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My name is Jazmyne Breitbach, and this is my Portfolio for my Master's Degree with a concentration in Library and Information Technologies. I'm sure you could guess, but the picture of the lady behind the books in this introduction features me! The photo is from when I was interviewed by undergraduate students at NDSU early in my career as a classroom teacher. I'm sure you can tell I really enjoy reading - especially a good YA book!

I have always had a deep love and appreciation for how the stories people tell interact with us on the most deepest levels. How a book, even with the most fantastical, whimsical, crazy, extraordinary, and "probably-never-going-to-happen" story lines can still teach us so much about ourselves and others. How stories of those similar and different to us teach us how to be stronger, kinder, more critically engaged with the world, and more compassionate with all people - including ourselves.

I have also always deeply loved teaching - even way back in high school after I decided wanted to be a teacher. The teacher who initially inspired me was a woman who both decided her outfit based on the color lipstick she wore and could ignite a fire in any student lucky enough to be enrolled in her English courses. I wanted to be the kind of teacher she is - fiercely devoted to her students while challenging them to succeed.

Thus, my first seven years as an educator were a whirlwind! However, around year three I started thinking about how I could also serve as a leader to students and my colleagues in the teaching profession. Luckily, I expressed my thoughts to my school librarian, and she persuaded me to enroll in an LMIS program! Covid hit, so my plans to enroll were postponed a bit, but I came back with a fire in my fifth year to enroll at Valley City State University at the recommendation of my colleagues and friends who had attended the LMIS program.

And now here we are near the end of this journey! I have learned so much from the professors and fellow students here at VCSU, and I can't wait to see how this knowledge allows me to be a leader in my new role as a librarian. This portfolio is meant to be a snapshot of my growth at VCSU, capturing the blood, sweat, and tears (or maybe more so just cramped fingers from typing) as I learned, reflected, and learned some more in each of my courses and field experiences.

I am deeply grateful to my adviser, professors, graduate school colleagues, and field experience educators who allowed me to become the informed librarian I am today. Thank you for your commitment and patience - I hope I can make you proud as we revisit some of my accomplishments that I was capable of with your mentorship!

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Here is a picture of some of my English Learner 4 students from 2021! Each of the students have graduated, and I'm lucky that a few of them keep in contact.

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The VCSU core value Diversity and Global Awareness relates directly to the National Board for Professional Teaching Standards Proposition 1: Teachers are committed to students and their learning.  Accomplished teachers are dedicated to making knowledge accessible to all students.  They treat students equitably, recognizing the individual differences that distinguish one student from another and taking account of these differences in their practice.

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Photo by The Talon newspaper staff at Davies High School.

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The VCSU core value Effective use of Instructional Technology relates directly to the National Board for Professional Teaching Standards Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students. Implementing technology into lessons is an effective way to help students improve the transfer of material from the classroom to real life situations.

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The VCSU core value Expertise in Research relates directly to the National Board for Professional Teaching Standards Proposition 4: Teachers think systematically about their practice and learning from experience. Action research is an essential skill for all teachers to utilize in assessing their own classroom delivery and determining effective methodology.

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The VCSU core value Expertise in Assessment relates directly to the National Board for Professional Teaching Standards Proposition 3: Teachers are responsible for managing and monitoring student learning. The primary purpose of assessment is to improve teaching and learning.

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The VCSU core value Supervisor-Leader-Coach relates directly to the National Board for Professional Teaching Standards Proposition 3: Teachers are responsible for managing and monitoring student learning and Proposition 4: Teachers are members of learning communities. Teachers in professional learning communities reflect on their abilities and gain confidence for changing their practice to better meet students’ needs. Teachers know how to work collaboratively with parents to engage them productively in the work of the school.

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Teacher Leadership and Assessment Artifact__Breitbach final

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This is a photo of some of the students I was lucky enough to work and learn with at Davies! All students have also graduated in this photo.

