Reading Specialist. Program Handbook

Transcription

1 Texas Southern University The Department of Curriculum and Instruction Reading Specialist Program Handbook Ingrid Haynes, Ph.D. Dr. Lillian B. Poats, Dean Roderick-Page College of Education 3100 Cleburne, Houston, Texas,

2 Introduction to the Reading Specialist Program As school populations grow increasingly more diverse and include many more students who struggle with reading; the need for Reading Specialists continues to increase. Low reading achievement contributes to low performing schools. To educate students more effectively in more inclusive settings, schools need to include research-based instructional practices and implement models of best practices into their reading instruction. There is a research base available to teach all students how to read. Also the No Child Left Behind Act requires schools to demonstrate adequate yearly progress for all students with and without disabilities in reading and mathematics. Further, every classroom in America must have a teacher who is highly qualified. The Reading Specialist Program at Texas Southern University in the Department of Curriculum and Instruction is designed to develop the knowledge, skills and dispositions of candidates to address the reading needs of students at all ability and achievement levels. It focuses on assessment, instruction, progress monitoring and leadership. Leadership activities include serving as a resource to teachers, conducting professional development, leading curriculum development and working with various professionals and community members to assure students growth in reading. The Reading Specialist Program in the Department of Curriculum and Instruction meets the International Reading Association (IRA) Standards and the Texas State Requirements for candidates who hold an initial teaching license and are pursuing an initial license in Texas as a Reading Specialist. The Reading specialist program responds to the challenges faced by today s school population by providing candidates with a rigorous, research-based curriculum and opportunities to practice a range of skills and knowledge as well as the opportunity to assume the leadership role of a literacy coach.

3 Vision and mission of both the institution and unit Background Texas Southern University traces its beginnings back to the fall of 1925 when Wiley College, located in Marshall, Texas, established extension classes in the Houston area. The purpose of these extension classes was to provide in-service training for African-Americans in Houston who were interested in receiving certification in teaching. On September 14, 1927, the Houston Public School Board agreed to fund the development of two junior colleges: one for Whites and one for African-Americans. The Colored Junior College was established to provide an opportunity for African-Americans to receive college training. The Junior College progressed so fast that by 1931, it became a member of the Association of Colleges and Secondary Schools and was approved by the Southern Association of Colleges. In the summer of 1934, the Houston School Board changed the junior college to a four-year college and changed the name to Houston College for Negroes. In the spring of 1945, the Houston Independent School District severed its relationship with Houston College for Negroes, and thereafter all management of the college was vested in a Separate Board of Regents. In February of 1946, Herman Marion Sweatt, an African American Houston mail carrier, applied for admission to the law school at the University of Texas. Because Texas was a segregated state, Sweatt was denied admission and later filed a suit against the University of Texas and the State of Texas believing the separate but equal doctrine would carry the day, the Texas Legislature passed Senate Bill 140, provided for the creation of a university and law school for Negroes in Houston, in response to the law suit. Texas Southern University (TSU) was formally established by the 50th Texas Legislature March 3, 1947 as the Texas State University for Negroes. June 1, 1951 the name of this new university was changed from Texas State University for Negroes to Texas Southern University after students petitioned the state legislature to remove the phrase "for Negroes." The University s primary mission was to establish a creditable college for African American students. Texas Southern University became the first Historically Black College and University (HBCU) to house a law school. Also it was the first state-supported higher education institution in the city of Houston. Texas Southern University has distinguished itself as one of the leading developers of African American scholars who earn collegiate, professional, and graduate degrees in the state, as well as the nation. Although the university was initially established to educate African Americans, it has become one of the most ethnically diverse institutions in the state (Texas Southern University Fact Book, ). TSU produces the largest number of minority graduates in Texas, the third largest number of African American law graduates in the nation, and the second largest number of Mexican American law graduates in Texas. TSU has also graduated almost one-third of the African American pharmacists nationwide (TSU Fact book, ). TSU offers a wide variety of undergraduate and graduate programs leading to degrees in the arts and sciences, business, communication, education, public affairs, health sciences, law, pharmacy and technology. TSU s academic curriculum is organized into ten colleges and schools. TSU presently offers 78 baccalaureate degree programs; 41 master s degree programs; the Doctor of Education degree in three programs; the Doctor of Philosophy in Environmental Toxicology, Doctor of Philosophy in Administration of Justice, Doctor of Philosophy in Urban Planning & Environmental Policy; and two graduate professional degrees (e.g., the Doctor of Pharmacy and the Doctor of Jurisprudence). Texas

