EDU 5231
Literacy Practicum Handbook
High Point University
School of Education
Master of Education in Elementary Education (Literacy Concentration)
2014-2015
2
Contents
Welcome ……… 3
School of Education Contact Information ………. 3
Mission of the University ……….. 3
M. Ed in Elementary Education (Literacy Concentration) Overview………...…. 4
M.Ed. in Elementary Education (Literacy Concentration) Program Objectives… ……… 5
M.Ed. in Elementary Education (Literacy Concentration) Program of Study …………... 6
Standards for Reading Teachers Level M (Advanced Licensure) ………. 7
Standards for Graduate Teacher Candidates……….. 11
Introduction to the Literacy Practicum……… ……….. 13
Purpose of the Literacy Practicum…… ……….… 14
Literacy Practicum Learning Outcomes……….. 16
Roles and Responsibilities... 17
Role of the Literacy Practicum Candidate... 17
Role of the Practicum University Supervisor ………...………... 17
Outcomes Assessment……… 18
Appendices
Appendix A: Literacy Practicum Evaluation Forms………..….. 20Appendix B: Literature Circles Reflection Evaluation Tool……… 27
Appendix C: Reading Conference Reflection Paper Evaluation Tool……….. 28
Appendix D: Practicum Reflection Paper……….…. . 29
Appendix E: High Point University Code of Ethical and Professional Behaviors…….. 30
Appendix F: Standards: Reading Specialist/Literacy Coach……… . 32
Appendix G: Position Statement of the International Reading Association………. 40
3
Welcome
Welcome to the Master of Education in Elementary Education (Literacy Concentration)
practicum experience at High Point University! By furthering your education, you are making a solid commitment to enhancing the literate lives of students in the P-12 setting. The pursuing of an advanced program of study sets you apart as a literacy leader who desires to make a positive difference! We are excited to be working with you as you move into this very important
capstone experience. It is our privilege to support you in your journey toward becoming a strong literacy expert through the reflective practice of the supervised practicum. Please feel free to contact us if we can be of service in any way during this time. We wish you much success and many wonderful learning opportunities in the months ahead.
School of Education Contact Information
Dr. Mariann Tillery,
Dean of the School of Education
841-9286 [email protected]
Dr. Barbara Leonard
Associate Dean, School of Education
841-9285 [email protected]
Literacy Practicum Supervisors:
Dr. Debbie Linville
Elementary Education 841-9224 [email protected]
Dr. Leslie Cavendish
Elementary Education
841-9375 [email protected]
Mission of the University
High Point University is a private, liberal arts university affiliated with The United Methodist Church and dedicated to the Judeo-Christian principles of inclusiveness and diversity. The mission of High Point University is to provide vital and distinguished undergraduate and graduate programs that enhance both traditional and non-traditional students’ power of inquiry, breadth of knowledge, command of written and spoken language, and insight into ethical behavior. This mission is deeply rooted in the liberal arts and reflected in seven overlapping commitments:
4
To foster close communication, both inside and outside the classroom, between motivated students and faculty who are committed to teaching and scholarly activity;
To blend imaginatively critical thinking, intellectual inquiry and aesthetic appreciation with a practical need for innovation, skill and knowledge within professional disciplines;
To promote the balanced development of a students’ cognitive, social and physical capabilities;
To offer an education, grounded in the development of character, personal responsibility and a sense of civic duty that prepares students for leadership, citizenship and service in a diverse global community;
To provide the opportunity for exploration of faith and humane values within a Judeo- Christian context;
To contribute to the educational and cultural life of the broader community by offering cultural activities of regional and national interest, and by devoting the resources of the University, the professional skills of the faculty and the talents of students to local charities, businesses and other civic groups;
To maintain a physical environment, including classrooms, libraries, laboratories and open spaces that support the academic success of students and the professional development of faculty.
In pursuing each of these commitments, High Point University is guided by the principles of intellectual freedom, academic excellence and ethical rigor, and by the desire to create and enhance an environment conducive to the liberal arts education and professional development of students.
Master of Education in Elementary Education (Literacy Concentration)
The program is designed for candidates who have a baccalaureate teaching license or who will receive a teaching license before the end of the first term of graduate enrollment. The program requires coursework and competencies for the Reading Specialist license including reading foundations, diagnosis and assessment of reading, content area reading instruction,
children’s/adolescent literature, and writing foundations. Current research and theory are translated into practice for every course. In addition to these instructional courses, literacy candidates also take core courses and participate in a literacy practicum experience their final semester.
High Point University also offers the 5th Year M.Ed. Program in Elementary Education which allows advanced undergraduate students majoring in elementary education to enroll in three graduate level courses during their final year of study. Upon completion of the initial license and degree program in elementary education, these candidates may enroll and complete the M.Ed.
program in Elementary Education during the summer and 5th year of their program at High Point University.
High Point University Master of Education in Elementary Education (Literacy Concentration) program builds on the most current body of knowledge of theory and best practice to support licensed educators in creating literate environments that foster reading and writing proficiencies of students who differ in cultural and linguistic backgrounds. The strength of the program lies in
5
a) the depth and breadth of knowledge candidates acquire across the literacy courses b) many and varied opportunities to merge theory with practice in every literacy course, and c) a semester long supervised practicum experience where candidates receive feedback and guidance from a university literacy supervisor. It is this capstone experience that sets the High Point University master level candidate apart from graduates of other institutions of higher education. Candidates agree….it is during the supervised practicum where they learn and grow the most. Having the opportunity to pull together all that has been learned across the program of study in their own classroom under the supervision of university literacy faculty provides the beneficial onsite mentoring candidates need to fine-tune facets of the literacy workshop to ensure optimal teaching and learning opportunities on a daily basis. Heightened confidence, commitment to excellence, and a sense of empowerment are frequently reported outcomes of the Master of Education in Elementary Education (Literacy Concentration) Program. Informed and
empowered literacy educators are those who lead and make a difference – in the classroom, the school, and beyond!
