Instruction: Design, Delivery, Assessment Worksheet

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1 Reading Specialist

2 Instruction: Design, Delivery, Assessment Worksheet Sponsoring Organization University of Massachusetts Amherst Program/Group of Programs Reading Specialist Required Documents Program of Study All associated course descriptions Subject Matter Knowledge (SMK) Matrix Professional Standards for Teacher (PST) matrix ESE names and approves programs according to the licensure role (e.g., Elementary 1 6, Initial, Post Baccalaureate) for which candidates are endorsed. Sponsoring Organizations may have one or more program variations that result in that endorsement (e.g., MAT in Elementary Ed, MEd in Elementary Ed, licensure only, etc.). To ensure that ESE has a record and has approved all of the pathways to endorsements, we ask that you include a full list of the program variations below. Each variation should have its own program of study. If your organization has only a single route to obtaining the licensure endorsement, you do not have to complete this portion of the worksheet. If you are unclear, ask your Ed Prep Specialist for more details. Program Variation List each program variation below. Variation Title Master of Education Variation Title Education Specialist Variation Title NA Variation Title NA Educator Preparation Review 1

3 Instruction: Design, Delivery, Assessment Worksheet Prompt 1: Explain (and where applicable, provide evidence to demonstrate) how: a) Faculty and staff develop and implement a program of study. 200 words All program faculty and staff meet weekly to discuss and make decisions regarding the program of study. We engage in continuous improvement as we engage with the NCATE accreditation system. Collecting and reviewing data generated from the assessments our candidates upload to the assessment system. Additionally, there is a Reading and Writing subcommittee that meets periodically to review the program requirements, prepare reports, revise assessments, etc. b) The program creates and facilitates connections between courses. 200 words It is in these meetings that program faculty facilitates connections among courses. We have developed an advising document together that supports students in meeting the International Reading Association (IRA) standards for Reading Specialists across required courses in the program. We also periodically conduct syllabus reviews. Potential supplemental documents: 1 2 example meeting minutes Organization lesson plan template Prompt 2: (If applicable) How are Arts & Sciences faculty and staff engaged in the preparation of education candidates? 200 words Some of our students take language courses (e.g., Spanish) in the Languages, Literatures, and Cultures Department. Prompt 3: How is the program differentiated to support candidates seeking licensure in different subject areas or at different levels (i.e., 5 8, 9 12)? 200 words We offer a K 12 Reading Specialist license. EDUC 687 focuses on emergent and beginning literacy. While EDUC 681 emphasizes literacy coaching at the middle and high school levels. Prompt 4: How does the program calibrate for consistency in: a) Coursework delivered by various instructors (if applicable)? 150 words We have a great deal of consistency regarding which faculty teach specific course. However, we also share syllabi and instructional resources among ourselves. b) Coursework delivered at satellite locations (if applicable)? 150 words Regular program faculty teach at the satellite location in Springfield. See a) above. Educator Preparation Review 2

4 Instruction: Design, Delivery, Assessment Worksheet c) Coursework delivered online (if applicable)? 150 words One course, EDUC 784, is offered in an online format in addition to a face to face format. The online version of the course has been taught by regular program faculty. Prompt 5: How are the MA Curriculum Frameworks an embedded expectation throughout the program? 200 words The role the Massachusetts Curriculum Frameworks play in instructional planning is considered across several courses including EDUC 687: L1 and L2 Language and Literacy Development and EDUC 681: Reading and Writing in the Content Areas. Prompt 6: Provide 3 4 examples of how formative and/or summative assessments are used in the program to: (a) Provide targeted feedback to candidates (b) Identify areas for improvement Example words In EDUC 611 candidates conduct a semester long observation of a bilingual speaker, a dialect speaker, or a special needs student in a classroom and develops a record of that student s performance that includes work samples and observational data. This assessment is designed especially to show that applicants know how to administer and use the results of a variety of assessment tools. Candidates are provided with feedback related to their selection of assessment tools and analysis of assessment data. Example words In EDUC 681 candidates complete a 4 6 week curriculum unit for teaching language and/or writing in the secondary school. Candidates are provided feedback regarding how successfully their unit plans build toward meaningful goals that lead to productive learning opportunities for all students. Example words In EDUC 783 candidates complete a 3 part leadership project where they assess the needs of literacy learners in their building and design a professional development activity that focuses specifically on students literacy needs. They also write a proposal related to sharing literacy research with various stakeholders including teachers, administrators, and families. Candidates are assessed on how well they demonstrate an understanding of student/school/district level needs and select appropriate coaching practices for professional development. Example 4 (optional) 200 words Educator Preparation Review 3

