EDRG 6890 Home Page

EDRG 6890 - Reading Specialist Internship

EDRG 6890--Reading Specialist Internship - 3 Credits

Course Instructor: Dr. David Lund
Office: MC 205F
Phone: 435-865-8134
Email: lundd@suu.edu
Web Page: http://www.suu.edu/faculty/lundd
Office hours posted on office door and with Teacher Education Secretary

Course Description

The purpose of the reading specialist internship is to provide a culminating, hands-on opportunity to be involved in the same literacy instruction issues and programs as school and district reading specialists around the country. The internship should involve working with other educators to improve reading and writing instruction at the school or district level. The internship should be under the direct supervision of someone knowledgeable about reading and internship should be under the direct supervision of someone knowledgeable about reading and writing pedagogy instruction at the school or district level. The student, having completed all other course work for the Utah Reading Specialist endorsement, will complete a 60-90 hour internship in one or more of the ways suggested below.

Course Summary (Standards listed at end of this web page and linked to the numbers below, as are the assignments used for the assessment and portfolio to the assignment guidelines):

Objectives	NBPTS Principles	IRA Standards	ISTE (Technology Standards)	Instructional Strategies	Assessment Techniques	Diversity Addressed	Portfolio Item	Opportunities for Reflection
Work confidently with a school grade level team, a school faculty, or a school district to assess literacy instructional needs and then develop, implement, and monitor, and assess the effectiveness of an instructional improvement program.	1, 2, 3, 4, 5	12.0, 14.0	Iab, Vacd	On site observations, implementation dialogue journals	Supervison paper, implementation response journals, rubric for staff development plan, final implementation description paper	Included in staff development plan creation	Final implementation description	Implementation response journals, final implementation description paper
Understand the responsibilities associated with a curriculum leadership position.	4, 5	12.0, 13.0, 15.0	Iab, Vacd	On site observations, implementation dialogue journals	Supervison paper, implementation response journals, rubric for staff development plan, final implementation description paper		Final implementation description	Implementation response journals, final implementation description paper
Understand the process of evaluating the implementation of a new curriculum and the results of the implementation	5	11.0, 13.0, 15.0	Iab, Vacd	On site observations, implementation dialogue journals	Supervison paper, implementation response journals, rubric for staff development plan, final implementation description paper	Addressed in plan implementation	Final implementation description	Implementation response journals, final implementation description paper
Work with teachers, administrators and other professionals to identify potential funding sources and write successful grants to support literacy instruction enhancements.	1, 4, 5	12.6, 13.0	Iab, Vacd	On site observations, implementation dialogue journals	Supervison paper, implementation response journals, rubric for staff development plan, final implementation description paper		Final implementation description	Implementation response journals, final implementation description paper
Encourage teachers and administrators to engage in on-going professional development activities to maintain enthusiasm for and knowledge of reading and writing instruction improvements.	1, 2, 4, 5	14.1 through 14.3, 16.0	Iab, Vacd	On site observations, implementation dialogue journals	Supervison paper, implementation response journals, rubric for staff development plan, final implementation description paper		Final implementation description	Implementation response journals, final implementation description paper

Course Content

Review of theory and research on literacy programs (Reading Recovery, Benchmark Schools, Distar Reading Mastery, Success for All, basal reading programs, literature-based reading programs, phonics, and skills-based programs).
Curriculum development
- the role of the Utah Core Curriculum
- unique characteristics of primary literacy programs across grade levels
- design and evaluation of curriculum materials
- standards-based literacy instruction
Review of research on professional development, including school/university partnerships, school/community partnerships, tutoring programs
Coordination/collaboration with various school programs (Title I, ESL, specially funded programs, etc.)
Assessment
Ongoing, formal/informal, reflective, diagnostic

Course Texts/Readings:

Lyons, Carol A., & Pinnell, Gay Su (2001). Systems for Change in Literacy Education: A Guide to Professional Development. Portsmouth, NH: Heinemann

Angell, Verlinda (1997). Teachers as researchers. Excellent summary of the role teachers could play in research. http://www.suu.edu/faculty/angell/Comprehension/teacher.researchers.htm

Other helpful information: Reading Resources for Teacher

Requirements & Grading

Complete assigned readings and be prepared to discuss with your supervisor in person.

