Handbook for the Graduate Literacy Program & Portfolio Preparation Guide ADELPHI UNIVERSITY SCHOOL OF EDUCATION Issue Date: October, 2011
Literacy Program Portfolio Handbook 3 Handbook for the Graduate Literacy Programs Literacy Faculty Dr. Judith Cohen Dr. Tara Concannon-Gibney Dr. Evelyn O Connor, Program Director Prof. Maryellen Rafferty, Director of the Literacy Center Dr. Lori Wolf Please direct comments and questions regarding this Handbook to: Evelyn O Connor, Ph.D. Associate Professor School of Education, Harvey Hall Adelphi University 1 South Avenue Garden City, NY 11530 eoconnor@adelphi.edu
Literacy Program Portfolio Handbook 4 Table of Contents Introduction... 5 Pedagogical knowledge base for Literacy Practitioners in the Graduate Literacy Education Program...6 Alignment of the Knowledge Base for the Graduate Literacy Education Program with the Adelphi Conceptual Framework...7 Literacy Program Entry Requirements... 8 Programs of Study in Literacy... 9 Master of Science Degree in Literacy (B-12)...9 *Note: This is a suggested program and can be adjusted based on a candidate s needs....10 Master of Science Degree in Literacy (B-6)...11 Advanced Certificate in Literacy (B-12)...15 Advanced Certificate in Literacy (B-6)...17 Advanced Certificate in Literacy (5-12)...19 Alpha Upsilon Alpha Honor Society... 23 The Literacy Center... 25 The Electronic Literacy Portfolio... 26 Beginning of Program (Initial Stage) ELY 600/601... 27 Middle of the Program (Transitional Stage) ELY 751... 27 End of the Program (Summative Stage) ELY 810/801... 27 Section 1: Introduction... Section 2: Literacty Standards... Section 3: School of Education Conceptual Framework Values... 31 Section 4: Reflections on Professional Growth (Reflective Exit Essay)... Getting Your Portfolio Reviewed... Rubric for Literacy Program Portfolio (efolio)... 34 IRA Standards (revised 2010)... 39
Literacy Program Portfolio Handbook 5 Introduction Welcome to the Graduate Literacy programs! This Handbook will provide you with general information about our programs and answer some of the questions that you might have. If you are pursuing certification as a literacy specialist, your preparation is our collaborative responsibility. Through intensive academic coursework and supervised field experiences, combined with reflection and advisement, our goal in the Graduate Literacy Program is to help you become an effective, informed, professional, capable of making a strong contribution to students literacy. We seek to inspire your life-long professional development. Adelphi University Master's Degree and Advanced Certificate programs in Literacy are designed to offer an integrated, theoretically grounded view of literacy that addresses the needs of students and teachers in diverse communities. We believe that capable readers and writers are empowered to lead productive and enjoyable lives. The Literacy faculty focuses on preparing graduate candidates for their careers as classroom teachers, interventional literacy teachers, clinicians, supervisors, and coordinators of literacy in school districts who can improve teaching and learning and who can work with individual students at all levels. To provide an excellent education for you we promote rigorous scholarship and research contextualized learning and service in school and community setting and opportunities for critical reflection on the role of literacy in society and our responsibilities as educators. The Adelphi Literacy program's knowledge base and practices are consistent with the International Reading Association Standards and New York State regulations. Completion of the course work will lead to New York State certification as Literacy Specialist (formerly titled "Reading Teacher"). Students who complete our program requirements will be recommended for New York State certification as Literacy Specialists, pending the results of the NYSTCE Literacy examination and satisfaction of any other requirements from New York State. Adelphi University s Literacy program has been nationally recognized by the International Reading Association (IRA) and NCATE (CAEP) for its high quality. Our program was developed to prepare you for the demanding role of a literacy specialist, as defined in IRA s Standards for Reading Professionals, Revised 2010. http://www.reading.org/resources/issues/reports/professional_standards.html.
Literacy Program Portfolio Handbook 6 Pedagogical knowledge base for Literacy Practitioners in the Graduate Literacy Education Program The importance of the quality of the literacy teacher and literacy specialist cannot be over emphasized. Research documents that teacher effectiveness is the key to students' literacy achievement: Literacy teachers and specialists can make a difference to the children they see each day in schools, When teachers and the children they work with are well educated and literate, they are empowered. Our position is that one single view cannot provide enough insight needed to support all students as they become literate. We therefore critically endorse many views, and seek diversity in all aspects of professional practice. We offer many avenues for candidates to address diversity through experiences in the classroom and field, and through the selection of texts and literature. An important feature of the program is its multi-disciplinary perspective that reflects the view that one perspective alone cannot provide the insights and understandings needed to support literacy development for all people. Literacy specialists are expected to fulfill many roles required by the instructional demands of today's schools including: interventional teachers, diagnosticians, researchers, curriculum developers and reformers, mentors, consultants, and as resources to classroom teachers, special educators, and families. Consequently, literacy specialists are now assuming leadership roles in their schools. We fully expect that our literacy graduates will become instructional leaders by their ability to: use theoretical and research based knowledge of language acquisition, and child through adolescent development; be cognizant and sensitive to the multiple needs of the diverse learners in their schools including: special education needs, second language needs, physical and health needs, cultural factors, psycho-social factors and environmental needs; use knowledge of and practice with a variety of on-going and instructionally based assessment approaches used to inform and customize instruction; use knowledge of best practices and support materials needed to organize, manage, and teach both reading and writing strategies as well as all language arts to children from childhood through adolescence including: decoding strategies, fluency, vocabulary development, comprehension strategies, application of literacy skills to content learning, writing through a process approach, metacognitive awareness, and study and learning strategies; collaborate and coach colleagues to promote best practices instruction for all students create opportunities so that students come to appreciate that reading and writing can provide personal usefulness, growth and enjoyment throughout their lives; use knowledge of best practices used to address the needs of those students who struggle with literacy; create instruction that balances direct teaching of literacy strategies with authentic and literaturebased reading and writing opportunities; work as instructional team members to advocate for students with literacy and learning needs; partner with and provide resources for the students they teach and their families to enhance the home-school connection and nurture literacy growth; apply technology to maximize the instructional opportunities for literacy development Therefore, the courses in the Adelphi University graduate programs in Literacy are designed to prepare literacy specialists to clearly communicate goals and learning expectations to students, parents, colleagues and stakeholders, to relate learner characteristics to learning strategies through careful selection of teaching methods and materials, to effectively plan and carry out instruction, to monitor progress and evaluate impact through a variety of assessments, to provide a literate climate that fosters literate behaviors, and to use research as a tool for informing instruction and reflectively examining one's own practice.