4 Southern University is governed by a nine-member Board of Regents appointed by the Governor of the State of Texas, with the advice and consent of the Texas Senate, for staggered terms of six (6) years each, the terms of three (3) members expiring on February 1 of odd numbered years. In addition, a student regent is appointed to the Board annually. Institution's Mission and Vision Vision Texas Southern University will become one of the nation s preeminent comprehensive metropolitan universities. We will be recognized by the excellence of our programs, the quality of our instruction, our innovative research, and our desire to be a contributing partner to our community, state, nation, and world. Mission Texas Southern University is a comprehensive metropolitan university. Building on its legacy as a historically Black institution, the university provides academic and research programs that address critical urban issues and prepare an ethnically diverse student population to become a force for positive change in a global society. In order to achieve this mission, Texas Southern University provides: quality instruction in a culture of innovative teaching and learning basic and applied research and scholarship that is responsive to community issues opportunities for public service that benefit the community and the world. Mission and Vision of the College of Education The mission of the Unit reflects the university s commitment to prepare competent professionals who can address urban challenges by providing an educational environment that supports teaching, research and service. Specifically, the mission of the Unit is to provide competent professionals for effective service in urban schools, agencies and other entities using research and collaboration in seeking solutions to teaching, learning and behavioral challenges facing urban populations. The Unit is committed to preparing candidates to become effective professionals who will be caring, competent, committed and culturally responsive, with a focus on the preparation of educators for urban school settings. The vision of the Unit is to become the region s leading source of informed thought regarding matters of urban education as well as the foremost producer of exemplary professionals who are prepared to provide effective service in urban schools, agencies and other entities. The shared mission and vision of Texas Southern University is to prepare professionals for effective service in urban communities.

5 Conceptual Framework Description of the Conceptual Framework The unit has adopted a model of Expectations, Practices and Outcomes (ExPO) for its conceptual framework. As reflected by the graphic below, candidate expectations are shaped by the university s underlying vision, mission, and philosophy as well as state, regional, and national educator preparation standards for administrators, counselors, and teachers. The faculty facilitates candidate performance expectations with a myriad of wise practices that result in candidate acquisition of knowledge, skills, and dispositions at initial and advanced levels. The direct outcomes of these program expectations and educational practices are professionals who are caring, competent, committed and culturally responsive; in other words, who have the qualities and characteristics that are central to preparing professional educators, with (as mandated by the mission of Texas Southern University) a focus on the preparation of educators who serve in urban schools. Figure I-1: Conceptual Framework