For graduates of the program, there are numerous career opportunities available. While many graduates will remain in their existing positions as general education classroom teachers, where their expertise in reading and writing assessment, evaluation, and instruction enables them to provide exemplary instruction to students of all performance levels, others may seek to use their newly-acquired depth of knowledge beyond the classroom setting. Degree recipients meet requirements for specialized positions such as literacy teachers, specialists, coaches, and curriculum facilitators in the P-12 academic environment. Some graduates have gone on to pursue advanced degrees, obtain employment with publishing companies, work for literacy consulting firms, or establish private clinics. Additionally, opportunities to assume positions of leadership in a variety of district, state, and university educational settings are possibilities for graduates of the High Point University Master of Education in Elementary Education (Literacy Concentration) program.
Program Objectives
1. To assist the candidate in developing the skills necessary to become effective collaborative and ethical leaders in the classroom, the school, and the community.
2. To articulate a vision for literacy education in the 21st century for all students and demonstrate an understanding of how research should be the basis of literacy instructional decision-making.
3. To provide the candidate opportunities for in depth synthesis of the research and best practices in literacy education, both theoretical and practical.
4. To develop deep understandings of relevant theories and research about reading and writing.
5. To provide opportunities for the candidate to expand the learning environment through global connections and real‐world context.
6
6. To provide opportunities for the candidate to demonstrate proficiency in literacy instructional methods as well as curriculum selection and design.
7. To assist the candidate in becoming a facilitator of student learning who is skilled in selecting and effectively administering a variety of authentic informal and formal literacy assessments to impact, inform, and improve teaching and learning.
8. To assist candidates in recognizing and attending to the multifaceted literacy needs of diverse populations of learners and develop a global awareness which promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences as they play out in the classroom and community.
9. To assist the candidate in developing the skills needed for ongoing and continued personal and professional reflection to extend student learning and overall school improvement.
10. To provide candidates the opportunity to engage in and facilitate professional and home- school collaborations.
M.Ed. in Elementary Education (Literacy Concentration) Program of Study
Course Number Course Title Semester Hours
Core Courses: (15 Hours)
EDU 5010 Advanced Instructional Technology in the 21st Century
3
EDU 5040 Multicultural Education in a Diverse Society 3 EDU 5060 Developing Leaders in 21st Century Schools 3 EDU 5030 Methods of Educational Research 3 EDU 5166 Using Data for Instructional Improvement 3 Instructional Courses: Literacy Concentration (15 Hours)
EDU 5131 Reading and Responding to Children’s and Adolescent Literature
3
EDU 5132 Foundations of Writing Instruction 3 EDU 5134 Foundations of Reading Instruction 3 EDU 5135 Diagnosis and Assessment in the Teaching
of Reading
3
EDU 5136 Literacy Across the Curriculum 3
EDU 5138 Literacy Support of the eLearning Community (2 credit elective**)
2**
Capstone Experience: 6 hours
EDU 5300 Product of Learning 3
EDU 5231 Supervised Practicum in Literacy Instruction 3
Total Hours 36
7
STANDARDS FOR READING TEACHERS – LEVEL M
Standard 1: Foundational knowledge:
Reading teachers have knowledge of foundations of reading and writing processes and instruction.
Reading teachers:
Indicator 1: Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing process and instruction. Knowing a wide range of theories and relate these to classroom practices. Summarizing empirical evidence related to foundational theories.
Indicator 2: Demonstrate knowledge of reading research and histories of reading. Summarize influential reading studies and articulating how these studies impacted reading instruction.
Recount historical developments in the history of reading. Exhibit the impact of reading research on theoretical knowledge.
Indicator 3: Demonstrate knowledge of language, reading, and writing development. Compare and contrast the theories and research in the areas of language development and learning to read and write. Explain the connection between theories and practice.
Indicator 4: Demonstrate knowledge of cultural and linguistic diversity as they relate to the development of oral language, reading, and writing. Explain issues and ideas involved in the instruction of learners who speak and write different varieties of English or are learning English.
Examine the appropriate area of a class or school curriculum to determine how practices and materials that recognize and support the cultural diversity of learner and society are used.
Indicator 5: Demonstrate knowledge of the major components of fluent reading (phonemic awareness, word identification, phonics, vocabulary, background knowledge, fluency,
comprehension strategies, and motivation). Describe and evaluate how the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) are related to instructional practices and materials.
Standard 2: Instructional strategies and curriculum materials:
Reading Teachers support reading and writing instruction by using a wide range of instructional practices, approaches, methods, and curriculum materials.
8 Reading teachers:
Indicator 1: Establish meaningful and appropriate purposes supported by instructional grouping options (individual, small-group, whole-class, and computer-based).Demonstrate the options and explain the evidence-based rationale for changing configurations to best meet the needs of all learners. Support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches, and methods, including technology-based practices.
Indicator 2: Identify differing stages of development, cultures, and linguistic backgrounds of learners and use a wide range of instructional practices, approaches, and methods, including technology-based practices, to address those differences. Support teachers and paraprofessionals in the use of a wide range of instructional practices, approaches, and methods, including
technology-based practices that address the differing stages of development, cultures, and
linguistic backgrounds of learners. Assist teachers in selecting evidenced-based reading practices to best meet the needs of all learners. Demonstrate the practices in their own teaching and in demonstration teaching.