Literacy Program Portfolio Handbook 7 Alignment of the Knowledge Base for the Graduate Literacy Education Program with the Adelphi Conceptual Framework The Literacy Education Program is committed to the development of literacy educators who are able to incorporate the following values in their professional roles which are described in the Conceptual Framework of the Ruth S. Ammon School of Education: SCHOLARSHIP: Scholars who understand and inquire into the nature of teaching and learning and reflect upon professional practice. They: o know philosophies, theories, and exemplary models of practice for literacy instruction; o possess knowledge of the reading process, language development, diversity, cognition, and learning; o understand and demonstrate knowledge of both formal and informal assessment principles and techniques and use them as a basis to inform instruction; o demonstrate knowledge of appropriate instructional strategies; o are effective communicators who share information about literacy and literacy related issues with colleagues, parents, and the public; o are technologically literate and know how technology facilitates learning and enhances literacy. REFLECTIVE PRACTICE: Reflective Practitioners who model a commitment to lifelong learning and literacy development. They: o possess the interpersonal skills and dispositions to work cooperatively and collaboratively with colleagues their students and students families; o are committed to renewal and best practice in the schools. SOCIAL JUSTICE: Agents of Social Justice who understand and are committed to the moral and ethical responsibilities of those who work in the school. They: o believe in the educability of all children; o seek to ensure and advocate for equitable learning opportunities for every student. INCLUSIVE COMMUNITY: Creators of Inclusive Communities who model respect for individual differences and an appreciation of the worth and well-being of each individual. They: o plan instruction with awareness and sensitivity to issues of class, gender, race, religion, ethnicity, sexual orientation, cultural background and special needs; o work to foster an appreciation of diversity among students, colleagues, and parents. WELLNESS: Appreciators of Wellness who understand how the mind and body influence each other. They: o consider the holistic needs of each student when planning instruction; o connect physical and mental well-being as integral to education. CREATIVITY & THE ARTS: Creators of Imaginative Possibilities who possess the skills and dispositions necessary to create literacy environments that stimulate critical thinking and inquiry. They: o o can organize and plan effective literacy programs for the classroom, school, and district levels; instill an enthusiasm in others for the delights and rewards of literacy acquisition and development.
Literacy Program Portfolio Handbook 8 Literacy Program Entry Requirements Applications to the Literacy programs follow the same procedure as do all applications for graduate study at Adelphi University and the School of Education. Directions for applying to the Literacy programs are available on the Adelphi University website, www.adelphi.edu. As an advanced certification program Teaching Certification recognized by New York State is required for acceptance into the literacy programs. A new addition to the School of Education offerings is the Certificate of Advanced Graduate Study [CAGS] in Literacy, designed for those who already hold a master s degree in a related teaching area and who want to obtain New York State literacy certification. The Certificate does NOT require completion of the full master s degree program in Literacy and is an intensive and accelerated route to obtaining literacy certification. For either the Master s Degree or the CAGS, candidates select one of three (3) programs leading to New York State certification in either (1) Birth-Grade 6; (2) Grades 5-12; or (3) a combined program Birth-Grade-12. Candidates are encouraged to seek individual advisement to plan an appropriate program of study. The New York State Teacher Certification exams are required for New York State certification in Literacy even for those who have passed other state examinations.
Literacy Program Portfolio Handbook 9 Programs of Study in Literacy Up to 6 credits of recent graduate study may be transferred into any of the graduate literacy programs by the candidate s application and at the discretion of the Program Director. Master of Science Degree in Literacy (B-12) 42 credit program leading to certification Birth through Grade 12 NYS Teaching Certification in a teaching area is required for entrance into this program of study. The New York State Teacher Certification exams are required for certification in Literacy even for those who have passed other state examinations such as the NTE for prior certification. PREREQUISITE COURSE: 0810-600 Introduction to Special Ed. or equivalent course at either undergraduate or graduate level CORE REQUIREMENTS (3 credits each) 0802-600 Literacy and Research: Inquiry I 0802-602* The Reading-Writing Connection (10 hrs) 0802-603* Literacy in the Middle and Secondary Schools (10 hrs) 0802-750* Assessing and Addressing Literacy Needs I (10 hrs) 0802-751* Assessing and Addressing Literacy Needs II (10 hrs) 0802-753/755* Practicum in Literacy I (34 hrs) 0802-754/756* Practicum in Literacy II (26 hrs) 0802-810 Literacy and Research: Inquiry II DIRECTED ELECTIVES (3 credits each) 0802-521 Literature for Young Adults 0802-545 Children s Literature 0802-653 Literacy and Culture 0802-800* Organizing, Supervising and Reforming Literacy Programs (3 hrs) *Requires Fieldwork specific field assignments are specified in each course. Note: If you are currently teaching in a classroom, you may be able to use those hours to fulfill fieldwork requirements. Electives: (6 credits by Advisement)
Literacy Program Portfolio Handbook 10 Degrees are conferred three times per year: May, August and January. All students must apply for graduation. Certification: You must apply for state certification at the start of your last semester. You can apply for graduation and certification online through the Adelphi University website. As specified by NYS the following are also required for certification: Child Abuse Seminar Violence Prevention Seminar Content Specialty Test Literacy A maximum of 6 graduate credits from another school may be accepted for transfer upon approval. Transfer courses must have been completed within the last five years prior to admission to the program. Suggested Course Sequence for the B-12 Literacy Master s Program* Semester 1 Semester 2 Semester 3 (summer) 600 Literacy and Research I 602 Reading and Writing Connection 750 Assessing and Addressing I 603 Literacy in Middle and Secondary Schools Take 2 electives or Elective and 545 (Children s Literature) Semester 4 Semester 5 Semester 6 (summer) 751 Assessing and Addressing II 521 - Literature for Young Adults 800 Organizing, Supervising and Reforming Literacy 653 Literacy and Culture Elective or 545 753/755 Practicum Semester 7 754/756 Practicum 810 Literacy and Research II *Note: This is a suggested program and can be adjusted based on a candidate s needs.
Literacy Program Portfolio Handbook 11 Master of Science Degree in Literacy (B-6) 36 credit program leading to certification Birth through Grade 6 NYS Teaching Certification in a teaching area is required for entrance into this program of study. The New York State Teacher Certification exams are required for certification in Literacy even for those who have passed other state examinations such as the NTE for prior certification. PREREQUISITE COURSE: 0810-600 Introduction to Special Ed. or equivalent course at either undergraduate or graduate level CORE REQUIREMENTS (3 credits each) 0802-600 Literacy and Research: Inquiry I 0802-602* The Reading-Writing Connection (10 hrs) 0802-750* Assessing and Addressing Literacy Needs I (10 hrs) 0802-751* Assessing and Addressing Literacy Needs II (10 hrs) 0802-753/755* Practicum in Literacy I (34 hrs) 0802-754/756* Practicum in Literacy II (26 hrs) 0802-810 Literacy and Research: Inquiry II DIRECTED ELECTIVES (3 credits each) 0802-545 Children s Literature 0802-653 Literacy and Culture 0802-800* Organizing, Supervising and Reforming Literacy Programs (3 hrs) *Requires Fieldwork specific field assignments are specified in each course. Note: If you are currently teaching in a classroom, you may be able to use those hours to fulfill fieldwork requirements. Electives: (6 credits by Advisement) Degrees are conferred three times per year: May, August and January. All students must apply for graduation. Certification: You must apply for state certification at the start of your last semester. You can apply for graduation and certification online through the Adelphi University website.
