Graduate Literacy Program Handbook

Transcription

1 Graduate Literacy Program Handbook Providence College 1 Cunningham Square Providence, Rhode Island Dr. Brian McCadden Dean, School of Professional Studies Dr. Beverly A. Paesano Program Director (401) bpaesano@providence.edu

2 Table of Contents Part I: The Literacy Program Introduction to the Master s in Literacy Program Application Process Program Overview Course Descriptions Program Planning State and National Initiatives Perspective on Field Sites Literacy Fellowship Program John Monahan Scholarship & Student Release Part II: The Portfolio Process Assessment & Alignment to 2010 IRA Standards for Reading Professionals Introduction General Guidelines for Portfolio Development & Review IRA Standards / Course Project Alignment Portfolio Forms & Reflection Process Socio-Cultural Statement Exit Interview Revised August, 2011

3 Part I: The Literacy Program A. Introduction to the Master s in Literacy Program Graduate Studies Mission Statement Providence College is a Catholic liberal arts institution of higher learning in the Dominican tradition. All Providence College graduate programs welcome men and women of all religious and ethnic backgrounds and provide opportunities for qualified individuals to pursue advanced studies in business, education, history, mathematics, and religion. Graduate programs at Providence College challenge candidates to think logically and critically while pursuing excellence in their field of study. Through rigorous course work that seeks to develop academic excellence and ethical and aesthetic values, graduate programs at Providence College foster professionalism and leadership. Graduate Program in Literacy The Master s in Literacy Program at Providence College consists of 36 credits of coursework and a portfolio requirement. The program has been designed so students can complete all of the requirements over the course of three or four academic years, though candidates may take up to 5 years to earn their degree. Courses have been designed around the 2010 IRA Standards for Reading Professionals. By addressing these standards through course projects and class discussions, candidates have an opportunity to develop the knowledge, skills and dispositions of a literacy specialist, including the leadership skills necessary to organize and support schoolwide literacy programs. To earn a degree, candidates are required to maintain a B average in all course work and develop a portfolio that demonstrates mastery of current IRA Standards for Reading Professionals. Since this program qualifies candidates for certification as a literacy specialist in grades K 12, candidates are expected to complete field experiences with primary, intermediate, and middle/secondary grade students. Successful completion of the program qualifies candidates for a M.Ed. degree and fulfills all of the requirements of a Reading Specialist/Consultant certificate in Rhode Island. Candidates who have successfully completed the literacy program at Providence College and who have three years of teaching experience may apply to the Rhode Island Department of Education for certification as a literacy specialist. Writing Candidates in the Master s in Literacy Program at Providence College are expected to recognize the importance of literacy in their own lives and in the lives of students at all grade levels and from all socioeconomic and cultural communities. They should understand that the way in which they present themselves, particularly in their written work, reflects their literacy values. The task of writing a case study or report or other genre is often quite challenging. To communicate clearly and effectively in such projects, candidates must work beyond a first or second draft, clarifying their thoughts and communicating effectively through an intense process of revision and attention to conventions. In the Graduate Literacy Program at Providence College, candidates are expected to exemplify sound communication skills, particularly in writing. Written work in this graduate program will be evaluated according to the standards that are reflective of a highly literate professional. 1

4 B. The Application Process Acceptance to the Providence College Graduate Program in Literacy is based on a two tier application/admission policy. Candidates are accepted on a preliminary basis upon submission of the following required documents and identified potential: completed application and personal statement official undergraduate and graduate transcripts Miller Analogies Test Score* two letters of recommendation (one from a principal) copy of teacher certification application fee of $55.00 *The Miller Analogies Test is not required for applicants who already hold a Master s degree. These documents are used to identify potential among candidates and are scored by the program director according to the scale on the following page. If the director has reservations or concerns, two faculty members will review the documents to determine eligibility for acceptance. A personal interview is required as part of the application process and is for the purpose of advising and providing program information. Applicants will be formally accepted into the program upon completion of Strand I (EDU763: Research in Literacy and EDU765: Models and Processes), related portfolio requirements, demonstrated mastery of IRA Standard 1: Foundational Knowledge, and a grade point average (GPA) of 3.0. Applicants will be notified by mail of formal acceptance into the program. Note: Upon formal acceptance into the program, Strand II courses may be taken in any order with the following exceptions: EDU830 and EDU840 are pre-requisites for EDU832 (though EDU830 and EDU840 may be taken in any order) EDU835 is intended to provide a culminating experience for Strand II. 2