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The VCSU core value Expertise in Curriculum and Instruction relates directly to the National Board for Professional Teaching Standards Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students. Quality curriculum and quality instruction are the foundation of education; students who are exposed to these best practices will be better prepared for their future.

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The VCSU Conceptual Framework is intended to assist teachers in the curriculum development and delivery process. Well-planned lessons and high expectations help create and lead meaningful, purposeful opportunities for students to demonstrate learning through presentations, portfolios, or other appropriate assignments. Teacher as a Knowledge-Based Decision Maker.

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The VCSU Sequenced Field Experiences relate to all five National Board for Professional Teaching Standards and provide opportunities for practical application of knowledge and skills in these areas. Well planned and meaningful field experiences enhance and support learning throughout the program.

In addition to the Field Experience relating to all five National Board for Professional Teaching Standards, this is also meets the standards for TESOL Domain 3: Planning, Implementing, and Managing Instruction. The Field Experience meets all 3 standards under Domain 3.

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A link to an organized folder with all my field experience documents is available by clicking here.

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A photo of some of the books I would highlight on my windowsill in my classroom! Advocating for students interests and reading is important in my personal classroom.

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Philosophy of Education and Program Reflection

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Philosophy of Education and Program Reflection

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Reflective Action Teacher

Technological Literacy

Understanding By Design

Learner-Centered Environment

Standards-based Curriculum

Effective Teaching Practices

Authentic Learning

Professional Learning Communities

Integration Across Grade Levels

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VCSU LMIS Program Reflection__Breitbach final

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The 2010 Teaching and Learning Standards, updated to the 2019 Learner and Learning Standards, helped me keep the most important element of my professional development in mind: the students themselves. While developing a variety of lesson and unit plans, resource and material lists, and reflections on best practice, I was tasked with keeping the development of our students at the forefront of my thoughts. How do students most effectively learn? How do I integrate culturally-responsive and inclusive methods to account for the diverse and unique perspective each student brings? What can I do to ensure my school environment is a safe place to foster creativity and positive social interaction?

As such, I hope to demonstrate my mastery of the AASL 1 learning standards by highlighting my Romeo and Juliet unit I co-developed with another district EL English 4 teacher. English learners are in the unique position of having the same skills and talents as their mainstream peers while also needing more sheltered instruction to guide their language development. This unit kept those needs and experiences in mind by attempting to integrate English Language Arts standards and skills alongside WIDA English Language Learner standards and skills. Furthermore, I visited and co-taught the unit with the other EL English 4 teacher in the district which allowed me to revise and revamp those same lessons and materials for my current and future students.

Clicking this link will take you to a Google Doc with editable access to the unit framer. The framer itself also features links to resources used during the unit.

This link will take you to a scan of my cooperating teacher's practicum assessment.

Finally, clicking this link will take you to the reflection I created for this practicum field experience.

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Building off of AASL 1, Literacy and Reading (modified into Planning For Instruction) tasks librarians to engage with instructional strategies, integrate ethical use into our practice and our students' practices, and assess the potential growth of those we teach with and learn alongside.

One of the ways I attempted to demonstrate my mastery of the AASL 2 standards is through the Literacy Unit I created for LMIS 664 that I subsequently taught alongside my English 1 team at my home school. The unit deliberately considered the unique lived experiences of our students by focusing on topics and novels that covered the gamut of human experiences: class, neurodivergence, race, gender, sexuality, mental health, and more. Furthermore, the unit integrates age- and ability-appropriate materials to ensure that the students are challenged to expand their understanding of themselves and the world. Many skills are incorporated into the unit, but the academic skills primarily focused on are research and writing, reading comprehension and analysis, and discussion as a form of communication. I am excited to share my Literacy Unit as an example of what I can continue doing to serve students as leaders of our world!

Clicking this link will take you to my Literacy Unit Outline.

This link will give you access to a folder with all the literacy unit materials.

