialist,

Practice with Dewey, SEARS,

Dewey, MARC Records, CIP, and OPAC
SEARS, systems gave the professional
MARC Records, knowledge and experience with each
CIP, OPAC Activities of these to understand their use in
libraries today and how I could use
them to manage, modify, and expand
my physical and digital library
collection. – Information Specialist
Portfolio Matrix M.Ed./Add-On/Initial Certification in School Library Media

2. Candidates 1.2 Effective and PSC
develop, Knowledgeable Teacher 1.f Student Learning
implement, and 1.3 Instructional Partner 3.c Help All Students Learn
evaluate learning 2.1 Literature 4.a Curriculum and Experiences
opportunities for 2.2 Reading Promotion 4.d Working with Diverse
all students 3.2 Access to Information Students in P-12 Schools
3.3 Information 7.c Children with Special Needs
Technology 7.d Integration of Instructional
Technology
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
Visual and Media The projects included in the Visual
Literacy- Weebly and Media Literacy allowed me to
learn and practice the concepts of
design, dual coding theory, visual
storyboards, comics, videos, and
creating meaning from visuals. This
knowledge will help me in instructing
all students through visuals,
especially ELL students and
struggling readers. I will also be able
to share this information with
teachers and parents to promote the
importance of visual literacy. –
Teacher, Information Specialist
Double Book Review The Double Review activity allowed
me to create a review for the same
book with two different audience
members- SLMS and students. This
gave me the knowledge and
experience to represent the learning
needs of my students and teachers. -
Teacher

The Book Talk activity allowed me to

Book Talk design and implement an effective
reading promotion with elementary
students. - Teacher

Scratch Activities The Scratch activities were

demonstrations in beginning coding.
They were intended to be able to
teach students how to begin coding
through critical thinking and
planning. This gave me the
knowledge of how to use this tool,
Portfolio Matrix M.Ed./Add-On/Initial Certification in School Library Media

and how to teach it to teachers and

students. - Teacher and Information
Specialist

Digital Storytelling- This digital story was meant to teach

the Buzz About Bees second graders the role of bees as
pollinators. This activity gave me the
knowledge of how to effectively use a
storyboard to create a digital teaching
tool. This will allow me to create
future digital tools for teachers and
students. -Teacher and Information
Specialist

The Pathfinder tool was used to help

Pathfinder fourth grade teachers find relevant
and useful digital tools to teach
Social Studies Standard: European
Explores. *This is now a third-grade
standard. * This allowed me to gather
technology tools that were helpful for
teachers based on their needs.
-Information Specialist

Student/Client This collaborative plan was made to

Instruction Plan align reference tools into curriculum
standards. The standard in this
activity was SS2H1 Describe the
lives and contributions of historical
figures in Georgia history.
a. James Oglethorpe, Tomochichi,
and Mary Musgrove (founding of
Georgia)
b. Sequoyah (development of a
Portfolio Matrix M.Ed./Add-On/Initial Certification in School Library Media

Cherokee alphabet) and used

reference tools such as
PebbleGo.com, Photography Primary
Resources,
Social Studies Textbooks, and
Encyclopedia Britannica Online (K-
5). This plan was made to include all
learners by observing their prior
knowledge first and using a heavy
combination of pictures with text for
ELL and struggling readers. This
helped me be an instructional partner
with teachers while using technology
to effectively drive instruction.
-Instructional Partner and Information
specialist
3. Candidates 1.4 Integration of Twenty- PSC Professional This Professional Development
demonstrate First Century Skills and 1.g Professional Dispositions Development Module Weebly was intended to provide
professional Learning Standards 3.c Help All Students Learn information to K-5 teachers
dispositions and 2.4 Literacy Strategies 7.f Ethical Standards connections between the Georgia
ethics 3.1 Efficient and Ethical Standards of Excellence (GSE), the
Information-Seeking NCATE AASL Information Literacy
Behavior 1.g Professional Dispositions Standards - Standards for the 21st
4.1. Networking with the 3.c Help All Students Learn Century Learner, and the ISTE
Library Community National Technology Standards for
4.2 Professional Students, Teachers, and
Development
Administrators. This information in
4.3 Leadership
these modules was designed to help
5.2 Professional Ethics
teachers align their current instruction
with these standards to create the best
21st century learning opportunities
for their students. This includes a
Professional Development Year-Long
Agenda. This plan was designed for
the SLMS to teach K-5 teachers how
to find, use, and implement helpful
and relevant digital tools into their
Portfolio Matrix M.Ed./Add-On/Initial Certification in School Library Media

current instruction. This includes:

Galileo, Kahoot, Nearpod, Britannica
Encyclopedia Elementary, SIRS, and
PebbleGo. This provides literacy
strategies through technology to
teachers and could be shared within
the library community. This allow
allows me to be a leader as I am able
to share this professional
development.- Leader, Information
Specialist

Library Orientation This was created using Sway and

iMovie to provide students with
information on how to obtain and use
resources from the library. This also
allowed me to use my role as a leader
to create an informational tool for
students, teachers, and the
community.- Teacher

Destiny Tutorial The Destiny Tutorial allowed me to

teach other teachers and SLM how to
use aspects of the Destiny OPAC
system. This allowed me to connect
with the library community as well as
being a leader and teacher within the
school. – Program Administrator

AppGuide- Plickers The AppGuide activity was an

infographic meant to show teachers
the benefits of using Plickers in
classroom instruction and assessment.
This is intended to help teacher
Portfolio Matrix M.Ed./Add-On/Initial Certification in School Library Media

implement 21st century skills and

learning strategies within their
instruction. – Information Specialist

Screencast-Edmodo The Screencast Edmodo activity was

meant for 2-12 grade teachers to
demonstrate how to use Edmodo and
the advantages to using this in
classroom instruction and assessment.
This is intended to help teacher
implement 21st century skills and
learning strategies within their
instruction. – Instructional Partner
and Information Specialist

4. Candidates 1.1 Knowledge of Learners PSC 2-Year Plan- Digital The two-year SLM plan allowed me
demonstrate and Learning 1.f Student Learning Citizenship and to create an outline of lessons
ability to serve 1.2 Effective and 3.c Help All Students Learn Broadcast Club activities that met the learning needs
needs of diverse Knowledgeable Teacher 4.a Curriculum and Experiences of my students. These were created to
populations 2.3 Respect for Diversity 4.d Working with Diverse meet the needs of all learners and
including special 3.2 Access to Information Students in P-12 Schools help them become better digital
needs 5.4 Strategic Planning and 7.c Children with Special Needs citizens. The Broadcast Club
Assessment 7.d Integration of Technology encouraged collaboration and student
leaders. – Information Specialist
NCATE
4.a Curriculum and Experiences
4.d Working with Diverse LMS Student/ Client This plan involved using Edmodo as
Students in P-12 Schools Assessment Plan a teaching and assessment tool for
third grade math and constructed
response. The assessment was
planned to measure and assess
student growth of math in relation to
technology use and constructed
response. This baseline data helped
the me as the student LMS and the
teacher plan for future activities and
assessments to help the students
Portfolio Matrix M.Ed./Add-On/Initial Certification in School Library Media

master these skills.- Instructional

Partner

This activity was a collaborative

HyperStudio Media
project with a teacher and SLMS
Project
students. This was an interactive
digital tool about Jackie Robinson
meant to teach second graders about
the life and contributions of
Robinson. A transcript was included
to meet to needs of hearing-impaired
students and students that are
struggling readers and needed to be
able to revisit the information with
the help of a teacher help. –
Instructional Partner