5 Providence College Graduate Literacy Program Recommendation for Preliminary Admission Applicant s Name: Date: Evidence Submitted Rating Distinguished (2 points) Adequate (1 point) Not Acceptable (0 points) 1. Application / Personal Statement 2. Official Transcripts / GPA Undergraduate Graduate 3. Miller Analogies Test Results Percentile Score: 4. Recommendation Letters: Principal / Other Total Points Copy of Teaching Certificate Recommendation: Admit (6-8 points) Admit with Reservations (4-5 points) Reject Comments: Signature (Program Director) Review Date 3

6 Graduate Literacy Program Admission Criteria Rubric Materials required for admission to the Graduate Literacy Program at Providence College provide evidence of candidates potential for success as a reading specialist / literacy coach, as specified in the 2010 IRA Standards for Reading Professionals. While no single piece of evidence is considered an absolute indicator of success, all materials submitted offer insight into a candidate s knowledge, skills and dispositions as a teaching professional, and particularly, as a potential reading specialist/literacy coach. Specifically, admission materials provide insight into the following qualities: a candidate s commitment to the teaching profession, to his/her own professional growth and to the growth of his/her colleagues and school community (recommendation letters); a candidate s ability to think critically and analytically and his/her potential for success in graduate studies (Miller Analogies, college transcripts, recommendation letters); a candidate s ability to communicate in a manner that is reflective of a highly literate professional (personal statement, college transcripts, recommendation letters); and a candidate s practice in the elementary, middle or secondary classroom (recommendation letters and personal statement). Distinguished ratings are highly indicative of potential success as a reading specialist/literacy coach, though candidates whose ratings are slightly less than distinguished have demonstrated the ability to achieve success as a literacy specialist. Submitted materials are evaluated according to the following rubric: Evidence Submitted Distinguished (2 points) Adequate (1 point) Not Acceptable (0 points) Personal Statement Candidate describes his/her interest in becoming a literacy specialist and communicates in a manner that is reflective of a highly literate professional. Candidate describes his/her interest in becoming a literacy specialist and communicates in a manner that is adequately reflective of a literate professionl. Candidate describes his/her interest in becoming a literacy specialist and communicates in a manner that is inadequately reflective of a literate professional. Transcripts (Graduate & Undergraduate) 3.0 GPA or higher GPA 2.4 GPA or less Miller Analogies Test 50%ile or higher 24%ile - 49%ile Less than 24%ile Letters of Recommendation Strongly endorse candidate s professional knowledge, skills and dispositions. Adequately endorse candidate s professional knowledge, skills and dispositions. Inadequately endorse candidate s professional knowledge, skills and dispositions. 4

7 C. Program Overview / Sequence & Description of Courses The 2010 IRA Standards for Reading Professionals are integral to the Graduate Literacy Program at Providence College. In this program, candidates develop the knowledge, skills, and dispositions that are essential to the role of the 21 st century reading professional through a carefully designed sequence of courses and course strands. Except for the pre-requisites noted, candidates may take courses within strands in any order; however, candidates must adhere to the sequence of strands. The following list identifies the courses in each strand and highlights the developmental focus of each strand: Strand I: Developing Core Knowledge EDU765: Models and Processes of Literacy EDU763: Research in Literacy Strand II: Applying Core Knowledge to K-12 Learners EDU767: Children s & Adolescent Literature EDU851: Teaching Writing K-12 EDU830: Best Practice Primary Grades EDU840: Best Practice Intermediate Grades * EDU832: Best Practice Middle / Secondary Schools ** EDU835: Seminar in Meeting the Demands of the At-risk Learner Strand III: Developing Leadership through Internship EDU836: Literacy Clinic EDU842: The Literacy Coach EDU837: Organization and Supervision *Pre-requisites EDU830, EDU840 **EDU835 is intended to provide a culminating experience for Strand II. Program Policy Related to Course Sequence and Course Work Exceptions to the course sequence must be requested in writing and submitted to the program director for consideration. Requests are granted only in unusual circumstances. Candidate strand level meetings will be scheduled each spring semester for candidates at the end of Strand I and at the end of Strand II to review program policy and preparation requirements for courses in the next strand. Attendance is required. Candidates who receive a grade of incomplete at the end of a semester must complete required course work within one year of course completion. A grade change form will be submitted for candidates who complete course work within one year. For these candidates, a letter grade will replace the incomplete. Candidates who do not complete course work within one year must re-register for the course in which an incomplete was given in order to complete the program. 5