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The third AASL Standard, Information and Knowledge, focuses on future librarians' ability to engage students as readers, promote effective information literacy, and introduce new technologies into their school communities. This standard requires that we are both informed on updated resources and new opportunities while also attempting to build an internal drive for engagement and literacy among our students and staff. To me, this standard can include a wide range of materials that were done within the VCSU courses as well as in my field experiences. As such, I wanted to choose projects and experiences that highlight my ability to find effective information and experiences to promote information and literacy engagement with my school community.

The first material I chose was the Compilation of Core References I completed for the LMIS 680 course. Throughout the semester, we had to find meaningful, effective, and worth-while materials to build an initial reference service with. I wanted to focus on materials that were high quality while also being low-cost for the library and easily accessible for patrons.

The second material I chose was my first grant writing project I did for the program in LMIS 687. It was developed to create a conversational circles format of book clubs where multi-lingual graphic novels would be used to bridge connections and build empathy between English Learner and mainstream high school students. I had to be critical in determining which grant I would ultimately write an application for, evaluating the relevance of the potential grant materials to the student community at Davies. Furthermore, it intends to foster a love for reading by engaging students with moving stories in an accessible format for many of them: graphic novels.

Clicking this link will take you to a copy of my Core References assignment.

This link will bring you to a copy of the Grant Writing Application assignment.

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AASL 4, Advocacy and Leadership, presents librarians with a question: what will you do to advocate on behalf of your program and community? We have to consider accessibility to our library and how much we can or cannot offer both during and after school hours. We also have to consider how we select information and resources to present to our stakeholders. Why did we choose this method, or implement this procedure? How is this going to benefit our community going forward? Furthermore, AASL 4 tasks us to make decisions based not on feelings or personal judgements but instead on sound evidence created by experts in the field.

As such, I hope to demonstrate my mastery of the AASL 4 learning standards by highlighting my Advocacy Plan I developed in my LMIS 687 course. This assignment made me think about how I can advocate for my students, their teachers, and the library program as a whole while celebrating and showcasing the success of our program. In this Back to School open-house, I account for the unique needs of my school community (such as an ever-increasing student body, welcoming new students and teachers into the program, and updating current teachers and students on resources). My hope is to modify this Back to School open-house in my new position as librarian, setting a culture of appreciate for my new school's library space!

Clicking this link will bring you to a copy of my Advocacy Plan.

This link will bring you to the Google Form I created for use in the plan.

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AASL 5 - Program Management and Administration- is all about how we can effectively administer and manage a complex library program. This includes the various procedures for collection development, such as purchasing and weeding materials, find accessible and appropriate fiction and nonfiction resources, and integrating innovative technologies into our libraries to help prepare learners for life after high school.

I have decided to include two options to demonstrate my mastery of AASL 5. The first is my Library Manual I created for Davies High School in the LMIS 687 course. This was a labor of love and required me to become closely aware of best practice for libraries as well as procedures and administrative policy in my district. It covers a large gamut of responsibilities and tasks that are needed in a school library and hopefully accounts for my abilities as a future librarian.

The second option I have included is my Cataloguing and Collection Development Reflection from the LMIS 676 course. This was once again created for my original home school, Davies High School, and review through the current policies and procedures related to collection management. My attention to detail and collaboration with my school librarian while reviewing the collection cataloguing procedures will hopefully show my readiness to do this same skill in a new capacity as a future librarian.

Clicking this link will take you to a copy of my Davies High School Library Manual.

This link will take you to a reflection I created regarding the manual.

Clicking this link will take you to a copy of my Cataloging and Collection Development Reflection assignment.

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This will take you to a viewable copy of my OneNote version of this portfolio! All materials and organization are the same; the one note just has additional side comments and graphics added in for visual aesthetic. Additionally, all materials have been updated in this Padlet portfolio as well as my OneNote portfolio to ensure everything is its most up-to-date version!

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Jazmyne Breitbach Graduate Portfolio (v2 attempt)

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Field Experience Logs Compiled__Breitbach Final Revised