Prepare a brief proposal for the internship to include purpose (including an area of literacy instruction that would benefit the teachers in your school or district), location, school administrator to whom you would report and evaluation plan.

Review the current research on the specific area of literacy instruction. Develop a paper describing what the research suggests about effective supervision practices in this area of literacy.

Develop a staff development plan including needs assessment, speakers, schedule of presentations, implementation plan, and an in-service evaluation plan designed to meet the literacy instruction need described above.

Implement the plan.

Work with or/as a reading specialist for 60-90 hours. Whether you work with or as a reading specialist, make sure that you document your efforts in journal form, as well as your reports to your immediate supervisor.

Final project description: Write-up of the implementation of the plan developed above. Include the research-based rationale, describe the participants, describe the implementation process, describe the results of the new literacy instruction practices in the participating classrooms, and make a statement about the future related to the use of the new literacy instruction. Finally, include a brief written reflection on the internship experience and how it will effect your future as an educator. This paper will be converted to a web page for inclusion in the electronic portfolio.

Readings/ Discussions

100 pts.

Internship Porposal
50 pts.

Effective supervision paper

50 pts.

Staff development plan

150 pts.

Implementation journal

100 pts.

Final Project Description

150 pts.

Total
600 pts.

Grades will be assigned as follows: 93% & Up, A; 90-92.99%, A-; 87-89.99%, B+; 83-86.99%, B; 80-82.99%, B-; 77-79.99%, C+; 73-76.99%, C; 70%, C-; Below 70%, F (Personal scale may vary.)

NOTE: The nature of this class is one requiring active participation. Therefore, attendance in class is necessary. Missing class for some reason other than a circumstance beyond your control or an authorized off-campus function will result in loss of the participation points allocated for the day (100/# of class meetings = pts. per class). For excused absences (written evidence of the excuse is required), work may be made up according to arrangements with the instructor without penalty. In addition, you are required to watch the video of that day's class and submit to me a 1-2 page summary of the days events. If both these criterion are met you will recieve full participation credit for the day. It is the responsibility of the student to contact the instructor and make the arrangements no later than the next attended class period following the absence. Late work will be accepted with a 10% penalty up to one week past the due date. No credit will be given for work turned in after that time. In these instances, arrangements to accommodate field-based difficulties can be made on an individual basis.

REASONABLE ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Southern Utah University Coordinator for Services to Students with Disabilities ("SSD") in Room 205C of the Sharwan Smith Center or phone (435) 865-8022. SSD determines eligibility for and authorizes the provision of services.

YOU ARE INVITED AND WELCOME TO PROVIDE ME WITH FEEDBACK OR TO GAIN FEEDBACK. PLEASE SEE ME

Academic Integrity: Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of the student handbook (published by Student Services) regarding student responsibilities and rights, the intellectual property policy, and what constitutes acceptable behavior.

Policy on Student Work: All assignments, projects, and other class requirements should be your own work. All assignments are to be individual efforts unless the syllabus clearly states that you can work with another person. If you do work with someone else, they should be given credit for their role in the assignment. Please read the policy on Academic Integrity.

ADA Statement: Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Disability Support Center in Room 205C, Sharwan Smith Center, phone (435) 865-8022. The Disability Support Center determines eligibility for and authorizes the provision of these services and aids.

Disclaimer: Information contained in this syllabus other than the grade and absence policies, may be subject to change with advance notice, as deemed appropriate by the instructor.

Resources/bibliography

Major Resources:

Clay, M. M. (2001). Change over time in children's literacy development. Portsmouth, NH: Heinemann

Farstrup, A. E., & Samuels, S. J. (2002). What Research has to say about reading instruction (4th ed.). Newark, DE: IRA.

Gambrell, L. B., Morrow, L. M., Neuman, S. B., & Pressley, M. (1999). Best practices in literacy instruction. New York, NY: Guilford.