8 Developme ental Sequence of IRA Standards for Reading Specialists Strand I: Bulding Core Knowledge IRA Standards: 1.1, 1.2, 1.3 Strand II: Applying Core Knowledge too K-12 Students IRA Standards: 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.2, 5.3, 6.2, 6.3 Strand III: Developing Leadership through Internship IRA Standards: 2.1, 3.4, 4.2, 5.1, 5.3, 5.4, 6.1, 6.2, 6.4 Figure I represents the three strands of the literacy program and the developmental sequencee of standardss addressed throughout the strands. In Strand I, candidates develop a theoretical foundation for their work in this program. In Strand II, candidates build on this foundation, applying core knowledge to K-12 learners. In Strand III,, candidates develop leadership through field experiences and internship. 6

9 Strand I: Developing Core Knowledge IRA Standards: 1.1, 1.2, 1.3 EDU763: Research in Literacy Candidates will learn how to read, interpret, and analyze qualitative and quantitative research while surveying the historical and current perspectives of literacy research and practice. Current issues in literacy will be emphasized. Candidates will become familiar with issues of social justice and equality and the roles they play in legislating reading. In addition, candidates will learn about the components of action research and will conduct an action research project that is relevant to their practice. Mertler, C.A. (2012). Action research: Teacher researchers in the classroom. Thousand Oaks, CA: Sage Publications. EDU765: Models and Processes Understanding educational theories and the implications for classroom practice is central to the work of teachers (Tracey & Morrow, 2006). This course provides a theoretical foundation for sound literacy instruction. In this course, candidates develop in-depth knowledge of the theories and research that are integral to a comprehensive literacy program and to all teaching and learning. Candidates participate in tuning protocols with colleagues to look at student work and inform instruction. Through course projects, readings, and class discussions, candidates develop the knowledge, skills and dispositions that form the basis for future courses in the program curriculum. Tracey, D. & Morrow, L. (2006). Lenses on Reading: An introduction to theories and models. NY: Guilford Press. Farstrup, A. E. & Samuels, S. J. (Eds.). (2002). What research has to say about reading instruction. Newark, DE: International Reading Association. Pressley, M. (2006). Reading instruction that works. NY: Guildford Press. 7

10 Strand II: Applying Core Knowledge to K -12 Learners IRA Standards: 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.2, 5.3, 6.2, 6.3 EDU767: Children s and Adolescent Literature With an emphasis on culturally diverse literature, this course features authentic literature as a way to foster deep thinking, to enhance awareness of diversity, and to spark interest in reading. Exploring children s and adolescent literature by authors who represent diverse cultural perspectives, candidates will experience the social construction of knowledge through engagement in a readers workshop. In addition, candidates will conduct an author study, keep a reader response journal, and apply these experiences to an elementary, middle or secondary classroom. This course also features a research component in which students explore a question related to the use of authentic literature in the classroom. Students will use technology to explore a research question, search for specific authors and their works, and visit authors websites for background information. Henderson, D. & May, J. (2005). Exploring culturally diverse literature for children & adolescents: Learning to listen in new ways. Boston: Pearson Education, Inc. Jenkins, C. B. (1999). The allure of authors: Author studies in the elementary classroom. New Hampshire: Heinemann. EDU851: Teaching Writing K-12 In Teaching Writing K-12, candidates will engage in a comprehensive study of writing pedagogy. Looking at theories and practices that have influenced writing instruction since the 19 th century, candidates will discover the essential understandings that have influenced writing in the nation s schools. Candidates will examine such concepts as judging vs. responding to writers; process vs. on-demand writing; writing assessment; content area writing; teaching conventions; conferencing and revision; the writer s workshop; and teaching emergent, reluctant and fluent writers. This course prepares literacy candidates to support effective writing practices in elementary, middle and secondary classrooms. Newkirk, T. (2007). Teaching the neglected r: Rethinking writing instruction in secondary classrooms. New Hampshire: Heinemann. National Commission on Writing (2003). The neglected r: The need for a writing revolution. National Commission on Writing. Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. New Hampshire: Heinemann. Schultz, L. (1999). The young composers: Composition s beginnings in nineteenth-century schools. Carbondale, Ill. Southern Illinois University Press. 8