Literacy Program Portfolio Handbook 12 As specified by NYS the following are also required for certification: Child Abuse Seminar Violence Prevention Seminar Content Specialty Test Literacy A maximum of 6 graduate credits from another school may be accepted for transfer upon approval. Transfer courses must have been completed within the last five years prior to admission to the program. Suggested Course Sequence for the B-6 Literacy Master s Program* Semester 1 Semester 2 Semester 3 (summer) 600 Literacy and Research I 602 Reading and Writing Connection 750 Assessing and Addressing I 653 Literacy and Culture Take 2 electives or Elective with 545 (Children s Literature) Semester 4 Semester 5 Semester 6 (summer) 751 Assessing and Addressing II 800 Organizing, Supervising and Reforming Literacy 753/755 Practicum 810 Literacy and Research II Elective or 545 754/756 - Practicum *Note: This is a suggested program and can be adjusted based on a candidate s needs.
Literacy Program Portfolio Handbook 13 Master of Science Degree in Literacy (5-12) 36 credit program leading to certification Grade 5 through Grade 12 NYS Teaching Certification in a teaching area is required for entrance into this program of study. The New York State Teacher Certification exams are required for certification in Literacy even for those who have passed other state examinations such as the NTE for prior certification. PREREQUISITE COURSE: 0810-600 Introduction to Special Ed. or equivalent course at either undergraduate or graduate level CORE REQUIREMENTS (3 credits each) 0802-600 Literacy and Research: Inquiry I 0802-603* Literacy in the Middle & Secondary Schools (10 hrs) 0802-750* Assessing and Addressing Literacy Needs I (10 hrs) 0802-751* Assessing and Addressing Literacy Needs II (10 hrs) 0802-753/755* Practicum in Literacy I (34 hrs) 0802-754/756* Practicum in Literacy II (26 hrs) 0802-810 Literacy and Research: Inquiry II DIRECTED ELECTIVES (3 credits each) 0802-521 Literature For Young Adults 0802-653 Literacy and Culture 0802-800* Organizing, Supervising and Reforming Literacy Programs (3 hrs) *Requires Fieldwork specific field assignments are specified in each course. Note: If you are currently teaching in a classroom, you may be able to use those hours to fulfill fieldwork requirements. ELECTIVES: (6 credits by Advisement) Degrees are conferred three times per year: May, August and January. All students must apply for graduation. Certification: You must apply for state certification at the start of your last semester. You can apply for graduation and certification online through the Adelphi University website.
Literacy Program Portfolio Handbook 14 As specified by NYS the following are also required for certification: Child Abuse Seminar Violence Prevention Seminar Content Specialty Test Literacy A maximum of 6 graduate credits from another school may be accepted for transfer upon approval. Transfer courses must have been completed within the last five years prior to admission to the program. Suggested Course Sequence for the 5-12 Literacy Master s Program* Semester 1 Semester 2 Semester 3 (summer) 600 Literacy and Research I 603 Literacy in Middle and Secondary Schools 750 Assessing and Addressing I 653 Literacy and Culture Take 2 electives or Elective with 521 (Literature for Young Adults) Semester 4 Semester 5 Semester 6 (summer) 751 Assessing and Addressing II 800 Organizing, Supervising and Reforming Literacy 753/755 Practicum 810 Literacy and Research II Elective or 521 754/756 - Practicum *Note: This is a suggested program and can be adjusted based on a candidate s needs.
Literacy Program Portfolio Handbook 15 Advanced Certificate in Literacy (B-12) 24 credit program leading to certification Birth through Grade 12 NOTE: Candidate MUST hold a related area Master s Degree AND New York State Certification (OR be eligible for same within the program s term) to complete the Advanced Certification Program. Prerequisite Course: 0810-600 Introduction to Special Ed. or equivalent course at either undergraduate or graduate level CORE REQUIREMENTS *Requires Fieldwork specific field assignments are specified in each course. Note: If you are currently teaching in a classroom, you may be able to use those hours to fulfill fieldwork requirements. 0802-601 2 cr Seminar in Literacy I (prior or coreq w/750) 0802-602* 3 cr The Reading-Writing Connection (10 hrs) IF 602 WAIVED, MUST SUBSTITUTE ALTERNATIVE LITERACY COURSE 0802-603* 3 cr Literacy in the Middle and Secondary Schools (10 hrs) IF 603 WAIVED, MUST SUBSTITUTE ALTERNATIVE LITERACY COURSE 0802-750* 3 cr Assessing and Addressing Literacy Needs I (10 hrs) 0802-751* 3 cr Assessing and Addressing Literacy Needs II (10 hrs)** 0802-753/755 3 cr Practicum in Literacy I (34 hrs) 0802-754/756 3 cr Practicum in Literacy II (26 hrs) 0802-800* 3 cr Organizing, Supervising and Reforming Literacy Programs (3 hrs) 0802-801 1 cr Seminar in Literacy II (not before 753) Candidate must supply documentation of coursework in Children s Literature or Literature For Young Adults, AND in cultural aspects of literacy.
Literacy Program Portfolio Handbook 16 **PREREQUISITES APPLY TO SEQUENTIAL COURSES 751,753/755. 754/756 CANDIDATE ASSUMES FULL RESPONSIBLITY FOR ALL TUITION AND FEES INCURRED. CANDIDATE ASSUMES ALL RESPONSIBILITY FOR SUPPLYING OFFICIAL DOCUMENTATION, AND FOR MEETING ALL CERTIFICATION REQUIREMENTS AS OF THE DATE OF PROGRAM COMPLETION. Degrees are conferred three times per year: May, August and January. All students must apply for graduation. The deadline for applying for graduation can be found on the Adelphi University website; Office of the University Registrar; Graduation Information. As specified by NYS the following are also required for certification: Child Abuse Seminar Completed Seminar on Violence Prevention Completed C.S.T. Literacy Completed A maximum of 6 credits may be accepted for transfer upon approval and completed within the last five years prior to admission to the program. Suggested Course Sequence for the B-12 Advanced Certificate Program Semester 1 Semester 2 Semester 3 Semester 4 601 Seminar in Literacy I 750 Assessing and Addressing I 602 Reading and Writing Connection 751 Assessing and Addressing II 603 - Literacy in Middle and Secondary Schools 753 Practicum 800 Organizing, Supervising and Reforming Literacy 753 Practicum 801 - Seminar in Literacy II *Note: This is a suggested program and can be adjusted based on a candidate s needs.