6 College of Education Learning Outcomes Advanced Programs Expected Outcomes In developing the conceptual framework, the Conceptual Framework Committee identified four core outcomes that are significant to the development of a unique kind of professional who is specifically equipped to effectively serve urban populations. To this end, the COE prepares caring, committed, competent, and culturally responsive professionals who will work effectively in all school settings, with a focus on the needs of urban communities. To assure that candidates meet these outcomes, the unit has developed a set of 21 proficiencies, which identify the knowledge, skills, and dispositions that candidates must show mastery upon exit from the programs. The proficiencies have been designed to ensure candidates meet the four unit-developed outcomes within the context of the state and national standards to which they are accountable. Proficiencies are organized into three categories, with proficiencies for committed and culturally responsive educator combined in one category. (K) Knowledge (S) Skill (D) Disposition A List of Candidate Proficiencies A competent educator: 1. demonstrates knowledge of the content that is being taught, and is able to assist students in the process of mastering content through the use of research-based practices; (K) 2. demonstrates the capacity to problem solve, and to think critically and reflectively; (K) 3. demonstrates an understanding of human development, and the ability to act on this understanding; (S) 4. demonstrates an understanding of classroom organization, planning, and management and the ability to act on this understanding; (S) 5. demonstrates an understanding of learning as a socially mediated, constructive process, and the ability to act on that understanding; (S) 6. demonstrates an understanding of effective communication and collaboration strategies; (K) 7. demonstrates an understanding of research, assessment and evaluation as ongoing processes involving multiple sources of information and techniques; (K) 8. demonstrates an understanding of the importance of involving families, communities, and colleagues in the education of all children, and the ability to act on this understanding; and (S) 9. demonstrates knowledge of current technology in educational practice, and the ability to apply it in a classroom or school setting. (S)

7 A committed and culturally responsive educator: 10. acts on the belief that all children can learn and creates instructional opportunities that adapt to learners from diverse cultural backgrounds and with exceptionalities; (K) 11. demonstrates an understanding of the urgency to accommodate the nature and needs of each learner, and is able to act on this understanding; (S) 12. demonstrates a commitment to high moral and ethical values; and (K) 13. assumes accountability for the outcomes of instruction, and continually validates the effects of his/her choices and actions on others. (S) 14. values and appreciates cultural differences within a classroom or school setting, and is able to apply an understanding of cultural and linguistic diversity to the design and implementation of instruction. (K) A caring educator (Dispositions) 15. understands the right of all students to have access to a curriculum that allows them to develop to their full potential, and is able to act as an advocate for students in this respect; (Revised Statement: understands the right of all students and acts on the belief that all students can learn) 16. maintains confidentiality; 17. demonstrates appropriate behaviors during class settings and in the work environment. The candidate has been alert and responsive, consistently. 18. demonstrates respect for the profession; 19. demonstrates punctuality in arrival to class, practicum, student teaching, field experience meetings, etc. 20. demonstrates the ability to compromise and to respect others opinions during group work; 21. participates in professional development activities that were recommended. The dispositions assessed via the Candidate Dispositions Assessment constructed for the Education Unit are the primary means for assessing and guiding candidates to caring behaviors and ethical principles. The importance of ethical considerations and ideals is highlighted throughout the Reading Specialist Program and are at the core of the Reading Specialist.

8 Nature of the Practicum Experience This course is a supervised practicum in literacy that requires students to engage in 60 practicum hours and 5 seminar hours. RDG 875/RDG888 require students to work with a group of P-12 students to apply assessments and interventions appropriate for groups. During seminars, students meet in small groups to engage in active dialogue and sharing of ideas related to their practicum experiences. Course work and field experiences in the Reading Specialist Program include multiple means of assessment including a licensure examination, class examinations, portfolio assessment, classroom observation rubrics, lesson planning rubrics, case studies, staff development projects, and other additional coursework that promote the practical skill of candidates. As well prepared Reading Specialists, candidates are trained to become leaders by being role models of effective assessment and teaching practices that are informed by research and by working to promote effective educational practices for all students. We expect candidates in the Reading Specialist Program to be competent and confident in these areas. Further, Reading Specialist candidates provide leadership through modeling effective skills, observing implementation of instruction and assessment, and providing support and feedback to both teachers and paraprofessionals.