11 EDU830: Best Practices Primary Grades Based on the IRA/NCTE standards for reading professionals, this course connects theoretical and practical knowledge about early language development. Through course projects and field experiences, candidates explore early literacy development with an emphasis on assessment, phonemic awareness, phonics, vocabulary, fluency, comprehension, and the relationship between reading and writing. Candidates use a variety of assessment tools and instructional practices to support early readers and writers of all cultural and socio-economic communities. Further, candidates will understand current thinking in non-cognitive areas of reading instruction (e.g., social models, home influence, motivation, multicultural adaptations), and they will plan instruction that supports individual student growth. A hands-on experience with a primary grade student is required. Clay, M. M. (2005). An observation survey of early literacy achievement. Auckland: Heinemann. (With Sand, Stones, No Shoes, or Follow Me Moon) Fountas, I. & Pinnell, G. S. (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann. EDU840: Best Practice Intermediate Grades One of the core courses in the Graduate Literacy Program at Providence College, this course offers candidates the opportunity to apply theory to practice in relation to intermediate grade readers and writers. Through discussion of course texts, a case study experience, and a comprehension lesson plan project, candidates demonstrate understanding of practices that support struggling readers and writers of all academic and cultural communities. Candidates develop an understanding of reading comprehension strategies, content literacy, struggling readers and writers, formal and informal assessment, the Qualitative Reading Inventory (QRI -5), and best practice. Balajthy, E. & Lipa-Wade, S. (2003). Struggling readers: Assessment and instruction in grades K-6. New York: The Guilford Press. Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension to understanding. Portland, ME: Stenhouse Publishers Leslie, L. & Caldwell, J. (2010). Qualitative Reading Inventory 5. New York: Allyn & Bacon. Newkirk, T. (2009). Holding onto good ideas in a time of bad ones. New Hampshire: Heinemann 9

12 EDU832: Best Practices Middle/Secondary Schools Central to this course is the question, What is literacy in the 21 st century? In this course, candidates will discover comprehensive learning strategies that include meaningful content, authentic language and in-depth inquiry. Candidates will explore, in particular, one learning strategy that is typically described at Project Based Learning (PBL). Candidates work in this strategy will be driven by an inquiry approach and will integrate technology. Having experienced project based learning, candidates will coach a colleague in implementing a project based learning unit in a school setting. This project promotes literacy and represents best practice in middle and secondary schools. Larner, J. & Ross, D. (2009). PBL starter kit. Novato, California: Buck Institute for Education. November, A. & National Association of Secondary School Principals. (2010). Empowering students with technology, 2 nd edition. Thousand Oaks, CA: Corwin. Richardson, W. (2010). Blogs, wikis, podcasts and other powerful web tools for classrooms, 3 rd edition. Thousand Oaks, CA: Corwin. Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need--and what we can do about it. New York, NY: Basic Books. EDU835: Seminar in Meeting the Demands of the At-Risk Learner The challenge of making schools work for all children, regardless of learning differences, is formidable. This course will address the special challenges faced by teachers who seek effective approaches to teaching students typically described as being at-risk and/or reading disabled. It has long been a tradition that those in educational research examine the differences between groups of students on literacy tasks. While research that identifies characteristics of groups can alert teachers to issues that might be encountered with individual students, we recognize that teachers must not lose sight of individual differences within the group. We acknowledge that if we address students as a group defined by averages, we will not meet the needs of many within the group. Biemiller, A. (1999). Language and reading success. Brookline Books: Boston, MA. Neuman, S. (2009). Changing the odds for children at risk. Praeger Publishers. Westport, CT. Torgensen, J. & Mathes, P. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Pro-ed: Austin, TX. Mueller, P.N. (2001). Lifers: Learning from at-risk adolescent readers. New Hampshire: Heinemann Self-selected novel, biography, or autobiography that centers on a cultural group other than your own 10