5 Instruction: Design, Delivery, Assessment Worksheet Optional: Provide additional context pertaining to the design, delivery or assessment of instruction within this program/group of programs. 250 words Optional: List up to 3 supplemental documents below. Supplemental Document Brief Description 50 words each Educator Preparation Review 4

6 Reading Specialist: Program of Study The licensure program includes coursework, field-based projects both in schools and community settings, a practicum, and the completion of an e-binder that gathers and reflects on activities and projects that demonstrate the achievement of competencies required for licensure as a Reading Specialist. The program requires 33 credits for a Master s Degree or 30 credits beyond a Master s for an Education Specialist Degree. The following three-credit courses are required: EDUC 611 Testing, Assessment and Evaluation in Bilingual & ESL Education EDUC 615S Language and Literacy Policy EDUC 681 Teaching of Reading & Writing for Content and Language Learning EDUC 687 Language Development and Literacy EDUC 709 Seminar in Reading EDUC 783 Diagnosing Reading Difficulties EDUC 784 Issues in Children s Literature Practicum: Teacher of Reading Electives 6 to 9 credits EDUC 611: Testing, Assessment and Evaluation in Bilingual & ESL Education This course is designed as an introduction to the field of testing, assessment and evaluation in language and literacy education. We will specifically examine these issues for teaching culturally and linguistically diverse students in classroom settings that range from K-12 ( grade level settings, transitional bilingual, dual immersion bilingual, sheltered content ESL, foreign language ) and adult ESL programs. The goal is to learn how to use assessment, testing and evaluation to increasingly build from what students already know in order to expand their content knowledge, increase language and literacy development and build strong identities as capable learners and contributors to their local and wider communities. Using evidence from both sociocultural and psycholinguistic research, we will introduce basic technical principles of assessment, and tools for us to judge and construct tests, assessments, and evaluations. A second major goal is to critically examine both formal and informal assessments to prepare students to be successful academically. We will analyze these assessments for the types of literacy, content, and thinking demands that are required and the types of strategies necessary to make meaning from academic texts. As part of these discussions, we will also plan how to communicate results to students, their parents and administrators, in order to document progress, identify needs, and negotiate for additional support when necessary for children with special needs. Through our activity we will set criteria for quality assessments/testing and program evaluations that are helpful in providing information to inform program development that leads to increased levels of student achievement. EDUC 615S W/E: Language and Literacy Policy

7 This is an introductory course in the field of language planning and policy, a subfield of the sociology of language studies in applied linguistics. Is language and literacy learning the same no matter the context? In what language(s) should learners be instructed first? How should literacy be defined in educational policies for the information age? How can school language curricula be designed to shape learners for interdependent global stewardship through multiethnic and multiracial collaboration? We will examine planning and policies that affect language use and literacy learning in educational settings. These planning and policy efforts in multilingual and multicultural contexts influence to what degree learning takes place and with what consequences. Useful final course projects for teachers and researchers interested in constructing successful multilingual, multiliterate contexts for learning. EDUC 681: Teaching of Reading & Writing for Content and Language Learning Focused on principles, methods, and materials for teaching reading and writing to adolescents, this inquiry-oriented course is designed to provide opportunities for reading specialists and secondary teachers across the disciplines to explore these three overarching questions: What is literacy and how is it related to learning? Given your evolving beliefs about the nature of literacy and its relationship to learning, what are your goals for teaching/using reading and writing in your classroom? How can you achieve these goals? EDUC 687: Language Development and Literacy In this course current theory and research on children s development of oral and written language and its implications for reading, writing, and language instruction is examined. Changing conceptions of language, literacy, and therefore, what is developing and how it s developing, what roles adults (including teachers) play in the process, and, throughout, what is the ideology of development itself as a way of understanding individual and societal links will be considered. Additionally, attention will be paid in what s developing to varied varieties of English and heritage languages other than English. EDUC 709: Seminar in Reading This course provides opportunities for doctoral students to explore current issues and research on reading in depth. Many critical educators working in public schools face the dilemma of teaching "narrow literacies" or "new literacies." In times greatly shaped by the discourses of No Child Left Behind (NCLB), researchers and school-based practitioners are responsible for identifying the unique cultural and linguistic learning needs of all children. They are also accountable to high stakes curriculum mandates and assessments. We will investigate how reading has been severed from writing, speaking, and other language modes, and reduced to a knowledge base. This seminar, designed for doctoral students, advanced master's students, and experienced educators who are interested in urban education, reading education, multiliteracies, and/or critical literacies, creates a space for participants to examine both the historical and sociopolitical origins of NCLB discourses within the field of reading education, as well as to consider counter discourses provided by the work of educators engaged in New Literacy Studies. EDUC 783: Diagnosing Reading Difficulties

