Partnerships in Comprehensive Literacy National Louis University

Transcription

1 Illinois Reading Recovery Center for Literacy Partnerships in Comprehensive Literacy National Louis University Strategic Processing Special Education Coach Application and Commitment Forms Application Deadline: June 30, 2013 Submit forms, vita, photo copy of transcripts and $1000 non-refundable deposit payable to National Louis University to: Dr. Mary Ann Poparad Director and University Trainer National Louis University Reading Recovery 850 Warrenville Road Lisle, IL Phone and Fax: Page 1 of 9

2 STRATEGIC PROCESSING SPECIAL EDUCATION COACH APPLICATION The Illinois Reading Recovery Center for Literacy at National Louis University (NLU) is committed to preparing literacy coaches for their unique roles and responsibilities in school improvement processes including Strategic Processing in Special Education (SPSE) Coaches. The role of the SPSE Coach is to provide job-embedded professional development for special education teachers in implementing a portfolio of small group interventions in grades K-12. The SPSE coach must be employed in a district implementing the Comprehensive Intervention Model (CIM), including full implementation of Reading Recovery. The coursework for the Strategic Processing in Special Education (SPSE) coach is a 16 to 18-hour program of study designed for individuals who already have a master s degree and/or a minimum of 12 hours of appropriate reading coursework and who are seeking specialized training as a Literacy Coach. The SPSE coach attends training with General Education Literacy Coaches and collaborates with Reading Recovery Teacher Leaders in the implementation of a Comprehensive Intervention Model for supporting students with learning disabilities. Admission requirements include: Application that demonstrates background experiences and dispositions for becoming a literacy coach, including a curriculum vita` of professional experiences Experience of leadership roles in a school, e.g., teacher leader, staff developer, school mentor, or similar role Application from district and school administrators providing assurances that the candidate will be able to perform the roles and responsibilities of the Strategic Processing for Special Education Coach, including support for attending all classes during the training year. In addition, the strategic processing coach candidate must meet all university requirements for the Graduate School: A valid teaching license Master s degree (or higher) from an accredited institution with a cumulative grade point average of at least 3.0. Graduate Program of Study Requirements To meet the International Reading Association (IRA) Standards for Reading Professionals, the Literacy Coach program of study focuses on five major areas of preparation: 1) literacy theory and research, 2) literacy instruction and interventions, 3) literacy assessments; 4) literacy coaching, and 5) supervising and coordinating a literacy program. The SPSE program is based on a mutual adaptation theory that merges reading education, general education and special education into a unique model for training special education teachers as strategic processing specialists. The responsibilities of the SPSE Coach are organized to include: 1) 70-75% of time training and coaching special education teachers in research-based interventions 2) 15-20% of time teaching a small group of SE students in a research-based intervention; and 3) 15-20% of time coordinating, monitoring, and assessing the district s intervention program, including participating in intervention meetings and preparing intervention reports. Additional information on the Literacy Coach program can be obtained at Page 2 of 9

3 STRATEGIC PROCESSING IN SPECIAL EDUCATION COACH APPLICATION Contact Information SECTION I --- IDENTIFYING INFORMATION: SUPERVISOR Supervisor s Name: School Name: Grades: Work Address: Phone (W): Work SECTION II --- IDENTIFYING INFORMATION: STRATEGIC PROCESSING COACH Coach s Name: Phone (H): Phone (Cell): Home Home Address: School Name: School Address: Phone (W): Work A minimum of three years of teaching experience is required. Total number of years of teaching experience in the following: Pre-K K RR RR Teacher Leader Title 1 Page 3 of 9

4 Curriculum Vita Please fill out the curriculum vita. You can use more than one page to complete the form. Academic Degrees/Preparation Programs: Teaching License (additional certifications) Academic Awards or Honors (e.g, scholarships, National Board, recognitions, etc): Membership in Professional Organizations: Presentations or Other Professional Accomplishments: Service to the Teaching Profession (e.g., school committees, professional offices, etc): Reading Courses: Additional Comments: Page 4 of 9

5 ASSURANCES: DISTRICT SUPERINTENDENT Superintendent Commitment Form School/District: Reading Recovery Teacher Leader: Superintendent: Superintendent s SUPERINTENDENT IN A DISTRICT CIM SITE Understands the importance of implementing the Strategic Processing in Special Education (SPSE) layer of the Comprehensive Intervention Model (CIM) with quality and integrity. Commits to funding the Strategic Processing in Special Education (SPSE) layer of the Comprehensive Intervention Model (CIM). Supports funding for the necessary materials to implement the SPSE layer of the CIM. Supports funding for the SPSE Coach to participate in all training requirements and 21 hours of university coursework, resulting in a Literacy Coach certificate. Supports funding for special education teachers to participate in all training requirements and minimum 9 graduate semester hours of university coursework. This training will be provided by the SPSE Coach in years following the 21-postgradutae hours of course work. Supports funding for the SPSE Coach to attend all CIM professional development, the annual Illinois Reading Recovery Literacy conference, and Spring Academy at UALR. Supports CIM administrators in attending the Network of Literacy Administrators (NLA) organization (usually held within a district) or other leadership events related to the effective implementation of the model. Supports SPSE Coach in performing the roles and responsibilities of a literacy coach for special education teachers. Superintendent s Signature Date Page 5 of 9