9 International Reading Association (IRA) Standards for Reading Professionals General IRA Standards and Relation to Coursework Classroom Teacher Level and Relation to Evidence Reading Specialist/Literacy Coach Level and Relation to Evidence Standard Alignment The Reading Specialist Program at Texas Southern University follows this perspective and fosters in depth knowledge of its candidates. The Reading Specialist program is aligned with the International Reading Association (IRA) Standards and the requirements for the Initial License as a Reading Specialist in state of Texas. Standard 1: Foundational Knowledge **Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. As a result, candidates: 1.1- Understand major theories and empirical research that describes the cognitive, linguistic, motivation, and socio- cultural foundations of reading and writing development, processes, and components (Including word recognition, language comprehension, strategic knowledge, and reading/writing connection) Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components Understand the role of professional judgment and practical knowledge for improving all students reading development and achievement. Standard 2: Instructional Strategies and Curriculum Materials **Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. As a result, candidates:

10 2.1 Use foundational knowledge to design and/or implement an integrated, comprehensive, and balanced curriculum. 2.2 Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading/writing connections. 2.3 Use a wide range of texts (narrative, expository poetry, etc.) and traditional print and online resources. Standard 3: Assessment and Evaluation **Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. As a result, candidates: 3.1 Understanding types of assessment and their purposes, strengths, and limitations 3.2 Select, develop, administer, and interpret assessments, both traditional print and online, for specific purposes. 3.3 Use assessment information to plan and to evaluate instruction. 3.4 Communicate assessment results and implications to a variety of audiences. Standard 4: Diversity **Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. As a result, candidates: 4.1 Recognize, understand and value the form of diversity that exist in society and their importance in learning to read and write. 4.2 Use a literacy curriculum and engage in instructional practices that positively impact students knowledge, beliefs and engagement with the features of diversity. 4.3 Develop and implement strategies to advocate for equity.

11 Standard 5: Literate Environment **Candidates 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 assessments. As a result, candidates: 5.1 Design the physical environment to optimize students use of traditional print and online resources in reading and writing instruction. 5.2 Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students opportunities for learning to read and write 5.3 Use routines to support reading and writing instruction (e.g. time allocation, transitions from one activity to another, conducting discussion, giving peer feedback). 5.4 Use a variety of classroom configurations (whole class, small group, and individual) to differentiate instruction. Standard 6: Professional Learning and Leadership **Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. As a result, candidates: 6.1 Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. 6.2 Display positive disposition related to one s own reading and writing and the teaching of reading of and writing and pursue the development of individual professional knowledge and behaviors. 6.3 Participate in, design, facilitate, lead and evaluate effective and differentiated professional development programs. 6.4 Understand and influence local, state, or national policy decisions. (Based on the IRA publication, Standards for Reading Professionals, 2010)

12 IRA Standards: General and Relation to Coursework RDG 574 RDG 732 RDG 874 RDG 873 RDG 877 RDG 875 RDG 888 STANDARD 1: Foundational Knowledge Element 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. X X X X X X X 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. 1.3: Understand the role of professional judgment and practical knowledge for improving all students reading development and achievement. X X X Standard 2: Curriculum and Instruction 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.] X X

13 RDG 574 RDG 732 RDG 874 RDG 873 RDG 877 RDG 875 RDG : 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).] X X 2.3: Use a wide range of texts (e.g.,narrative, expository, and poetry) from traditional print, digital, and online resources. X X X X Standard 3: Assessment and Evaluation 3.1: Understand types of assessments and their purposes, strengths, and limitations. 3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. [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. 3.3: Use assessment information to plan and evaluate instruction. 3.4: Communicate assessment results and implications to a variety of audiences. X X X X X X X X

14 RDG 574 RDG 732 RDG 874 RDG 873 RDG 877 RDG 875 RDG 888 Standard 4: Diversity Element 4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [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. X X X X 4.2: Use a literacy curriculum and engage in instructional practices that positively impact students knowledge, beliefs, and engagement with the features of diversity. X 4.3: Develop and implement strategies to advocate for equity. Standard 5: Literate Environment 5.1: Design the physical environment to optimize students use of traditional print, digital, and online resources in reading and writing instruction. 5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students opportunities for learning to read and write. [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 X X X X X X X X X X X