8 This course explores the diagnosis and treatment of reading and writing difficulties, with a focus on interpretation of diagnostic procedures. Education 783 is designed for graduate students who are seeking licensure in the LLC Practitioner Concentration, particularly for those seeking Massachusetts certification as a Reading Specialist. This course is designed to prepare course participants for the role of the building literacy specialist who supports classroom teachers, paraprofessionals, and administrators in the improvement of reading, writing, and language instruction, including consultation techniques and professional development. It also supports participants in completing requirements for the practicum,. EDUC 784: Issues in Children s Literature This course creates a space for pre-k to grade 12 teachers, literacy coaches, and researchers of literacies and literatures to hone and strengthen their critical reading of children s and young adult literature. We will analyze how the following social issues are represented in texts and images: families, sexuality, gender, class, race, culture, war and peace, to name a few. These representations will be read against secondary sources (i.e., articles and/or book chapters that consider these issues up close). Course participants will examine additional social issues that are of relevance to them and present their analyses to the class. : Practicum: Teacher of Reading This practicum course is open only to students who have completed requirements for Reading Specialist licensure. Practicum seminar meetings and classroom visits will be scheduled by instructor in consultation with licensure candidates. Required practicum for licensure as Teacher of Reading. Prereq: permission of instructor.

9 Subject Matter Knowledge (SMK) Requirements Matrix Reading Specialist, All Levels Sponsoring Organization: Licensure Program (License and Grade Level): Name(s) of person(s) completing this matrix: College of Education, University of Massachusetts Amherst Reading Specialist Nat Turner, Maria Jose Botelho, Denise Ives 7.07: (2) Subject Matter Knowledge Requirements Introductory Level Introduced; Beginning / Developing The following topics will be addressed on the test of subject matter knowledge: a. Knowledge of the significant theories, practices, and programs for developing reading skills and reading comprehension b. Phonemic awareness and phonics: principles, EDUC 687 knowledge, and instructional practices c. History and nature of English vocabulary and of English language dialects; development of vocabulary knowledge d. Theories, research, and practices for reading instruction in the academic disciplines e. Selection and use of appropriate programs, materials, and technology for reading instruction f. Knowledge of, and selection criteria for, literature and informational books for children and adolescents g. Screening and diagnostic instruments, their administration and use for determining student Moderate Level Reinforced; Developing/ Competent EDUC 687 EDUC 709 EDUC 681 EDUC 687 EDUC 681 EDUC 709 EDUC 784 EDUC 681 EDUC 687 EDUC 784 EDUC 687 EDUC 611 EDUC 783 High Level Mastered; Competent/ Skilled 603 CMR 7.07: Massachusetts Subject Matter Knowledge Requirements Matrix

10 7.07: (2) Subject Matter Knowledge Requirements Introductory Level Introduced; Beginning / Developing strengths and weaknesses h. Knowledge and use of a variety of informal and formal reading assessments i. Second language acquisition and its relationship to literacy learning j. Child and adolescent development and the timing of formal reading instruction k. Cognitive development in adolescence and its relationship to reading instruction l. Approaches and practices for writing instruction, including assessment of writing skills and their relationship to reading m. Methods to support classroom teachers and tutors in the improvement of reading instruction, including consultation techniques and professional development Moderate Level Reinforced; Developing/ Competent EDUC 611 EDUC 783 EDUC 615S EDUC 687 EDUC 687 EDUC 681 EDUC 687 EDUC 681 High Level Mastered; Competent/ Skilled EDUC 687 EDUC CMR 7.06: Massachusetts Subject Matter Knowledge Requirements Matrix

11 Professional Standards for Teachers (PST) Matrix Sponsoring Organizations must codify where and to what extent the PST is addressed. Please enter the appropriate reference code(s) in the boxes below according to the level where each indicator is targeted, explicit, and coherently addressed. The matrix should be completed collaboratively as instructors/faculty collectively analyze all content and reach consensus on the developmental progression (spiraling) of knowledge and skills or analysis of behaviors identified in the indicators that is expected of candidates. See the example below. Professional Standard for Teachers (PST) Introductory Level: Introduced; Beginning / Developing Moderate Level: Reinforced; Developing/ Competent High Level: Mastered; Competent/ Skilled 1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge ED 101 ED CMR 7.08: Massachusetts Professional Standards for Teachers Matrix