Indicator 3: Facilitate effective reading instruction for learners at different stages of
reading/writing development and from different cultural/ linguistic backgrounds by using a wide range of curriculum materials. Support classroom teachers and paraprofessionals in the
acquisition and use of a wide range of curriculum materials. Explain the evidence base for selecting materials and methods to best meet the needs of all learners. Demonstrate the effective use of reading and writing materials and practices in their own teaching and demonstration lessons.
Standard 3: Assessment, diagnosis, and evaluation:
Reading Teachers use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
Reading teachers:
Indicator 1: Use a wide range of assessment tools and practices, including individual and group standardized tests and informal classroom assessment strategies incorporating technology as appropriate. Establish the significance of assessment in the delivery of evidence based reading instruction. Develop appropriate building and district wide reading assessment plans.
Indicator 2: Determine learners’ placements along a developmental continuum, identify learners’
proficiencies and difficulties, and initiate appropriate referrals. Support the classroom teacher in the assessment of individual learners. Interpret and utilizing the assessment data to determine appropriate services.
9
Indicator 3: Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all learners, including those at different developmental stages and those from diverse cultural and linguistic backgrounds. Collaborate with teachers and other educational professionals to provide appropriate reading instruction based on assessment data. Collect, analyze, and use school - wide assessment data to implement and revise school reading programs.
Indicator 4: Communicate results of assessments to relevant individuals. Communicate
assessment information to various audiences for both accountability and instructional purposes.
Standard 4: Creating a Literate Environment:
Reading Teachers create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
Reading teachers:
Indicator 1: Use learners’ interests, reading abilities and backgrounds as foundations for the reading and writing program. Demonstrate ability to assist classroom teachers and
paraprofessionals in implementation. Demonstrate the integration of knowledge, practice, materials, and use of assessments in their own teaching or in demonstration lessons.
Indicator 2: Use a variety of high quality materials, including, but not limited to, technology- based information, non-print materials, books, and periodicals. These materials will represent multiple levels, broad interests, and varied cultural and linguistic backgrounds. Assist classroom teachers and paraprofessionals in using a variety of high quality materials that represent multiple levels, broad interests, and varied cultural and linguistic backgrounds. Assist families or
guardians of learners in choosing appropriate supplemental materials. Demonstrate the selection and use of high-quality materials in their own teaching and demonstration lessons.
Indicator 3: Model and share use of reading and writing for real purposes in daily life.
Demonstrate ability to assist classroom teachers and paraprofessionals in the implementation of modeling reading and writing.
Indicator 4: Motivate learners to be lifelong readers and writers. Assist classroom teachers in designing programs that motivate learners to read and write. Demonstrate practices that motivate learners in their own teaching and demonstration lessons.
Standard 5: Professional development:
Reading Teachers view professional development as a career-long effort and responsibility.
10 Reading teachers:
Indicator 1: Display positive dispositions related to reading and the teaching of reading.
Articulate connections between teacher dispositions and student achievement. Serve as a role model to other members of the school community.
Indicator 2: Pursue the development of professional knowledge and dispositions. Conduct leadership/action research/professional study groups for paraprofessionals, teachers,
administrators, and/or families. Assist classroom teachers and paraprofessionals in identifying, planning, and implementing personal and professional development plans. Document evidence of participation and/or membership in professional organization(s).
Indicator 3: Work with colleagues to evaluate and provide feedback on each other’s practice Assist classroom teachers and paraprofessionals as they strive to improve their practice.
Facilitate collaboration and dialogue between professional personnel. Conduct action research as a part of the collaborations.
Indicator 4: Participate in planning, implementing, and evaluating of professional development programs. Plan, implement, and evaluate professional development activities at school, district, and/or state level. Identify and describe the characteristics of sound professional development programs.
11
Standards for Graduate Teacher Candidates
The North Carolina Professional Teaching Standards Commission developed teaching standards based on a “new vision of teaching” in light of 21st century opportunities, needs and demands.
The following five graduate program standards are parallel to and expand upon those standards.
These are advanced standards, appropriate for educator preparation programs to use as guidelines in developing their graduate level teaching programs. Teachers granted the master’s degree license are expected to be teacher leaders in their specialty area, to facilitate the creation of healthy educational environments, to have deep knowledge and skills in their content and
curriculum, to use research in making decisions about effective practice for student learning, and to be continuous, reflective practitioners who model the values of lifelong learning, critical thinking, problem-solving and innovation. Approved by the NC State Board of Education January 8, 2009
Standard 1: Teacher Leadership
Teacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools and professional organizations; they advocate for students and effective educational practices and policies; and they are role models for ethical leadership. Teacher leaders will know and be able to:
• Demonstrate effective ongoing communication, collaboration, and team-building among colleagues.
• Facilitate mentoring and coaching with novice teachers.
• Set goals and establish priorities while promoting educational initiatives that positively affect student learning.
• Participate in professional learning communities.
Standard 2: Respectful Educational Environments
Teacher leaders model leadership by establishing a positive and productive environment for a diverse population of students, their families, and the community. Teachers are knowledgeable about cultures and global issues and how they are contextualized locally. Teachers help
colleagues develop effective strategies for students with special needs. They encourage positive, constructive relations among colleagues and students. Teacher leaders:
• Facilitate the development of inviting, respectful, supportive, inclusive, and flexible educational communities.
• Create collaborative partnerships with families, schools, and communities to promote a positive school culture.
• Facilitate and model caring and respectful treatment of individuals within the learning community.
12
• Demonstrate knowledge and understanding of diverse world cultures and global issues.
• Encourage high expectations for all students.
• Collaboratively design and implement curriculum and instruction that is responsive to learner differences.
Standard 3: Content and Curriculum Expertise
Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content. Teacher leaders:
• Demonstrate in-depth knowledge of curriculum, instruction, and assessment.
• Model the integration of 21st century content and skills into educational practices.
• Develop relevant, rigorous curriculum.
