Applying to the School Media Certification Program
Students applying to the school library media certification program need to submit additional materials in order to meet both the ILS Department and the School of Education certification admissions requirements.
The following additional materials need to be submitted by students applying into the School Library Media Certification program:
➢ PRAXIS I exam scores or obtain a letter of waiver. (See http://www.ets.org/praxis)
➢ Certificate of fingerprinting and background check. See http://www.aces.org/ also see School of Education website at
http://www.southernct.edu/education/fingerprintingandbackgroundcheck/
➢ Application to the School of Education, including using the School of Education
Recommendation Form for letters of recommendation. (See sidebar for forms.)
➢ Essay on why he/she would like to go into education and become a library media specialist. (See below for details.)
➢ Personal interview: Each candidate for the Connecticut School Library Media Certification program must pass an
initial interview with the Information and Library Science department. The interview will be based on the essay above. To arrange for an interview contact the SMS
Certification Program Coordinator or phone (203) 392-5781.
The School Library Media Certification Admissions Essay
The essay must be between 250 and 500 words, typed, using a font no larger than 12-point, double-spaced, and signed.
You must use correct grammar and spelling. This essay must be submitted directly to the Information and Library Science Department and a copy should be sent to the School of Education.
Your essay must address the following points, in no particular order:
• What people or events influenced your decision to be a library media specialist? (It is not necessary to use anyone's name in your essay.)
• When, or under what circumstances, did you first develop an interest in library science?
• What qualities do you possess that would make you a good library media specialist?
• In what ways can you contribute to our program?
• Examine the five categories of SAILS, and briefly discuss how you satisfy (or will satisfy) each of the categories. Cite specific
examples if possible.
• Include any other items in your essay that you feel we should know, such as hobbies/interests, awards received, etc.
CALL Conceptual Framework: Collaborating, Applying, Learning, Leading
CALL, the SOE Conceptual Framework, underpins the work that our faculty, students, administrators, and staff do daily as they apply their professional capacities promoting the learning and development of youth and adults as well as making the world - especially and the world of education, and professional practice - a better place. Each letter of CALL represents a different construct of the conceptual framework. Together, they call all of us in the School of Education Unit to be mindful of the significance of what we do.
Collaborating Within and Across Diverse Contexts
Our faculty and students demonstrate the skills, experience, and mindsets (professional dispositions) to work within and across the multicultural and increasingly technological contexts of our 21st century global society. Our faculty, students, administrators, and staff work collaboratively within a systems perspective. They conduct their work in a professional and ethical manner to promote the learning and development of all students and clients as a matter of social justice.
Applying Skills to Impact Learning and Development
Our faculty and students demonstrate content knowledge and the competency to draw on this knowledge as they impact the learning and development of individuals in P-12 schools, school districts, community agencies, organizations, and higher education. They demonstrate the skill sets necessary to effectively engage in planning, develop measurable outcomes; differentiate instruction/services, personalize professional practice; assess for understanding and growth; interpret and use data in decision making; reflect on practice; and embrace and employ emerging technologies.
Leading for Excellence
Our faculty model to students the values, attitudes, and skills necessary to act ethically and effectively as advocates and change agents in the local and broader communities in which they serve. Our students demonstrate pro-social behaviors and dispositions; competency in using data in decision making, systems thinking, and understanding of organizational dynamics; as well as engage in actions that help guide others and promote self excellence - the foundational skills that will enable them to become leaders for professional excellence.
Learning Through Inquiry, Experience, and Reflection
Our faculty, students, administrators and staff are lifelong learners who value, and strive for, pedagogical, professional, and scholarly practice that is premised on research-based evidence and personal reflection as well as authentic experience in the field. They are fluent in their professional knowledge and skills and they are continually and constructively curious. Moreover, they are able to recognize and communicate connections that exist with other disciplines. They engage in behaviors and dispositions that are respectful and supportive of their students' patients' or clients' knowledge, activities and experiences.