Literacy Program Portfolio Handbook 17 Advanced Certificate in Literacy (B-6) 18 credit program leading to certification Birth through Grade 6 NOTE: Candidate MUST hold a related area Master s Degree AND New York State Certification (OR be eligible for same within the program s term) to complete the Advanced Certification Program. Prerequisite Course: 0810-600 Introduction to Special Ed. or equivalent course at either undergraduate or graduate level CORE REQUIREMENTS *Requires Fieldwork specific field assignments are specified in each course. Note: If you are currently teaching in a classroom, you may be able to use those hours to fulfill fieldwork requirements.. 0802-601 2 cr Seminar in Literacy I (prior or coreq w/750) 0802-602* 3 cr The Reading-Writing Connection (10 hrs) IF 602 WAIVED, MUST SUBSTITUTE ALTERNATIVE LITERACY COURSE 0802-750* 3 cr Assessing and Addressing Literacy Needs I (10 hrs) 0802-751* 3 cr Assessing and Addressing Literacy Needs II (10 hrs)** 0802-753/755 3cr Practicum in Literacy I (34 hrs) 0802-800* 3 cr Organizing, Supervising and Reforming Literacy Programs (3 hrs) 0802-801 1 cr Seminar in Literacy II (not before 753) Candidate MUST supply documentation of coursework in Children s Literature AND in cultural aspects of literacy. **PREREQUISITES APPLY TO SEQUENTIAL COURSES 751, & 753/755. CANDIDATE ASSUMES FULL RESPONSIBLITY FOR ALL TUITION AND FEES INCURRED. CANDIDATE ASSUMES ALL RESPONSIBILITY FOR SUPPLYING OFFICIAL DOCUMENTATION, AND FOR MEETING ALL CERTIFICATION REQUIREMENTS AS OF THE DATE OF PROGRAM COMPLETION.
Literacy Program Portfolio Handbook 18 Degrees are conferred three times per year: May, August and January. All students must apply for graduation. The deadline for applying for graduation can be found on the Adelphi University website; Office of the University Registrar; Graduation Information. As specified by NYS the following are also required for certification: Child Abuse Seminar Completed Seminar on Violence Prevention Completed C.S.T. Literacy Completed A maximum of 6 credits may be accepted for transfer upon approval and completed within the last five years prior to admission to the program. Suggested Course Sequence for the B-6 Advanced Certificate Program* Semester 1 Semester 2 Semester 3 601 Seminar in Literacy I 750 Assessing and Addressing I 602 Reading and Writing Connection 751 Assessing and Addressing II 800 Organizing, Supervising and Reforming Literacy 753 Practicum 801 - Seminar in Literacy II *Note: This is a suggested program and can be adjusted based on a candidate s needs.
Literacy Program Portfolio Handbook 19 Advanced Certificate in Literacy (5-12) 18 credit program leading to certification Grade 5 through Grade 12 NOTE: Candidate MUST hold a related area Master s Degree AND New York State Certification (OR be eligible for same within the program s term) to complete the Advanced Certification Program. Prerequisite Course: 0810-600 Introduction to Special Ed. or equivalent course at either undergraduate or graduate level CORE REQUIREMENTS *Requires Fieldwork specific field assignments are specified in each course. Note: If you are currently teaching in a classroom, you may be able to use those hours to fulfill fieldwork requirements. 0802-601 2 cr Seminar in Literacy I (prior or coreq w/750) 0802-603* 3 cr Literacy in the Middle & Secondary Schools (10 hrs) IF 603 WAIVED, MUST SUBSTITUTE ALTERNATIVE LITERACY COURSE 0802-750* 3 cr Assessing and Addressing Literacy Needs I (10 hrs) 0802-751* 3 cr Assessing and Addressing Literacy Needs II (10 hrs)** 0802-753/755 3 cr Practicum in Literacy I (34 hrs) 0802-800* 3 cr Organizing, Supervising and Reforming Literacy Programs (3 hrs) 0802-801 1 cr Seminar in Literacy II (not before 753) Candidate must supply documentation of coursework in Literature for Young Adults AND in cultural aspects of literacy. **PREREQUISITES APPLY TO SEQUENTIAL COURSES 751 & 753/755. CANDIDATE ASSUMES FULL RESPONSIBLITY FOR ALL TUITION AND FEES INCURRED. CANDIDATE ASSUMES ALL RESPONSIBILITY FOR SUPPLYING OFFICIAL DOCUMENTATION, AND FOR MEETING ALL CERTIFICATION REQUIREMENTS AS OF THE DATE OF PROGRAM COMPLETION.
Literacy Program Portfolio Handbook 20 Degrees are conferred three times per year: May, August and January. All students must apply for graduation. The deadline for applying for graduation can be found on the Adelphi University website; Office of the University Registrar; Graduation Information. As specified by NYS the following are also required for certification: Child Abuse Seminar Completed Seminar on Violence Prevention Completed C.S.T. Literacy Completed A maximum of 6 credits may be accepted for transfer upon approval and completed within the last five years prior to admission to the program. Suggested Course Sequence for the 5-12 Advanced Certificate Program* Semester 1 Semester 2 Semester 3 601 Seminar in Literacy I 750 Assessing and Addressing I 603 Literacy in Middle and Secondary Schools 751 Assessing and Addressing II 800 Organizing, Supervising and Reforming Literacy 753 Practicum 801 - Seminar in Literacy II *Note: This is a suggested program and can be adjusted based on a candidate s needs.