6 ASSURANCES: SUPERVISOR Supervisor Commitment Form School Year District: Supervisor: Job Title: SUPERVISOR OF STRATEGIC PROCESSING IN SPECIAL EDUCATION COACH Understands the importance of implementing the Strategic Processing in Special Education (SPSE) layer of the Comprehensive Intervention Model (CIM) with quality and integrity. Demonstrates knowledge of the roles and responsibilities of a SPSE Coach and supports the coach in implementing these roles with consistency and integrity. Commits to funding the Strategic Processing in Special Education (SPSE) layer of the Comprehensive Intervention Model (CIM). Secures funding for the strategic processing model coach to participate in all training requirements offered by the university training center, including appropriate coursework for the preparation of literacy coaches. Secures funding for special education teachers to participate in all training requirements and minimum 9 graduate semester hours of university coursework. This training will be provided by the SPSE Coaches in years following their 21-postgradutae hours of course work. Secures funding for the SPSE Coach to purchase professional materials for the special education teachers, including individual copies of core texts and checkout copies of videos and publications. Secures funding for the purchase of instructional materials, including leveled texts, Big Books, and sets of books organized by genre, type, or other literacy characteristics. Secures funding for the SPSE Coach to attend CIM professional development, including the annual Illinois Reading Recovery Literacy conference and Spring Academy at UALR. Secures funding for special education teachers to attend professional development opportunities related to the successful implementation of the CIM. Page 6 of 9

7 Supports the implementation of intervention team meetings, peer observations, and action research. Collaborates with the SPSE Coach on designing school-wide literacy intervention plans across the grades. Collaborates with the SPSE Coach on designing a seamless assessment system, including a comprehensive portfolio of formative assessments for informing instruction. Collaborates with the SPSE Coach on data collection and analysis, including preparing an annual report on student achievement Participates in conferences, institutes, or other professional development relevant to the successful implementation of the Comprehensive Intervention Model (CIM). Participates in the Network of Literacy Administrators (NLA) organization and attends meetings in affiliated CIM sites within the district or other regions. Supervisor s Signature Date Page 7 of 9

8 ASSURANCES: STRATEGIC PROCESSING IN SPECIAL EDUCATION (SPSE) COACH Strategic Processing in Special Education Coach s Commitment Form District: Strategic Processing Coach: STRATEGIC PROCESSING IN SPECIAL EDUCATION COACH IN A PCL DISTRICT Demonstrates knowledge of the features of the Comprehensive Intervention Model (CIM), including how the model fits within the principles of a Response to Intervention approach, and understands the importance of implementing the model with consistency and integrity. Demonstrates knowledge of the roles and responsibilities of a Strategic Processing in Special Education Coach and implements these roles with consistency and integrity. Enrolls in coursework for the specialized program of study for the preparation of a Strategic Processing in Special Education Coach at an affiliated CIM University Training Center, earning 18 graduate credit hours and a certificate diploma as a literacy coach. Graduate credit course work focuses on clinical experiences based on an apprenticeship framework for learning-on-the job, including collaborating with general education teachers in aligning intervention and classroom instruction, implementing research-based small group interventions for special education students; participating in intervention team meetings; and monitoring student progress across interventions and general education settings; theoretical models for understanding change over time in literacy processing, theories of apprenticeship learning and transfer, contingent scaffolding, reading and writing processes, comprehension, and the development of self-regulated learners; and leadership models with an emphasis on training special education teachers in strategic processing interventions; coaching continuum; and data collection and analysis. Interns in a CIM class or a Literacy Lessons class with a Reading Recovery Teacher Leader during the initial training year. Provides appropriate small group interventions (within the CIM portfolio of interventions) to special education students; collects data, monitors student progress, provides demonstration lessons to special education teachers, and brings teaching videos to university training class. Makes arrangements for a minimum of one full-day site visit by a University or Clinical Coach Trainer from the University Training Center. Prepares to be observed in a variety of situations, including teaching an intervention group, coaching teachers, leading a professional learning community, working with the administration, and other relevant experiences. Begins plans for offering 6-9 hours of graduate coursework (one class per quarter) for special education teachers in the district. Collaborates with National Louis University on the process and ensures that course syllabi are prepared prior to the first training class for special education teachers. Page 8 of 9

9 Presents awareness sessions on the model to schools within the district and works with Reading Recovery teacher leaders and building administrators on school plans and other transitional processes to prepare the school for a quality CIM implementation. Attends CIM Summer Institute (in Year 1), annual Illinois Reading Recovery Comprehensive Literacy Conference, and UALR Spring Literacy Academy. Collaborates with Reading Recovery teacher leaders and teachers to prepare an annual report on the SPSE model in the district and shares information with all stakeholders, including the CIM University Training Center at National Louis University. Attends all required professional development at the NLU Training Center for as long as the district remains a CIM site. Spotlights and advocates for the CIM with parents, staff, district administrators, and school board members. SPSE Coach Signature Date Please forward the completed application form, commitment forms, applicant s vita, photocopy of transcripts and $1000 non-refundable deposit payable to National Louis University by June 30, 2013 to: Dr. Mary Ann Poparad, Director and University Trainer National Louis University Reading Recovery Center 850 Warrenville Road Lisle, IL Mary.Poparad@nl.edu Phone and Fax: Page 9 of 9