Standard 4: Student Learning
Teacher leaders facilitate student learning through evidence-based practice informed by research.
They understand and apply research in child and adolescent development, cognitive
development, and general and specialized pedagogy. They encourage critical reading, writing and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams. Teacher leaders:
• Seek out and use existing research to inform school practices.
• Design action research to investigate and improve student learning and school policies and practices.
• Model technology integration that supports student learning.
• Critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base.
Standard 5: Reflection
Teacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond. They are lifelong learners who model and support ongoing professional development.
Teachers embrace critical thinking, problem solving, and innovation. Teacher leaders:
• Promote an educational culture that values reflective practice.
• Model the development of meaningful professional goals.
• Model personal and professional reflection to extend student learning and school improvement.
13
Introduction to the Literacy Practicum
This is a culminating, supervised, semester-long literacy practicum designed to be conducted in the teacher’s classroom. The purpose of the practicum is to provide each teacher with the opportunity, at the beginning of the semester, to establish classroom conditions that support student learning through the systematic and purposeful integration of the instructional, assessment and organizational strategies introduced during the program of study. Theories, materials, and strategies introduced during the program are applied in the classroom (and also in the broader school family and district contexts) within effective literacy structures like reading and writing workshops.
Teachers are supervised during the semester and attend five seminars focused on supporting each teacher’s efforts to effectively implement classroom literacy instruction and assessment that is focused on providing children with meaningful and authentic language experiences. Teachers are expected to demonstrate increased control and improved delivery of an increasing number of instructional, organizational, and assessment strategies when teaching literacy. Professional development, leadership responsibilities, and working with parents are additional areas of professional activity encouraged during the supervised literacy practicum.
“I learned that in order for me to able to develop strong readers and writers in my classroom I had to also strengthen my knowledge as a teacher. I learned to appreciate though the wisdom and permission I was given to take risks and give my students what I know they need. The accountability piece of the practicum helped me be more attentive to what I have available for my students. This is feedback that I would not normally receive as an educator and it was powerful for my growth as a literacy teacher. I had a sense of pride as I got to show all that I have learned in the past year and a half in the graduate program. The Literacy Practicum made me a better teacher and gave me the tools I needed to look at my readers and writers with a different lens.”
(Jennifer Freeman, 2012 Graduate)
14
Purpose of the Literacy Practicum
The purpose of the literacy practicum is to blend the theoretical and research-based content of course offerings with the practical day-to-day experiences of literacy teaching and learning.
In order to reap the full benefits of practicum learning opportunities, a candidate must be
committed to fully implementing the many and varied facets of the literacy workshop on a daily basis. A candidate is expected to embrace and demonstrate content from content of courses in the program of study which center on literacy theory and practice, and participate in the role of a reflective practitioner for the purpose of examining the overall effectiveness of instruction decision-making. It is expected that, upon successful completion of the practicum, a candidate will be an effective literacy educator in their classroom and a viewed as literacy leader in their school.
The literacy practicum is required of all candidates completing the M.Ed. degree in Elementary Education with a literacy concentration. This capstone experience affords the candidate the beneficial opportunity to apply theory and knowledge about best literacy practice under the supervision of a university literacy expert across the span of a semester.
“I feel that I have really grown as a professional over the practicum experience. I took all of the comments to heart and went out of my comfort zone to better aspects of my teaching. There were places to tweak and change and then there were times where I was praised for doing the best for children! In the end, it all has benefited my students and helped to make my classroom one where students get the maximum learning experiences that I can offer them. I understand that it doesn’t stop here though. As an effective educator, it is also my job to constantly reflect on the types of things going on in my classroom and to continue to stay up to date with researchers who know what is best for children.”
(Kristina Swift, 2012 Graduate)
15
EDU 5231: Supervised Practicum in Literacy Instruction
University literacy faculty evaluate the degree to which candidates apply knowledge of theories, materials, and strategies introduced during the program in their classroom within effective literacy structures like reading and writing workshops. Candidates are expected to demonstrate increased control and improved delivery of an increasing number of instructional, organizational, and assessment strategies when teaching literacy across each of the supervised observations. This supervised, semester-long literacy practicum in the teacher’s classroom is aligned to the
prerequisite courses the candidate completed during the previous terms and includes the
following assignments and areas of focus for observations. Specific evaluative criteria are meant to assist candidates in the areas of focus across each of the three observations. The evaluation instruments (see Appendix A) support a scaffolded approach to teaching/learning. The university faculty will evaluate the degree to which each of the areas of focus are addressed during the onsite observation and/or at the time of evidence submission and look for continued growth across those areas of focus throughout the semester toward the goal of becoming an exemplary literacy educator. Candidates are provided with timely, relevant, specific, and supportive feedback for each of the three formal observations by the university faculty. The goal is for candidates to make obvious strides toward utilizing the feedback to enhance literacy instruction for learners. Any area(s) not addressed (or not sufficiently addressed) in the observation must be demonstrated during the following observation.
“The practicum turned out to be a time when I could really showcase what I’ve learned in my graduate studies. It was time to teach, reflect, and evaluate my teaching, and make the necessary changes to my methods and routines that would make life in my classroom as beneficial as possible to my children. Rather than just receiving a grade, I got specific feedback that allowed me to evaluate myself and my classroom even further. The information I’ve gained from looking deeper into my role as a teacher is priceless knowledge that I will keep with me for a lifetime.”
Mandy Harb, 2012
16
Literacy Practicum Learning Outcomes
1. Analyze videotaped teaching behaviors that encourage class discussions.
(Reading 1.2, 3.2, 3.3, 3.5, 4.4; Graduate 1.3 2.1, 2.3, 3.1, 3.2, 4.1, 4.4, 5.3) 2. Implement Cambourne’s Conditions of Learning in the classroom.