Goodman, K. (1996). Ken Goodman on reading: A common-sense look at the nature of language and the science of reading. Portsmouth, NH: Heinemann.

Holdaway, D. (1979). The foundations of literacy. Sydney, Australia: Ashton Scholastic.

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school. Alexandria, VA: ASCD.

Ruddell, R. B., Ruddell, M. R., & Singer, H. (1994). Theoretical models and processes of reading (4th ed.). Newark, DE: IRA

Smith, Frank (1994). Understanding reading (5th ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Special Reports:

Why Johnny Can't Read

National Assessment of Education Progress (NAEP)

Report of the National Reading Panel: Teaching Children to Read

Allington, R.L. & Cunningham, P.M. (1995). Schools that work: Where all children read and write. New York: Longman.

Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development. Educational Leadership, 53, 4-10.

Harwayne, S. (2000). Lifetime guarantees: Toward ambitious literacy teaching. Portsmouth, N.H.: Heinemann.

Harwayne, S. (1999). Going public: Priorities and practices at the manhatten new school. Portsmouth, N.H. Heinemann.

Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quarterly, 31, 268 289.

Morrow, L.M. & Walker, B.J. (1997). The reading team: A handbook for volunteer tutors k-3. Newark, DE: International Reading Association.

Pinnell, G.S. & Fountas, I.C. (1997). Help america read. Portsmouth, N.H.: Heinemann.

Pinnell, G.S. & Fountas, I.C. (1997). Coordinator's guide to help america read. Portsmouth, N.H.: Heinemann.

Roller, C.M. (1998). So..what's a tutor to do? Newark, DE: International Reading Association.

Shanahan, T. (1998). On the effectiveness and limitations of tutoring in reading. Review of Research in Education, 23, 217-224.

Wasik, BA. & Slavin, R.E. (1993). Preventing early reading failure with one-on-one tutoring: A review of five programs. Reading Research Quarterly, 28, 179-200.

Online Resources

Utah State Department of Education [http://www.usoe.k12.ut.us]

I Am Your Child [http://www.iamyourchild.org/]

CIERA [http://roschach.educ.msu/ciera/projects.htm]

America Reads [http://www.ed.gov/inits/americareqds/legover.html]

The Natioanl Right to Read Foundation [http://www.nrrf.org]

ERIC Clearninghouse on Elementary and Early Childhood Education [http://ericeece.org/]

Reading Resources for Teachers

SUU Professional Education Unit Conceptual Framework

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NBPTS Standards

The National Board for Professional Teaching Standards seeks to identify and recognize teachers who effectively enhance student learning and demonstrate the high level of knowledge, skills, and dispositions and commitments reflected in the following five core propositions:

Proposition #1: Teachers are committed to students and their learning.

Proposition #2: Teachers know the subjects they teach and how to teach those subjects to students.

Proposition #3: Teachers are responsible for managing student learning.

Propostion #4: Teachers think systematically about their practice and learn from experience.

Proposition #5: Teachers are members of learning communities.

International Reading Association/NCATE Competencies

Having completed the work for the basic reading endorsement, the teacher will be able to integrate their comprehensive knowledge and beliefs about reading and their comprehensive knowledge of instruction and assessment, listed in the first two sections of competencies, into the organization of a reading program based on the competencies listed in the subsequent organizing and enhancing a reading program section.