13 Strand III: Developing Leadership through Internship IRA Standards: 2.1, 3.4, 4.2, 5.1, 5.3, 5.4, 6.1, 6.2, 6.4 EDU836: Literacy Clinic The Literacy Clinic is an essential field component in the graduate literacy program at Providence College and a culminating experience for the literacy specialist candidate. In this 5- week field experience, candidates apply the skills, knowledge and dispositions they have developed over the course of the program to their work with struggling readers and writers. Candidates work both individually and collaboratively with other literacy candidates to select and administer appropriate assessments, to understand their students strengths and needs in light of assessment data, to develop and implement effective instructional plans, to select materials, and to reflect critically and analytically on their experiences. In Literacy Clinic, candidates are expected to demonstrate a sense of commitment to their own learning, to the learning of other candidates, and to the development of struggling readers and writers at all grade levels. Clay, M. M. (2005). An observation survey of early literacy achievement. Auckland: Heinemann. (with Sand, Stones, No Shoes, or Follow Me Moon) Leslie, L. & Caldwell, J. (2010). Qualitative Reading Inventory 5. New York: Allyn & Bacon. EDU842: The Literacy Coach In this course, candidates prepare for the literacy specialist role and, therefore, focus on the critical shift from classroom teacher to literacy specialist. This course has two components: 1) participation in a study group and 2) a field experience. Through the study group format, candidates discuss a course text and explore classroom and school-based issues related to the role of the reading specialist/literacy coach. The study group will meet for 8 class sessions and generally support the development of the literacy specialist throughout the required field experiences and course projects. The field experience provides candidates with an opportunity to shadow a literacy specialist for two days in order to understand first-hand the specialist s role, responsibilities and related issues. Through these course components, candidates will identify a significant coaching situation, then develop and implement an action plan. Candidates will collaborate with literacy specialists in their own school or district to promote effective practice for teachers and for struggling readers and writers. This course is co-taught by practicing literacy specialists and program faculty. Casey, K. (2006). Literacy coaching: The essentials. Boston: Pearson Publishers. Lyons, C.A. & Pinnell, G.S. (2001). Systems for change in literacy education: A guide to professional development. New Hampshire: Heinemann International Reading Association. (2006). Standards for middle and high school literacy coaches. Newark, DE: International Reading Association. 11

14 EDU837: Organization and Supervision This course has been designed to enable the reading specialist candidate to develop skills in leadership in order that he/she may effectively organize, supervise, and enhance reading and literacy programs for grades K-12. Because of its intense focus on leadership, this course is scheduled at the end of the candidate s program of study. The projects and activities required throughout the course present an opportunity for the candidate to apply what has been learned throughout the program. The course requires a fluent knowledge of literacy and reading principles, a background awareness of assessment practices, and the ability to collect, organize, and analyze data from multiple sources. This four-credit course consists of class discussion, in-class activities, and field experiences. It is expected that the student will be doing extensive work within his/her school or district, though the course does not require a leave of absence from the teaching position. The course is project based and is designed around several authentic school or district activities focusing on curriculum and leadership. In order to allow sufficient time for development and implementation of the required projects, students will have two academic semesters to complete the requirements. Vogt, M.E. & Shearer, B. A. (2011). Reading specialists and literacy coaches in the real world, 3rd edition. Boston: Pearson Publishers. Robinson, R. D. & McKenna, M. C. (2008). Issues and trends in literacy education, 4 th Boston: Pearson Publishers. 12