Literacy Program Portfolio Handbook 21 Recommended Electives for Literacy Students Note: Other electives can be chosen with advisor s approval and elective courses may be added to this list each semester Literacy 802-521 Literature for Young Adults 802-545 Children s Literature Any Literacy Special Topic Class Bilingual Education 804-601 Tesol 1: Developing Literacy and Language Arts Skills in the ESL Classroom 804-610 Methods & Materials in Bilingual Education: Content Area Considerations 804-611 Methods of Teaching Literacy & Native Language Arts in the Bilingual Classroom 804-720 Assessment Considerations for E S L and Bilingual Populations 804-721 Theories of Second Language Acquisition Socio Cultural Considerations Early Childhood 814-551 Speech and Language Development 814-655 Children s Play: A Source of Development and Learning 814-660 Assessment, Observation and Documentation in Early Childhood Settings 814-665 Artistic and Creative Expression in Young Children Early Childhood Special Education 820-600 Introduction to Inclusive Early Intervention: Infants/ Toddlers 820-610 Creating and Maintaining Family Partnerships: INF/Pre-Schools 820-620 Inclusive Early Childhood Special Education: Preschool thru Primary 820-700 Authentic Infant and Early Childhood Identity Assessment and Progress Evaluation Special Education 810-540 Introduction to Autism Spectrum Disorders 810-541 Managing Inclusive Environments 810-600 Introduction to Special Education 810-620 Technology and Instruction 810-705 Team Collaboration
Literacy Program Portfolio Handbook 22 Technology 806-501 Digital Literacies 806-613 Teaching with social media 806-620 Educator's multimedia studio (prerequisite 806-501)
Literacy Program Portfolio Handbook 23 Grading Policy Candidates must maintain a B average. If a candidate receives a grade of C+ or lower in a course, the candidate will be put on probation. Any candidate that receives a second C+ or lower will be dismissed from the program. If a candidate receives a grade of C+ or lower in the practicum it could result in dismissal from the program. Writing Expectations Writing is an important skill for literacy candidates to possess and a professional level of writing ability is expected of all literacy program candidates. Candidates writing ability will be initially assessed in ELY 600/601 by a written response to a current education article. The literacy faculty will meet as a group and evaluate the essays. If a candidate is identified as having some difficulties in writing, he/she will be referred to the Writing Center or required to take coursework to address the area(s) of concern. In addition, referrals to the Writing Center may be made at any time during the candidate s program if the professor sees cause. Candidates will be required to attend the Writing Center after a referral is made. If a candidate continues to exhibit significant problems with professional writing, an individual contract will be created for the candidate at any point in the program to address the issue(s). A candidate s progress in the program can be interrupted to address a significant issue with writing.
Literacy Program Portfolio Handbook 24 Alpha Upsilon Alpha Honor Society Alpha Upsilon Alpha, the honor society of the International Reading Association, recognizes and encourages scholarship, the development of personal and professional leadership qualities, and service to the field of reading--with special emphasis at the undergraduate and graduate student levels. Established in 1985, the honor society derives its name from the Greek words Anagnosis (reading), Upotrophia (scholarship), and Archon (leadership). The motto, which is attributed to Horace, says it all, "Lege sapere aude" -- Read, dare to be wise. Benefits of membership: A sense of scholarly accomplishment in the field of reading/language arts is the primary intrinsic benefit; however, there are also extrinsic reasons to belong to Alpha Upsilon Alpha. Members are acknowledged for having excelled in their chosen field of study, and by actively participating, members become professionally committed to the importance of reading/language arts in education. Finally, including membership on resumes and vitas shows prospective employers a strong commitment to the importance of literacy in education as well as recognition of scholarly work. In 2003, the Literacy Graduate program of Adelphi University's School of Education was granted a charter for the Beta Theta Chapter of Alpha Upsilon Alpha. Each fall the Literacy Program sponsors a member initiation ceremony at which new candidates and current members pledge to uphold the Society's objectives. Membership is invited based on a qualifying GPA of 3.5 and above, a minimum of 18 graduate credits completed in Literacy, faculty and professional recommendations. Membership is also open to alumni of the Adelphi graduate Literacy program, and to faculty of the School of Education. Applications for membership are by invitation from the Literacy Program. Requests may also be made to the Beta Theta Chapter Advisor or to the President. Membership in the International Reading Association is required for membership in Alpha Upsilon Alpha. Beta Theta Chapter Advisor: Dr. Tara Concannon-Gibney at concannon-gibney@adelphi.edu
Literacy Program Portfolio Handbook 25 The Literacy Center The Literacy Center at the main campus in Garden City provides literacy assessment and instruction for students entering grades one through twelve who are experiencing difficulties in reading and/or writing. This includes decoding, fluency, vocabulary, comprehension, writing, and study skills. The Literacy Center in Garden City functions as one of the practicum sites for the Literacy Program. All candidates are required to take the first practicum course (ELY 753) at the Literacy Center in Garden City. Because we believe in providing service directly to school districts, we have established literacy centers at several different school sites. Therefore, it is possible that a second practicum experience (ELY 754) will be located in a cooperating school district close to campus, or in Garden City. The standards, requirements, and level of supervision are consistent regardless of the location of the practicum experience. Under faculty supervision at the Literacy Center, candidates in the Literacy individually evaluate each applicant prior to commencing instructional sessions. The evaluation includes a combination of formal and informal assessments, personal interviews, and writing samples. With faculty support, the candidate develops an individualized plan to meet the specific literacy needs of each student. Based on all aspects of the evaluation, students are placed in either a small group (no more than four students) or in an individual setting. Conferences inform parents of progress and provide recommendations for support at home. Instruction at the literacy center incorporates instructional technology and a wide variety of methodological approaches chosen to meet students individual needs and level of development. The Literacy Center operates during fall, spring, and summer semesters on the Garden City campus. The Literacy Center also may operate on-site in a school district and when the Literacy Center is located on-site in a school district, it follows the local school district calendar. During the fall and spring semesters, classes meet for twenty, forty-five minute instructional sessions twice a week, either Monday and Wednesday, or Tuesday and Thursday. Sessions begin at 4:30 PM and 5:30 PM. In addition, Saturday classes are available; a single, ninety-minute session will be held per week. Starting times are at 8:30 AM and at 10:15 AM. The summer session meets five days a week during the month of July. The fifty-minute sessions begin at 8:00 AM, 9:00 AM, 11:00 AM and at 12:00 PM. Saturday classes are not available during the summer session. Students must pre-register the semester before enrolling in the practicum and a clearance for practicum is required while students are enrolled in Literacy 751.The specific requirements of the practicum clearance will be explained in Literacy 751, but it includes a mid-program or transitional review of the candidate s electronic portfolio and progress through pre-requisite courses. In some instances if a candidate is deemed not ready for the practicum experience, an individual contract is developed to address the candidates area(s) of deficiency. The Literacy Center is located in the lower level of Chapman Hall. For more information, contact Professor Maryellen Rafferty, Director (rafferty@adelphi.edu). (516) 877-4414, Fax (516) 877-4435
Literacy Program Portfolio Handbook 26 The Electronic Literacy Portfolio The Electronic Literacy Portfolio is a longitudinal project designed to demonstrate growth of candidates as literacy educators and reflective practitioners. The satisfactory completion of a literacy portfolio is a requirement for all of the graduate literacy programs. The literacy portfolio offers evidence of candidates literacy accomplishments and encourages reflection about learning and growth. The portfolio documents learning and teaching, so that a reader/viewer of the portfolio understands how a candidate thinks about herself as an educator, and the ideals valued both as a learner and literacy specialist. The electronic format for the portfolio demonstrates that the candidate has technical capabilities to create and maintain work using different aspects of technology. While the graduate literacy program requires candidates to create and maintain this electronic version of a program portfolio, it is hoped that candidates will continue to keep the electronic portfolio updated for professional development, teaching interviews and especially for continued self-reflection on growth and accomplishments. The electronic portfolio is a documentation of how each candidate has attained competency in the professional standards for literacy educators published by the International Reading Association (2010). The electronic portfolio is a reflection and documentation of the experiences that are both meaningful and exemplary in professional development. The portfolio should include work from the Literacy program and from the candidate s teaching career. Each entry should be accompanied by a commentary (called an annotation or reflection) that explains why the entry was selected for the portfolio. Creating a portfolio that embodies the values of Adelphi s Conceptual Framework and the Standards for Reading Professionals is discussed during the initial Literacy seminar (ELY 600 or ELY 601). Candidates are also encouraged to revise and update their portfolios each semester and contact their Literacy advisor for continual guidance in the compilation of the portfolio. This portfolio will become a reflection of the candidate as a literacy educator. The portfolio will be reviewed by literacy faculty at three points to evaluate if the candidate has been making appropriate progress. The portfolio is reviewed during the initial course (ELY 600/601), prior to enrollment in the Literacy Practicum (called a transitional review) while enrolled in Assessing and Addressing Literacy Needs II (ELY 751) and at program completion (ELY 810/801). In summary, there are several purposes for the Literacy electronic portfolio: to document progress in the Adelphi University Literacy program, to create a document that can be used in obtaining employment, and to demonstrate that candidates meet the appropriate professional standards and goals. Additionally, keeping a portfolio can assist in being reflective at different stages of coursework as well as in a teaching career. The literacy faculty anticipates that the process of creating a professional literacy portfolio will positively impact current teaching and future interactions with students, parents and colleagues.