(Reading 3.2, 3.3, 3.4, 3.5, 4.2; Graduate 2.1, 2.3, 2.5, 3.2, 4.1, 5.51) 3. Establish a classroom listening center.
(Reading 1.2, 3.2, 3.3, 3.4, 3.5, 4.4; Graduate 3.1, 3.2, 3.3)
4. Establish an appealing classroom library with a variety of appropriate narrative, poetic and nonfiction texts, indirect lighting and comfortable seating.
(Reading 3.5, 4.4; Graduate 1.3, 2.1, 2.4)
5. Demonstrate effective reading aloud to the class.
(Reading 1.2, 3.3, 3.4, 3.5, 4.4; Graduate 2.1, 2.3, 2.5, 3.1, 3.2)
6. Demonstrate effective shared and guided/small group reading lessons.
(Reading 1.2, 3.3, 3.4, 3.5, 4.4; Graduate 2.1, 2.3, 2.5, 3.1, 3.2) 7. Establish literature circles in the teacher’s classroom.
(Reading 1.2, 1.3, 1.4, 2.3, 3.2, 3.3, 3.5, 4.1, 4.4; Graduate 1.3, 2.5, 3.1, 3.2, 3.3, 4.4) 8. Demonstrate reading conferences that focus on instruction and assessment.
(Reading 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.4, 4.1, 4.2; Graduate 2.3, 2.5, 3.1, 3.2, 4.2, 4.4, 5.1) 9. Demonstrate the use of appropriate assessment forms to record students’ reading
performances.
(Reading 2.1, 2.2, 2.3, 3.1; Graduate 3.1, 4.4) 10. Establish writers’ workshop.
(Graduate 1.3, 2.1, 2.3, 2.5, 3.1, 3.2, 3.34.1, 5.1) 11. Demonstrate writing conferences with students.
(Reading 1.3; Graduate 1.3, 2.1, 2.3, 2.5, 3.1, 3.2, 3.3, 4.1, 4.4, 5.1) 12. Demonstrate focus lessons on writers’ crafts.
(Reading 3.3, 3.5, 4.4; Graduate 1.3, 2.1, 2.3, 2.5, 4.2 5.1, 5.3)
13. Describe the characteristics of effective literature circles and the process for implementing literature circles.
(Reading 3.1, 3.2, 3.3, 3.5, 4.4; Graduate 1.1, 1.4, 2.6, 3.1, 3.2, 4.1)
17
14. Reflect on instructional, management and assessment practices in the language arts.
(Graduate 1.1, 1.3, 1.4, 3.1, 5.2, 5.3)
ROLES AND RESPONSIBILITIES
Role of the Literacy Practicum Candidate
Ideally, literacy practicum candidates conduct this capstone experience in their own elementary classroom to realize maximum benefit. However, it may be (in rare circumstances) that the candidate is not employed as a classroom teacher at the time of the supervised practicum. In this event, a host classroom will be secured for the candidate by the university faculty to ensure candidates are provided plentiful opportunities to engage in the expected/required practicum experiences. Regardless of the nature of the classroom placement, each candidate is expected to adhere to the highest level of professional conduct, demonstrate leadership qualities, and accept feedback from university literacy faculty in the vein it is given – nurturing toward greatness, nudging toward higher levels of demonstrated competencies as a literacy expert, celebrating toward the goal of promoting independent, joyful, lifelong readers, and cheering toward the hope that each candidate will answer the call to share newfound understanding about literacy process and practice with parents, colleagues, administrators, and all who desire for children to succeed.
Role of the University Literacy Practicum Supervisor
The university supervisor works to support and facilitate growth of the candidate through the literacy practicum experience. While the candidate bears the responsibility to successfully implement the many and varied components of an effectively run comprehensive literacy
workshop, the university supervisor’s primary responsibility will be to encourage and mentor the candidate as they seek to complete the evidences outlined above and reflect on these experiences toward the goal of enhanced practice as a growing leader in the field of literacy. When needed, the university supervisor will work with the host classroom teacher to guide expectations
concerning completion of required activities and to monitor progress of the candidate throughout the literacy practicum. The university supervisors assume responsibility for the assignment of the final grade based on the candidate’s performance and submission of the required evidences.
Candidates will receive a grade of either A, B, C, or F at the conclusion of EDU 5231.
18
Incompletes are assigned only with the permission of the supervisor and will convert to a grade of F if not completed within timelines established by the supervisor and/or the university.
Outcomes Assessment
The assessment of outcomes consists of multiple measures. Across the succession of practicum observations, candidates are expected to demonstrate continual progression toward greater levels of proficiency in applying the content and knowledge gained in EDU 5131/32/34/35/36 through the activities outlined below. This capstone experience provides candidates the opportunity to weave together information gleaned from literacy coursework in an authentic context under the direct supervision of university faculty.
Evidence Description
Classroom Observations - Instruction, Assessment and Organization
Across the semester, candidates are expected to work daily in their respective classrooms toward promoting independent, joyful, and lifelong readers, writers, and thinkers. The specific areas of interest for each of the three classroom observations are provided below (see Appendix A). Typically, the university faculty will stay in the candidate’s classroom for the duration of the literacy workshop (2 ½ -3 hours)
Discussion of Texts – Seminars
Literature Circles
Importance of Feedback
Candidates and university literacy faculty meet together on five separate occasions across the practicum semester to discuss assigned readings centered on a) establishing and running effective literature circles and b) important considerations for conducting meaningful reading conferences.