15 C. Program Planning Courses for the Master s program in literacy are offered each semester and in Summer II. The candidate needs the approval of the program director for transfer credit. Up to 6 graduate credits from an approved four year college or university, not applied towards another degree, with a grade of B or higher will be considered for transfer credit. Courses that are transferred to this program must have been taken within five years of application to the program. Suggested plans of study are listed below. Candidates may contact the literacy office for additional information and personal guidance. Plan of Study #1 (4 Years, Beginning in Fall) Fall Spring Summer II EDU765: Models and Processes EDU763: Research in Literacy EDU767: Adolescent Lit EDU830: Best Practice Primary EDU840: Best Practice Intermediate EDU851: Writing K-12 EDU832: Best Practice Mid/Sec EDU835: At-Risk Learners EDU836: Clinic EDU837: Org / Supervision EDU842: The Literacy Coach Plan of Study #2 (4+ Years, Beginning in Spring) Fall Spring Summer II EDU765: Models and Processes EDU763: Research in Literacy EDU830: Best Practice Primary EDU851: Writing K-12 EDU840: Best Prac Intermediate EDU832: Best Practice Mid/Secondary EDU767: Adolescent Lit EDU835: At-Risk Learners EDU836: Literacy Clinic EDU837: Org / Supervision EDU842: The Literacy Coach 13

16 Plan of Study #3: (3 Years, Beginning in Fall) Fall Spring Summer II EDU765: Models and Processes EDU763: Research in Literacy EDU840: Best Practice Intermediate EDU851: Writing K-12 EDU830: Best Practice Primary EDU767: Adolescent Literature EDU832: Best Practice Mid/Secondary EDU836: Literacy Clinic EDU835: At-Risk Learners EDU837: Organization/Supervision EDU842: The Literacy Coach Note: Literacy candidates may also develop a plan of study that extends across 5 calendar years. 14

17 E. State and National Initiatives The graduate literacy program at Providence College is committed to providing candidates with an understanding of current literacy initiatives and documents developed by the Rhode Island Department of Education and national education committees. These initiatives and documents are addressed and applied to course projects throughout the literacy program. Initiatives and documents that are currently addressed include the following: Common Core Standards (2010) The Common Core Standards set requirements for developing the knowledge and skills that are necessary to prepare K-12 learners for college and career. Based on a vision of literacy in the 21 st century workplace, these standards establish the significance of literacy (reading, writing, speaking and listening) in all content areas. Candidates in the Graduate Literacy Program at Providence College are expected to integrate the Common Core Standards in their work in Strand II. Standards for Middle and High School Literacy Coaches (2006) Published by the International Reading Association in collaboration with the National Council of Teachers of English, the National Council of Teachers of Mathematics, the National Science Teachers Association, and the National Council for the Social Studies, this document provides a synthesis of current research and practical insight on the skills and knowledge that are essential to the role of the literacy coach in middle and secondary schools. This document identifies leadership and content area literacy as key elements in this role. RI Pre-K to 12 Literacy Policy (2005) The Rhode Island Pre-K to 12 Literacy Policy reflects current research about theory and practice in relation to literacy development and instruction. This document provides a foundation for candidates work in the Graduate Literacy Program. RI General Laws Chapter 16 (Literacy and Dropout Prevention Act) The Rhode Island Literacy and Dropout Prevention Act is found under RIGL The Act states the policy stand of the State of Rhode Island regarding literacy programming and services for all students in grades K-12 as well as outlining restricted funding sources for implementing such requirements. Awareness and knowledge of the Act is a necessary element of EDU837 since the Act is the foundation of literacy programming in Rhode Island. EDU837 requires students to review, evaluate, and develop aspects of literacy programming through the development of actual school projects. Students examine existing literacy programs and develop their program improvement plans guided by this Act as the foundation for program elements and funding. SALT (School Accountability for Learning and Teaching) SALT reports provide valuable insight into the strengths and needs of a school community. Candidates in the literacy program are expected to access these reports on the RIDE website to understand the schools in which they conduct fieldwork. 15