Literacy Program Portfolio Handbook 27 Beginning of Program (Initial Stage) ELY 600/601 This stage is represented by establishing an electronic portfolio during the first stage in the Literacy graduate program in Literacy & Research (600) or Literacy Seminar I (601), in which a candidate creates the format for an online, an electronic portfolio, and begins to add course products and professional artifacts. An Artifact is any product or demonstration of work or ability and can come from course assignments, work in the schools, or written for the portfolio. Accompanying each artifact should be a reflective statement or annotation, explaining how a particular artifact (e.g. research literature review) represents the attainment of a particular IRA professional standard (e.g. Foundational Knowledge). Each aspect of the electronic portfolio will be detailed in the relevant courses with expectations for this stage of development. Middle of the Program (Transitional Stage) ELY 751 At this stage, candidates continue to add artifacts and reflections, referencing both the IRA standards and the Adelphi Conceptual Framework Core Values. Expectations for the electronic portfolio at Transitional Stage will be described both in Literacy 751, the relevant course, as well as below. Pre-practicum Clearance is required prior to admission to the first Practicum (ELY 753). During Literacy 751 each candidate must share the portfolio with her/his Literacy advisor who determines if the candidate has met the expectations of the portfolio as part of clearance for Practicum. End of the Program (Summative Stage) ELY 810/801 The Summative stage completes the portfolio in the Literacy graduate programs. This stage is assessed during Literacy & Research II (810), or Literacy Seminar II (801). In this stage candidates are responsible for demonstrating a thorough understanding of literacy teaching and learning, showing competence in each of the professional standards, evidencing growth over time, and adhering to the Conceptual Framework in a summative evaluation. Completion of the entire portfolio is both a program and course requirement. Content requirements and expectations will be reviewed in the relevant classes.
Literacy Program Portfolio Handbook 28 General Comments: Directions for the Livetext Eportfolio This is YOUR portfolio and should reflect YOU and the information you want it to contain. There is no right way to create the eportfolio, but the contents must reflect your professional attainment of both the IRA literacy standards as well as the values of the School of Education. Watch your spelling, language usage, word choice and grammar: Be sure to reread and edit your writing. Remember, you are a literacy professional and should demonstrate professional language skills. You can have someone read and review your writing before you submit it. I am happy and willing to review your e-folio prior to your final submission of it, but I expect that anything you send me demonstrates professional standards. [Note this information is accurate based on the Livetext portfolio format revised in summer 2010.] Directions for Creating a New Portfolio: Go into Livetext [college.livetext.com] A new Dashboard opens. Go to MY WORK section. Go to NEW DOCUMENT Go to 1. Choose a folder choose Adelphi University Program Portfolio Templates Go to 2. Choose a Template: choose Literacy Portfolio Outline summer 2010 The outline for the efolio should appear. Go to 3. Enter a title Literacy Portfolio Go to 4. Click on SAVE as a new document. Begin!
Literacy Program Portfolio Handbook 29 Section 1: Introduction A. Personal Introduction: This is your opening page and many students personalize it. Name, Contact Information (address, phone number, email address) Date of submission Photo/Picture/Illustration/Quotation B. Professional & Personal History: This is a narrative statement about you and your professional history. You should attach your resume in this section as well and indicate in the narrative that you ve done so. Remember that you are addressing a Professional Audience. It is recommended that you divide this section into your Personal History and your Professional History. C. Beliefs and Practices Statement: It is recommended that you divide this section into your General Beliefs and Practices in Education as well as a separate section on Literacy Beliefs and Practices. What is your philosophy of education and specifically in the field of literacy? How does what you do in your teaching and learning (and in the classroom and your work with students) reflect what you believe to be important regarding literacy development? (Suggestion: If you had to tell a parent, another professional, or school administrator what you believe is most important about teaching literacy, what would you say?) Be specific and detailed. Be sure to include the names and theories of well recognized experts in the field of education and literacy who have influenced your beliefs. If so, cite these sources.
Literacy Program Portfolio Handbook 30 Section 2: Literacy Standards In this section you are documenting your accomplishment of the professional standards that are published by the International Reading Association for literacy educators [revised in 2010]. When you begin this section, in your narrative you should acknowledge that you are aware of the 6 professional standards in Literacy that follow and that you will document your attainment of each standard. Begin the narrative for each standard with a statement that you understand the meaning of the standard and will attach artifacts (work samples from your courses, teaching, children s work, pictures, etc.) that demonstrate that you have attained the standard. Look at what each standard means and think about how you can show your accomplishment of EACH. You MUST explain how each attachment relates to and reflects the standard in the narrative that begins each standard. For example, if you want to document your knowledge of standard 3 Assessment, Diagnosis and Evaluation you might say something similar to this: I have learned both the theory and practice of formal and informal assessment procedures in my graduate courses. The attachment that follows is a report of an assessment of a child that demonstrates my ability to use informal assessment including: interest inventory, informal reading inventory, and an informal writing assessment. This informal assessment assisted me in developing a full understanding of this child s literacy profile and helped me to plan appropriate instruction. Read the description of each of the literacy standards in the eportfolio template and then below each standard that follows, list attachments and their relevance to the standard. [Note: When you complete the eportfolio in 810 a minimally acceptable portfolio will have 2 appropriate attachments for each literacy standard.] 1. Foundational Knowledge 2. Curriculum and Instruction 3. Assessment and Evaluation 4. Diversity 5. Literate Environment 6. Professional Learning and Leadership
Literacy Program Portfolio Handbook 31 Section 3: School of Education Conceptual Framework Values The School of Education faculty has agreed on 6 values that the faculty believe to be important for all educators. For each of these core values, indicate how it is relevant to you and how you apply each in your teaching. You should write a detailed essay giving examples of how each of these values applies to your teaching with emphasis on literacy teaching and learning. Specific examples are most helpful for demonstrating your application of these values in your work with students. You do not need to attach artifacts in this section. [Note: If you are not presently teaching, you can indicate how you expect to apply the value when you are teaching.] a. Scholarship b. Reflective Practice c. Social Justice d. Inclusive Community e. Wellness f. Creativity and the Arts (this includes the use of technology) Section 4: Reflections on Professional Growth (Reflective Exit Essay) This is the conclusion to your efolio and is very important. It will be developed when you complete the folio in Literacy 810/801.