12 Professional Standards for Teachers (PST) Sponsoring Organization: College of Education, University of Massachusetts Amherst Licensure Program (License and Grade Level): Reading Specialist Name(s) of person(s) completing this matrix: Maria Jose Botelho, Denise Ives, and Nat Turner 7.08: Professional Standards for Teachers Introductory Level Introduced; Beginning / Developing Moderate Level Reinforced; Developing/ Competent High Level Mastered; Competent/ Skilled (1) Application. The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of all teachers. These Standards are used by teacher preparation providers in preparing their candidates, by the Department in reviewing programs seeking state approval, and by the Department as the basis of performance assessments of candidates. Candidates shall demonstrate that they meet the Professional Standards by passing a Performance Assessment for Initial License: (a) In the practicum or practicum equivalent phase of preparation for the Initial License; or (b) As part of the Performance Assessment Program The Department will issue guidelines for each type of performance assessment to reflect differences in growth in professional knowledge and skills. (2) Standards for All Teachers Except Library and Speech, Language, and Hearing Disorders Teachers (a) Plans Curriculum and Instruction 1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual EDUC CMR 7.08: Massachusetts Professional Standards for Teachers Matrix

13 lessons, and learning activities that make learning cumulative and advance students' level of content knowledge 2. Draws on results of formal and informal EDUC 611 EDUC 687 EDUC 783 assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught 3. Identifies appropriate reading materials, EDUC 687 EDUC 784 other resources, and writing activities for promoting further learning by the full range of students within the classroom 4. Identifies prerequisite skills, concepts, EDUC 687 EDUC 681 and vocabulary needed for the learning activities 5. Plans lessons with clear objectives and EDUC 681 EDUC 687 relevant measurable outcomes 6. Draws on resources from colleagues, EDUC 784 families, and the community to enhance learning 7. Incorporates appropriate technology and EDUC 681 media in lesson planning 8. Uses information in Individualized EDUC 615S Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms 9 Uses instructional planning, materials, EDUC 611 EDUC CMR 7.08: Massachusetts Professional Standards for Teachers Matrix

14 and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges (b) Delivers Effective Instruction 1. Communicates high standards and expectations when beginning the lesson: a. Makes learning objectives clear to students b. Communicates clearly in writing, speaking, and through the use of appropriately designed visual and contextual aids c. Uses engaging ways to begin a new unit of study or lesson d. Builds on students' prior knowledge and experience 2. Communicates high standards and expectations when carrying out the lesson: a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing b. Employs a variety of content based and content oriented teaching techniques from more teacher directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacherdirected approaches such as discussion, problem solving, cooperative learning, and research projects (among others) EDUC 783 EDUC 681 EDUC 687 EDUC 681 EDUC 611 EDUC 783 EDUC 687 EDUC CMR 7.08: Massachusetts Professional Standards for Teachers Matrix

15 c. Demonstrates an adequate knowledge of and approach to the academic content of lessons d. Employs a variety of reading and writing strategies for addressing learning objectives e. Uses questioning to stimulate thinking and encourages all students to respond f. Uses instructional technology appropriately g. Uses effective strategies and techniques for making content accessible to English language learners h. Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy 3. Communicates high standards and expectations when extending and completing the lesson: a. Assigns homework or practice that furthers student learning and checks it b. Provides regular and frequent feedback to students on their progress c. Provides many and varied opportunities for students to achieve competence EDUC 681 EDUC 687 EDUC 681 EDUC 681 EDUC 687 EDUC 687 EDUC CMR 7.08: Massachusetts Professional Standards for Teachers Matrix

16 4. Communicates high standards and expectations when evaluating student learning: a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction b. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel (c) Manages Classroom Climate and Operation 1. Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance 2. Creates a physical environment appropriate to the range of learning activities 3. Maintains appropriate standards of behavior, mutual respect, and safety 4. Manages classroom routines and procedures without loss of significant instructional time (d) Promotes Equity EDUC 611 EDUC 783 EDUC 784 EDUC 784 EDUC CMR 7.08: Massachusetts Professional Standards for Teachers Matrix

17 1. Encourages all students to believe that effort is a key to achievement 2. Works to promote achievement by all students without exception 3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary 4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community 5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school (e) Meets Professional Responsibilities 1. Understands his or her legal and moral responsibilities 2. Conveys knowledge of and enthusiasm for his/her academic discipline to students EDUC 611 EDUC 783 EDUC 687 EDUC 783 EDUC CMR 7.08: Massachusetts Professional Standards for Teachers Matrix

18 3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice 4. Collaborates with colleagues to improve instruction, assessment, and student achievement 5. Works actively to involve parents in their child's academic activities and performance, and communicates clearly with them 6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth 7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources EDUC 709 EDUC 783 EDUC 783 EDUC 783 EDUC 783 EDUC CMR 7.08: Massachusetts Professional Standards for Teachers Matrix

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