18 NECAP (New England Common Assessment Program) The NECAP scores provide information about school, as well as individual achievement. Candidates in the literacy program are expected to access these scores to understand the school setting of a particular struggling reader and the learning community in which he/she spends his day. The NECAP scores are particularly helpful to candidates when conducting a case study. National Commission on Writing The document entitled The Neglected R: The Need for a Writing Revolution, prepared in 2003 by the National Commission on Writing, provides the foundation for EDU851: Teaching Writing K-12. Candidates are required to read this document and prepare for discussion at the first class meeting. The National Technology Standards for Teachers These standards have been adopted as outcome expectations for our candidates. Each of the nine core courses requires students to demonstrate proficiency in several aspects of technology operations and concepts, as well as the application of technology to maximize student learning. Course syllabi indicate specific assignments intended to develop proficiency in these standards. What Content-Area Teachers Should Know About Adolescent Literacy This document, developed in 2007 by the National Institute for Literacy, explores the challenges of the five components of reading for adolescent readers, in particular, and also the instructional strategies that promote reading and writing in adolescents. Motivational strategies and researchbased practices in assessment are also presented. Rhode Island Criteria and Guidance for the Identification of Specific Learning Disabilities Published by the Rhode Island Department of Education in 2010, this document describes the problem-solving process referred to as Response to Intervention. The document clearly outlines the assessment and referral systems for identifying specific learning disabilities and for providing instructional and social support and intervention for all students. 16

19 F. PC Graduate Literacy Program / Perspective on Field Sites Field Experiences / Internships Field experiences are an integral part of graduate studies in the Graduate Literacy Program at Providence College. In selecting field sites, candidates must consider the wide range of culturally and linguistically diverse populations of learners within this state. Exceptional learners and diversity with respect to racial, ethnic, socio-economic, gender, religion, and linguistic identity must be integral to the fieldwork experience in all strands. Candidates will record their fieldwork experiences with regard to diversity on a Record of Field Experience Chart that will be a significant part of the portfolio process. Candidates will document their field site experiences and submit documentation at each portfolio checkpoint. For candidates in Strand I, fieldwork supports the development of foundational knowledge, as candidates apply theory about teaching and learning to practice, as they develop an understanding of research-based practice, and as they research the development of literacy within their own practice. In this strand, fieldwork supports the development of the knowledge, skills, and dispositions that are integral to the development of the core values and beliefs of an effective literacy specialist. For candidates in Strand II, fieldwork provides an opportunity for candidates to apply foundational knowledge to K-12 literacy learners while developing an understanding of curriculum, instruction and assessment as outlined primarily in IRA Standards 2 and 3 and also in Standards 4 and 5. Together, fieldwork in Strands I and II offers candidates an opportunity to develop and apply foundational knowledge to K-12 literacy learners and also to begin to develop a new role that of literacy coach in their work with teachers and paraprofessionals. For candidates in Strand III, fieldwork requires internships in which candidates are immersed in the various roles and responsibilities of the reading specialist/literacy coach. Internships provide a critical path to the development of leadership, not only in individual classrooms, but also in the school community and district overall. 17

20 G. The Providence College Literacy Fellowship Program Graduates of the Providence College Literacy Program who are practicing literacy specialists are eligible to apply for a Providence College literacy fellowship. Accepted fellows will work alongside program faculty in two of the core courses in the program: EDU836: Literacy Clinic and EDU842: The Literacy Coach. Fellows will be offered a stipend and tuition waiver for their work. Tuition waivers may be applied to courses that qualify specialists for a Reading Supervisor/Director Certificate from RIDE or to another certification or degree program. Interested graduates should submit the application below, a personal statement of interest, three letters of recommendation (one principal), and official graduate transcripts to: Graduate Literacy Program Director Providence College One Cunningham Square Providence, RI Applications may be submitted at any time and will be reviewed by program faculty. An interview with program faculty will be required. Applicants will be notified of their status in the fellowship program through the School of Professional Studies. Literacy Fellowship Application Name: Year Degree Earned: Address: Phone: Current Position: School: School Address: District Address: Principal: Superintendent: 18