Literacy Program Portfolio Handbook 32 Getting Your Portfolio Reviewed: When you complete your portfolio, or when you want feedback prior to finishing your portfolio it MUST be sent to the appropriate faculty member as a Reviewer. In Literacy 600/601 the COURSE INSTRUCTOR will review and grade you eportfolio as part of that course and as a program requirement. In Literacy 751 your ADVISOR reviews and approves your Transitional Eportfolio which is required in order to move on to Literacy 753 (Practicum 1). In Literacy 810/801 the COURSE INSTRUCTOR will review and grade you completed eportfolio as part of that course and as a program requirement. Directions: Go To: college.livetext.com Login: username and password New Dashboard opens Document View This should show your recent eportfolio Go to SEND FOR REVIEW Type in the name of your advisor The system should recognize the name you are typing in. Click on Submit for Review If the folio has been sent it will confirm this. Email me your advisor and indicate that you have submitted your eportfolio for review. Be sure to get feedback from your advisor early so that you can make the appropriate revisions. Reading the Reviewer s Comments: Once you have heard from your advisor that your folio has been reviewed, you should read the reviewer s comments and consider appropriate revision. Open to your Dashboard. Click on REVIEWS at the Top Click on SENT Your eportfolio should be listed and then click on it. The reviewer s comments should be visible.
Literacy Program Portfolio Handbook 33 Graduate Programs in Literacy Expectations for Eportfolio at Three Different Points of Assessment: 1) Beginning of Program- Literacy 600 or 601 2) Middle of Program (Transitional Stage for Approval for Clinical Sequence) - Literacy 751 3) End of Program (Summative E-Folio) Literacy 810 or 801 E-Folio Section Assessment Points 1 2 3 1) Introduction a) clip art/picture x x x b) id info 2) Personal History x x x 3) Professional History a) CV attached 4) Beliefs and Practices a) general philosophy of education with 2 theorists cited b) Literacy essay for certification grades; minimum of 2 theorists cited 5) Literacy Standards with Annotations a) minimum of 2 attachments for each standard b) required exhibits for each standard discussed in courses to include Literacy Profile and PD module 6) School of Ed Values a) detailed essay with literacy attachments b) attachments discretionary x x x x x x Draft Expanded draft x X 4 annotations x 1 attachment for each standard X First draft of all values completed X 3 values completed x 7) Exit Essay x X= completed x
Literacy Program Portfolio Handbook 34 Rubric for Literacy Program Portfolio (efolio) Based on International Reading Association Standards for Reading Professionals 2010. Literacy Elements: 1.1,1.2,1.3, 2.1,2.2,2.1, 3.1,3.2,3.3, 3.4, 4.1,4.2,4.3, 5.1,5.2,5.3,5.4, 6.1,6.2,6.3, 6.4 1. IRA Professional Standards: Selection of artifacts, annotations, and reflections EXCELLENT (3 pts) Excellent attachments and annotations are relevant and accurately explain the attachment. COMPETENT (2 pts) Fair attachments and annotations are brief or inconsistently explain the attachment UNACCEPTABLE (1 pt) Weak attachments, and annotations are not relevant or are unclear and do not explain the attachment Standard 1: Foundational Knowledge 1.1 Excellent understanding and ability to communicate about the major theories and related literacy research. Average understanding and ability to communicate about the major theories and related literacy research Poor understanding and inability to communicate the major theories and related literacy research 1.2 1.3 Standard 2: Instruction & Curriculum Excellent ability to interpret, summarize and share information about the historical knowledge base Excellent understanding and demonstration of fair-mindedness, empathy and ethical behavior regarding students and colleagues Average ability to interpret, summarize and share information about the historical knowledge base Average understanding and demonstration of fair-mindedness, empathy and ethical behavior regarding students and colleagues Poor ability to interpret, summarize and share information about the historical knowledge base Poor understanding and demonstration of fairmindedness, empathy and ethical behavior regarding students and colleagues 2.1 Excellent use of foundational knowledge to design and implement an integrated, comprehensive, and balanced curriculum for all learners in a collaborative process Average use of foundational knowledge to design and implement an integrated, comprehensive, and balanced curriculum for all learners with some collaboration Poor use of foundational knowledge to design and implement an integrated, comprehensive, and balanced curriculum for all learners without meaningful collaboration
Literacy Program Portfolio Handbook 35 2.2 2.3 Excellent use of evidence based, appropriate and varied instructional approaches to meet the needs of all students in decoding, comprehension, and writing Excellent use of a wide range of texts in various genre, traditional print and online resources, and ability to collaborate with colleagues in this regard Average use of evidence based instructional approaches to meet the needs of all students in decoding, comprehension, and writing Average use of a wide range of texts in various genre, traditional print and online resources and some ability to collaborate with colleagues in this regard Poor use of evidence based instructional approaches to meet the needs of all students in decoding, comprehension, and writing Poor use of texts in various genre, traditional print and online resources and no demonstration of ability to collaborate with colleagues in this regard Standard 3: Assessment, & Evaluation 3.1 3.2 3.3 Excellent understanding of the types of assessments, their purposes, strengths, and limitations within the context of district and state standards. Excellent ability to select, develop, administer, and interpret assessments. and effectively work with instructional teams. Excellent ability to use assessment information to plan and evaluate instruction Average understanding of the types of assessments, their purposes, strengths and limitations with some understanding of district and state standards. Average ability to select, develop, administer, and interpret assessments and some ability to work with instructional teams. Average ability to use assessment information to plan and evaluate instruction. Poor understanding of the types of assessments, their purposes, strengths and limitations without understanding district and state standards. Poor ability to select, develop, administer, and interpret assessments. and weak ability to work in instructional teams Poor ability to use assessment information to plan and evaluate instruction. 3.4 Excellent ability to communicate assessment results to a variety of audiences Average ability to communicate assessment results to a variety of audiences Poor ability to communicate assessment results to a variety of audiences Standard 4: Diversity 4.1 Excellent recognition, understanding and Average recognition, understanding and Poor recognition, understanding and