Video of Literature Circles Implementation and Reflection
Candidates are asked to video literature circle performances in order to reflect on and evaluate the success of literature circle implementation toward the goal of discovering ways to foster students’ deep understanding of content in these unique
19
social spaces. Course text and seminar discussion should guide the reflective/
evaluative process (see Appendix B)
Evidence Description
Audio and Paper - Reading Conference Reading conferences must be at the heart of the reading workshop time if teachers are going to support and move readers forward in their literate lives. It is critical for teachers to not only have a reading conference
management system in place, but be
cognizant of the ways in which their choice of words impacts readers – thwarting or promoting strategic reading behaviors.
Components and considerations involved in managing reading conferences well are assessed (see Appendix C)
Practicum Reflection Candidates are provided the opportunity to reflect across the whole of their literacy practicum experience and identify areas of success, establish goals for continued
enhancement of specific aspect of the literacy workshop, and celebrate all that they have learned and accomplished (see Appendix D)
20
Appendix A:
Literacy Practicum Evaluation Forms
21
Focus for Observation
Master Candidate’s Name: ___________________________________ Date: _____________
Observation #1 Ratings
(Not Yet) (Sometimes) (Most/Often) (All/Consistently)
Room Arrangement
Library area established 1 2 3 4
Wide selection of quality narrative 1 2 3 4
Listening center established 1 2 3 4
Reading
Read alouds (mixed genre) 1 2 3 4DLTA 1 2 3 4
Think Alouds 1 2 3 4
Other pre-reading strategies 1 2 3 4
Shared reading 1 2 3 4
Independent reading 1 2 3 4
Conferencing/Assessment 1 2 3 4
Retell 1 2 3 4
22
Writing
Workshop routines established 1 2 3 4 Prewrite 1 2 3 4 Draft 1 2 3 4 Share 1 2 3 4
Procedure Mini Lesson (taught + filed) 1 2 3 4 (This is how we/you do _______ - e.g. status of the class, sign up and share in Author’s Circle, etc.)
Literature Circles
Interacting positively with each other 1 2 3 4 Responding to story 1 2 3 4
23
Focus for Observation
Master Candidate’s Name: ___________________________________ Date: _____________
Observation #2 Ratings
(Not Yet) (Sometimes) (Most/Often) (All/Consistently)
Room Arrangement
Library – wide selection of poetry 1 2 3 4 Comfortable seating 1 2 3 4 Attractive display of texts 1 2 3 4 Indirect lighting 1 2 3 4
Listening Center
Used by children 1 2 3 4 Books and audios changed 1 2 3 4 (ipods, computers, cd players, etc.)
Appropriate/Interesting Stories & Audios 1 2 3 4
Reading
Conferencing with students 1 2 3 4 Assessment forms developed 1 2 3 4 Assessment forms used 1 2 3 4
24
Strategies chart displayed in room 1 2 3 4 Bookmarks used to prompt student 1 2 3 4 use of strategies
Feedback to oral reading is effective 1 2 3 4
Other during-reading strategies 1 2 3 4 Children can choose a “Just-Right” text 1 2 3 4
Guided reading or small group instruction 1 2 3 4
Writing
Sharing 1 2 3 4 Revising 1 2 3 4 Craft Mini-Lessons (taught & filed) 1 2 3 4 (Author’s craft – text structure or ways with words – need to see actual lesson plan in addition to your instruction) Publishing 1 2 3 4
Literature Circles
Whole class/group demonstrations 1 2 3 4 Selection of groups 1 2 3 4 Chart identifying positive interaction 1 2 3 4 behaviors and ways to interpret story
Groups meeting with teacher 1 2 3 4 Students respond to story in a variety of writing 1 2 3 4
Areas Not Observed During Observation #1
25
Focus for Observation
Master Candidate’s Name: ___________________________________ Date: _____________
Observation #3 Ratings
(Not Yet) (Sometimes) (Most/Often) (All/Consistently)
Room Arrangement
Library – wide selection of non-fiction texts 1 2 3 4 Students using library 1 2 3 4 Child authored texts included 1 2 3 4 Display of texts is rotated regularly 1 2 3 4
Listening Center
Directions for using the center are 1 2 3 4 creative and effective
Students use the center efficiently 1 2 3 4
Reading
Students complete effective retells 1 2 3 4 Students are able to discuss effective strategies 1 2 3 4 (during reading)
26
Demonstrations of post-reading strategies 1 2 3 4 Students use a variety of post-reading strategies 1 2 3 4 Small group strategy instructions 1 2 3 4 Students can assess a text as “too difficult” 1 2 3 4
Writing
Students are able to complete an 1 2 3 4 individual edit and peer edit
Students are publishing their writing in a 1 2 3 4 variety of ways
Students are keeping a portfolio of their 1 2 3 4 writings
Student reflect about their writing 1 2 3 4 (reflection included in portfolio)
Literature Circles
Students can discuss the story independently 1 2 3 4 of the teacher
Students have completed extension activities 1 2 3 4 Students are able to evaluate group discussions 1 2 3 4
Areas Not Observed During Observation #2
27
Appendix B:
Literature Circles Reflection Evaluation Tool
Take time to reflect on your experiences with literature circles with your class across the semester. You will be evaluated on the depth and reflection of your experience as well as the degree to which your reflection incorporates content from your master’s degree program and professional knowledge.
Getting started: (Launching literacy circles, organization, text selection, use of roles etc.)
Comments:
Glows and Grows…what went well?
What areas did you recognize growth for yourself? In what ways did you grow?
Areas to consider but do not limit yourself to: teacher role, teacher talk, organization, feedback from students, students’ literacy development etc.
Comments:
Developing …what do you want to focus on for your future teaching re:
literature circles. Areas to consider but do not limit yourself to: teacher role, teacher talk, organization, feedback from students, students’
literacy development etc.
Comments:
Writes the report using English language conventions and professional language.
Comments:
28
Appendix C:
Reading Conference Reflection Paper Evaluation Tool
Criteria &Evaluation
N
otesContext Provide a summary of the
background of the reader and the context of this conference in his reading development.