ORGANIZING AND ENHANCING A READING PROGRAM

11.0 Communicating Information about Reading. The reading professional will be able to:
11.1 communicate with the students about their strengths, areas for improvement, and ways to achieve improvement;
11.2 communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction;
11.3 involve parents in cooperative efforts and programs to support students' reading and writing development;
11.4 communicate information about literacy and data to administrators, staff members, school-board members, policymakers, the media, parents, and the community;
11.5 interpret research findings related to the improvement of isntruction and communicate these to colleagues and the wider community.
12.0 Curriculum Development. The reading professional will be able to:
12.1 initiate and participate in ongoing curriculum development and evaluation;
12.2 adapt instruction to meet the needs of different learners to accomplish different purposes;
12.3 supervise, coordinate, and support all services associated with the literacy programs (e.g, needs assessment, program development, budgeting and evaluation, and grant and proposal writing);
12.4 select and evaluate instructional materials for literacy, including those that are technology-based;
12.5 use multiple indicators to determine effectiveness of the literacy curriculum;
12.6 plan and implement programs designed to help students improve their reading and writing including those supported by federal, state, and local funding;
12.7 help develop individual educational plans for students with severe learning problems related to literacy.
13.0 Professional Development. The reading professional will be able to:
13.1 participate in professional-development programs;
13.2 initiate, implement, and evlauate professional-development programs;
13.3 provide professional-development experiences that help emphasize the dynamic interaction among prior knowledge, experience, and the school context as well as among other aspects of reading development;
13.4 provide professional-development experiences that are sensitive to school constraints (e.g, class size or limited resources);
13.5 use multiple indicators to judge professional growth;
13.6 model ethical professional behavior.
Research. The reading professional will be able to:
14.1 apply research for improved literacy;
14.2 conduct research with a range of methodologies (e.g., ethnographic, descriptive, experimental, or historical);
14.3 promote and facilitate teacher- and classroom-based research.
Supervision of Paraprofessionals. The reading professional will be able to:
15.1 plan lessons for paraprofessionals;
15.2 observe and evaluate paraprofessionals inteacting withb children and provide feedback to them on their performance;
15.3 provide professional development and training for paraprofessionals;
15.4 provide emotional and academic support for paraprofessionals.
Professionalism. The reading professional will be able to:
16.1 pursue knowledge of literacy by reading profesional journals and publications, and participating in conferences and other professional activities;
16.2 reflect on one's practice to improve instruction and other services to students;
16.3 interact with and participate in decision makind with teachers, teacher educators, theoreticians, and researchers;
16.4 support and participate in efforts to improve the reading profession by being an advocate for licensing and certification;
16.5 participate in local, state, national, and international professional organizations whose mission is the improvement of literacy;
16.6 promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction;
16.7 write for publications;
16.8 make presentations at local, state, regional, and national meetings and conferences.

ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers

All classroom teachers should be prepared to meet the following standards and performance indicators.

I. Technology Operations and Concepts - Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
- A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students).
- B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
II. Planning and Designing Learning Environments and Experiences - Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
- A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
- B. apply current research on teaching and learning with technology when planning learning environments and experiences.
- C. identify and locate technology resources and evaluate them for accuracy and suitability.
- D. plan for the management of technology resources within the context of learning activities.
- E. plan strategies to manage student learning in a technology-enhanced environment.
III. Teaching, Learning and the Curriculum - Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
- A. facilitate technology-enhanced experiences that address content standards and student technology standards.
- B. use technology to support learner-centered strategies that address the diverse needs of students.
- C. apply technology to develop students' higher order skills and creativity.
- D. manage student learning activities in a technology-enhanced environment.
IV. Assessment and Evaluation - Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
- A. apply technology in assessing student learning of subject matter using a variety of assessment techniques.
- B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
- C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication and productivity.
V. Productivity and Professional Practice - Teachers use technology to enhance their productivity and professional practice. Teachers:
- A. use technology resources to engage in ongoing professional development and lifelong learning.
- B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
- C. apply technology to increase productivity.
- D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture students learning.
VI. Social, Ethical, Legal, and Human Issues - Teachers understand the social, ethical, legal and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice. Teachers:
- A. model and teach legal and ethical practice related to technology use.
- B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
- C. identify and use technology resources that affirm diversity.
- D. promote safe and healthy use of technology resources.
- E. facilitate equitable access to technology resources for all students.

List of class participants

Teacher Resource Page

Web CT for Grades (Click on the link to log in, then use the login Id I have given you and the password-the password can be changed at any time.

Utah State Core Curriculum

Utah State Approved Curricula (AIMS)

IRA Membership Page

Join the RTeacher ListServe of the IRA

Utah's Failing Schools

Heinemann Publishing

NCATE Information

NCATE Syllabus

NCATE Course Summary

NCATE Conceptual Framework Knowledge Base