Literacy Program Portfolio Handbook 36 4.2 4.3 valuing of diversity and its importance in literacy development. Excellent use of curriculum and practices that positively impact students knowledge and valuing of diversity using a collaborative model Excellent development and implementation of strategies to advocate for equity with all stakeholders valuing of diversity and its importance in literacy development. Average use of curriculum and practices that positively impact students knowledge and valuing of diversity using some collaboration Average development and implementation of strategies to advocate for equity with some collaboration valuing of diversity and its importance in literacy development. Poor use of curriculum and practices that positively impact students knowledge and valuing of diversity with little or no use of collaboration Poor development and implementation of strategies to advocate for equity with little or no use of collaboration. Standard 5: Creating a Literate Environment 5.1 Excellent ability to design and use the physical environment to optimize students use of traditional and online literacy resources. Average ability to design and use the physical environment to optimize students use of traditional and online literacy resources. Poor ability to design and use the physical environment to optimize students use of traditional and online literacy resources. 5.2 Excellent ability to design and use a social environment that is secure, motivating, and supports students literacy development 5.3 5.4 Standard 6: Professional Learning & Leadership Excellent use of instructional routines for literacy teaching and learning Excellent use of a variety of classroom configurations to differentiate instruction. Average ability to design and use a social environment that is secure, motivating, and supports students literacy development Average use of instructional routines for literacy teaching and learning Average use of a variety of classroom configurations to differentiate instruction Poor ability to design and use a social environment that is secure, motivating, and supports students literacy development Poor use of instructional routines for literacy teaching and learning Poor use of a variety of classroom configurations to differentiate instruction Excellent demonstration Average demonstration of 6.1 of foundational knowledge foundation knowledge of Poor demonstration of foundation knowledge of
Literacy Program Portfolio Handbook 37 6.2 6.3 6.4 of adult learning and evidence-based practices regarding organizational change, professional development, and school culture. Excellent display of positive dispositions related to one s own literacy and pursuit of professional knowledge and behavior and display leadership Excellent leadership in evaluating and facilitating professional development programs with effective collaboration. Excellent understanding of and ability to influence policy decisions at local, state or national levels adult learning and evidence-based practices regarding organizational change, professional development, and school culture. Average display of positive dispositions related to one s own literacy and pursuit of professional knowledge and behavior with some demonstration of leadership Average leadership in evaluating and facilitating professional development programs with some evidence of collaboration. Average understanding of and ability to influence policy decisions at local, state or national levels. adult learning and evidence based practices regarding organizational change, professional development, and school culture. Poor display of positive dispositions related to one s own literacy and pursuit of professional knowledge and behavior without evidence of leadership. Poor leadership in evaluating and facilitating professional development programs without evidence of collaboration. Poor understanding of and inability to influence policy decisions at local, state or national levels
Literacy Program Portfolio Handbook 38 2. School of Education Core Values -Scholarship -Reflective Practice -Social Justice -Inclusive Communities -Wellnes -Creativity and Aesthetics Strong, appropriate application of core values to literacy teaching and learning. Clearly understands conceptual need for core values and consistently displays the application of the core values in literacy teaching. Inconsistent application of core values to literacy teaching and learning. Some understanding of conceptual need for core values and inconsistently displays the application of the core values in literacy teaching. Poor or inadequate application of core values to literacy teaching and learning. Inadequate understanding of the conceptual need for core values and infrequently displays the application of the core values in literacy teaching. 3. Technology Technology and media use demonstrate competence with some originality. Average attention to technology & media. Technology and/or media missing, incomplete or poorly done. 4. Composition & Mechanics The text is at a professional and competent level and is well organized; very few errors in grammar, capitalization, punctuation, and spelling requiring minor editing and revision. The text is difficult to read and/or has inappropriate organization; a number of errors in grammar, capitalization, punctuation, and spelling requiring editing and revision. The text is far below professional standards; poor organization and many errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision. 5. Overall Impression Interesting, appropriate, thoughtful, and relevant characteristics. Professional in appearance and strong content. Inconsistent in quality. Average in appearance and content less compelling. Not interesting, inappropriate and/or irrelevant characteristics. General appearance is of poor quality.
Literacy Program Portfolio Handbook 39 IRA Standards (revised 2010) 1-Foundational Knowledge IRA2003.1 IRA2003.1.1 IRA2003.1.2 IRA2003.1.3 Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. Understand major theories and empirical research that describe 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 connections). 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. 2-Curriculum and Instruction IRA2003.2 IRA2003.2.1 IRA2003.2.2 IRA2003.2.3 Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Use foundational knowledge to design and/or implement an integrated, comprehensive, and balanced curriculum. Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading/writing connections. Use a wide range of texts (narrative, expository, poetry, etc.) and traditional print and online resources. 3-Assessment and Evaluation IRA2003.3 Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. IRA2003.3.1 Understand types of assessments and their purposes, strengths, and limitations. IRA2003.3.2 Select, develop, administer, and interpret assessments, both traditional print and online, for specific purposes. IRA2003.3.3 Use assessment information to plan and evaluate instruction. IRA2003.3.4 Communicate assessment results and implications to a variety of audiences.
Literacy Program Portfolio Handbook 40 4-Diversity IRA2003.4 IRA2003.4.1 IRA2003.4.2 Candidates create and engage their students in literacy practices that develop awareness, understanding, respect and a valuing of differences in our society. Recognize, understand and value the forms of diversity that exist in society and their importance in learning to read and write. Use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs & engagement with the features of diversity. IRA2003.4.3 Develop and implement strategies to advocate for equity. 5-Literate Environment IRA2003.5 IRA2003.5.1 IRA2003.5.2 IRA2003.5.3 IRA2003.5.4 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 of assessments. Design the physical environment to optimize students' use of traditional print and online resources in reading and writing instruction. Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write. Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; conducting discussions, giving peer feedback). Use a variety of classroom configurations (whole class, small group, and individual) to differentiate instruction. 6-Professional Learning and Leadership IRA2003.6 IRA2003.6.1 IRA2003.6.2 IRA2003.6.3 Candidates view professional learning and leadership as a career-long effort and responsibility. Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. Display positive dispositions related to one's own reading and writing and the teaching of reading and writing and pursue the development of individual professional knowledge and behaviors. Participate in, design, facilitate, lead and evaluate effective and differentiated professional development programs. IRA2003.6.4 Understand and influence local, state, or national policy decisions.