15 RDG 574 RDG 732 RDG 874 RDG 873 RDG 877 RDG 875 RDG 888 students. 5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback). 5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction. X X X Standard 6: Professional Learning and Leadership 6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. 6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues but also with community members, parents and guardians, and so forth. X X X 6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. X X 6.4: Understand and influence local, state, or national policy decisions. X

16 Key Assessments Throughout the course of candidates programs of study they will be asked to complete a series of key assessments. These assessments are intended to measure the ongoing mastery of the IRA standards throughout the program. A number of key assessments (i.e. observation rubrics, observation addendum rubrics, lesson plan rubrics, and disposition forms) occur during the practicum. However, throughout the program, students are asked to engage in the key assessments listed below. Descriptions of key assessment with rubrics are attached to each course outline provided by your instructor. RDG 732 RDG 874/875 RDG 877 EDCI 551 Reading Lesson Plan/Reading Strategy Demonstration Group Chapter Presentation Children s Literature Annotated Bibliography - Research shell Children s Literacy Book 3 Day Lesson Plan Performance Based Activity Literacy Belief Plan Article Critiques Internet Project Methods Framework Informal Reading Inventory *Disposition Survey *Impact on Student Learning Instrument Case Study Portfolio Becoming Citizens of the World/Portfolio Education Issues/Newsletter Disposition handbook and impact survey will be provided during the practicum course.

17 Degree Plans DATE:jjjnikj STUDENT NAME: Address: City/State: Texas Southern University Master of Education Degree Plan Curriculum and Instruction Reading Education Specialization Student ID# Home Phone: Work Phone: Cell Phone: Major: CURRICULUM & INSTRUCTION Education Minor: N/A Master Comprehensive Exam Date: DATE: English 501 Course Date: Results: Passed Failed Date: Applied and Recommended for Candidacy: Date: Applied for Graduation: Date: Approved: Area Course No. Hrs Course Title Planned Completed Grade Foundations EDCI Classroom Management Core EDCI Curriculum and Instruction (12 schs.) EDCI Multicultural Education EDCI Independent Study subtotal 12 Specialization: Minimum (18 schs) Resources & Research (6 hours) TOTAL HOURS (minimum) 36 RDG Fundamentals of Reading RDG Primary/Middle School Rdg. Instruction RDG Issues on Trends in Reading RDG Diagnosis and Remedial Rdg. Instruction RDG Practicum in Reading I RDG Practicum in Reading II RDG Content Area Reading subtotal 21 EDCI or Educational Research EDFD 633 EPSY Educational Statistics subtotal 6 Approval Signatures: Advisor: Education Dean: Student: DATE: Department Chair: Graduate Dean: I have been informed and understand the contents of this degree plan Note: When coming in for a conference concerning your program, always bring a copy of your degree plan. Copies: Advisor Graduate Dean Education Dean Student

18 Artifacts for IRA Standards must include, but are not limited to: Standard 1: Foundational Knowledge Final examinations from course work Research Article Critiques Lesson Plans (phonemic awareness, phonics, fluency, vocabulary, comprehension). Case Studies Standard 2: Instructional Strategies and Curriculum Materials Lesson plans for research-based reading programs including communication with classroom teachers and paraprofessionals. Observation Report Lesson Plan Demonstration Strategies and Materials Log Strategies and Materials Log Instructional Strategies Teaching Videotape Standard 3: Assessment, Diagnosis, and Evaluation Formal and informal tests administered and analyzed Case Studies Informal Reading Inventory

19 Standard 4: Create a Literate Environment Case Studies Consultation Meetings Demonstrations/Modeling for colleagues and other school personnel Observation Report Standard 5: Professional Development Professional Conferences Attended. Staff Development including demonstrations provided to classroom teachers, paraprofessionals, and support personnel. Log of consultations evidencing continuing education for teachers including feedback and support.