Include purpose, goals and tools used.
Student Performance Evaluated on the specificity versus broad generalizations of analysis of student’s
performance. Degree includes specifics regarding student talk and literacy strategies.
Student Performance Evaluated based on the degree to which links are made between analysis of student performance and
readings/materials from coursework.
(ie.5132/5134/5135/5136/5231) Teacher Performance Evaluated on the specificity
versus broad generalization of analysis of teacher
performance. Degree includes specifics regarding teacher talk and teaching implementation.
Teacher Performance Evaluated based on the degree to which links are made
between analysis of teacher performance and
readings/materials from coursework.
(5132/5134/5135/5136/5231) Writes the report using
English language conventions and professional language
Evaluated on conventional use of grammar, spelling,
punctuation and on the degree to which professional versus casual language is used.
29
Appendix D:
Practicum Reflection Paper
Take time to reflect and analyze your semester-long practicum experience in a 3-5 page
reflection paper. You will be evaluated on the depth and reflection in each section as well as the degree to which your reflection incorporates content and professional knowledge from your master’s degree program.
Introduction & Conclusion Comments:
Glows and Grows…what went well?
What areas do you recognize growth for yourself? In what ways did you grow?
Focus on specific aspects within these broader areas (but do not limit
yourself to):environment, teacher role, teacher talk, reading, writing
Comments:
Develop: Identify areas you want to focus on for continued development as an educator. What plans are you considering ensuring you have access to professional support?
Comments:
Teacher Leadership: What ways are you considering to share what you know to the community? Consider different audiences: pre-service teachers, teaching team members, parents, school-wide colleagues, district etc.
Comments:
Writes the report using English language conventions and professional language
Comments:
30
APPENDIX E:
High Point University Code of Ethical and Professional Behaviors School of Education
Educator Preparation Program Revised March 2011
Code of Professional and Ethical Behaviors
All school system employees hold positions of public trust. They are responsible for the education of students and also serve as examples and role models to students. As prospective and current employees of the school system, candidates enrolled in both the initial and advanced teacher education and administration programs at High Point University are responsible for both the integrity and the consequences of their own actions. The highest standards of honesty, integrity, and fairness should be exhibited by each candidate when engaging in any activity concerning teaching or school administration, particularly in relationships with their peers, faculty, P-12 students, parents, the public, and other employees of the school system.
(Adopted from the Code of Ethics for North Carolina Educators approved by the North Carolina State Board of Education in March, 2002).
Candidates enrolled in the School of Education are provided with many opportunities to develop the attributes necessary for successful teaching and/or school administration careers. Along with these opportunities come the serious responsibilities of the candidate to students, school, community, and the University. Each candidate, initial and advanced, is required to comply with the following expectations:
1. Adhering to the University Honor Code adopted and endorsed by the faculty and Board of Trustees of High Point University.
2. Maintaining regular attendance, being punctual and, when engaged in field-work, staying in the school for the time scheduled. Only illness or true emergencies excuse an absence or tardy. Interns are expected to notify cooperating teachers, supervising principals, and University supervisors immediately if the schedule cannot be met.
3. Exemplifying the attitudes and actions expected of a teacher or school administrator rather than those which characterize a student. Interns should never engage in any inappropriate social interaction (including but not limited to, profane or lewd remarks, dating, etc.) with the students of the cooperating school.
4. Placing school duties and responsibility as a first priority and willingly accepting all reasonable duties assigned.
5. Never misrepresenting one’s professional qualifications.
6. Conforming to university and school policies regarding standards of behavior.
7. Safeguarding all personal and confidential information concerning pupils and us it only for professional purposes. Remember that much damage can be done to students as a result of inappropriate sharing of information. This includes refraining from texting and discussions on social networking websites and emails.
31
8. Acknowledging the diverse views of P-12 students, their families, and professional colleagues. Students should be challenged to look at all sides of controversial issues and refrain from exerting one’s own personal beliefs on others.
9. Following the rules of basic courtesy toward school administrators, teachers, pupils, staff, and members of the community. Refraining from making unfavorable remarks about the students, the cooperating teacher, the school, the staff, the community, and the University or its faculty.
10. Dressing appropriately and in keeping with faculty and University standards. Personal hygiene and grooming should be of the highest order. Provocative or sloppy dress is always unacceptable. Visible body piercing and tattoos may be unacceptable depending upon local school policies. Schools have differing policies so principals or cooperating teachers should be consulted and the policies of the school strictly followed.
11. Avoiding all partiality and favoritism toward students.
12. Maintaining good professional relationships. Always deal with the personnel of the cooperating school in an open, honest, and fair way. Without the cooperation of the area schools, High Point University could not properly train its undergraduate and graduate students. It is the responsibility of each of these students to maintain a good professional relationship with the cooperating schools.
13. Refraining from using personal cell phones, computers and other personal devices in the school setting unless approved by the cooperating teacher, administration and University.
14. Refraining from using social networking sites [such as Facebook, Twitter, MySpace and others.] in the school setting other than for instructional purposes. Texting and friending students, parents and teachers (unless the school administration approves) is not permitted.
15. Showing good common sense in all situations. If one is unsure, questions should be taken to the University supervisors, the Associate Dean or Dean of the School of Education.
16. All initial and advanced students enrolled in the educator preparation program are expected to be familiar with the Code of Ethics for North Carolina Educators adopted by the North Carolina State Board of Education in March, 2002.
32
Appendix F:
Standards: Reading Specialist/Literacy Coach
Reading Specialists/Literacy Coaches are professionals whose goal is to improve reading achievement in their assigned school or district positions. Their responsibilities and titles often differ based on the context in which they work, and their teaching and educational experiences.
Their responsibilities may include teaching, coaching, and leading school reading programs.
Reading Specialists/Literacy Coaches may also serve as a resource in reading and writing for educational support personnel, administrators, teachers, and the community, provide professional development based on historical and current literature and research, work
collaboratively with other professionals to build and implement reading programs for individuals and groups of students, and serve as advocates for students who struggle with reading. Many of these professionals have a specific focus that further defines their duties, such as serving as a teacher for students experiencing reading difficulties, as a reading or literacy coach, as a coordinator of reading and writing programs at the school or district level, or in several combinations of these roles.
Explanations for these roles follow:
The Reading Specialist/Literacy Coach may have primary responsibility for working with students who struggle with reading and may provide intensive, supplemental instruction to students who struggle with reading at all levels in pre-K–12. Such instruction may be provided either within or outside the students’ classrooms. At times, these specialists may provide literacy intervention instruction designed to meet the specific needs of students, or instruction that enables them to meet the requirements of the classroom reading program, or both.
This specialist may have primary responsibility for supporting teacher learning. These professionals, often known as literacy or reading coaches, provide coaching and other professional development support that enables teachers to think reflectively about improving student learning and implementing various instructional programs and practices. Often, they provide essential leadership for the school’s entire literacy program by helping and creating long-term staff development that supports both the development and implementation of a literacy program over months and years. Such work requires these specialists to work with individuals and groups of teachers (e.g., working with grade-level teams and leading study groups).
These specialists may have primary responsibility for developing, leading, or evaluating the school or district pre-K–12 reading and writing program. These professionals may assume some of the same responsibilities as the specialists who work primarily with teachers but have
additional responsibilities that require them to work with systemic change at the school and district levels. These individuals need to have experiences that enable them to work effectively as coordinators and develop and lead effective professional development programs. As
coordinators, they may work with special educators, psychologists, and various teachers to
33
develop plans for meeting the needs of all students in the school (e.g., grouping arrangements, assessments, and instructional approaches).
For certification, a Reading Specialist/Literacy Coach Candidate must have the following:
A valid teaching certificate
Previous teaching experience
A master’s degree with a concentration in reading and writing education
Program experiences that build knowledge, skills, and dispositions related to working with students, supporting or coaching teachers, and leading the school reading program
Typically, the equivalent of 21–27 graduate semester hours in reading, language arts, and related courses: The program must include a supervised practicum experience, typically the equivalent of 6 semester hours.
The supervised practicum experience should require working with students who struggle with reading, as well as collaborative and coaching experiences with teachers. Note: It is expected that candidates completing the Reading Specialist/Literacy Coach program will be at a novice or entry level of expertise (see Issues in Reading Education).
Note: The role of the Reading Specialist/Literacy Coach remains as one role because IRA expects to see evidence of both in this candidate: reading specialist and literacy coach.
Standard 1: Foundational Knowledge
Reading Specialist/Literacy Coach Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.
Elements Evidence That Demonstrates Competence May Include, But Is Not Limited To
1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language
comprehension, strategic knowledge, and reading–writing connections.
Interpret major theories of reading and writing processes and development to understand the needs of all readers in diverse contexts.
Analyze classroom environment quality for fostering individual motivation to read and write (e.g., access to print, choice, challenge, and interests).
Demonstrate a critical stance toward the scholarship of the profession.
Read and understand the literature and research about factors that contribute to reading success (e.g., social, cognitive, and physical).
Inform other educators about major theories of reading and writing processes, components, and development with supporting research evidence, including information about the relationship between the culture and native language of English learners as a support system in
34
their learning to read and write in English.
1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing
development, processes, and components.
Interpret and summarize historically shared knowledge (e.g., instructional strategies and theories) that addresses the needs of all readers.
Inform educators and others about the historically shared knowledge base in reading and writing and its role in reading education.
1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
Model fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals.
Communicate the importance of fair-mindedness, empathy, and ethical behavior in literacy instruction and professional behavior.
Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
Elements Evidence That Demonstrates
Competence May Include, But Is Not Limited To
2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]
Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum instruction for all pre-K–12 students.
Develop and implement the curriculum to meet the specific needs of students who struggle with reading.
Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students.
Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre-K–12.
2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.
[McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge (see the Glossary for their definition of cognitive model of reading).]
Use instructional approaches supported by literature and research for the following areas:
concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing.
Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing.
Support classroom teachers and education
35
support personnel to implement instructional approaches for all students.
As needed, adapt instructional materials and approaches to meet the language-proficiency needs of English learners and students who struggle to learn to read and write.
2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources.
Support classroom teachers in building and using a quality, accessible classroom library and materials collection that meets the specific needs and abilities of all learners. [Reading specialists may provide support through modeling, coteaching, observing, planning, and providing resources.]
Lead collaborative school efforts to evaluate, select, and use a variety of instructional
materials to meet the specific needs and abilities of all learners.
Standard 3: Assessment and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.
Elements Evidence That Demonstrates Competence May Include, But Is Not Limited To
3.1: Understand types of assessments and their purposes, strengths, and limitations.
Demonstrate an understanding of the literature and research related to assessments and their uses and misuses.
Demonstrate an understanding of established purposes for assessing the performance of all readers, including tools for screening, diagnosis, progress monitoring, and measuring outcomes.
Recognize the basic technical adequacy of assessments (e.g., reliability, content, and construct validity).
Explain district and state assessment frameworks, proficiency standards, and student benchmarks.
3.2: Select, develop, administer, and interpret assessments, both
traditional print and electronic, for specific purposes. [Reading specialists may have responsibilities for teaching
Administer and interpret appropriate assessments for students, especially those who struggle with reading and writing.
Collaborate with and provide support to all teachers in the analysis of data, using the assessment results of all students.
