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Search for Public Schools – JEFFERSON CO ELEM SCHOOL (280222000426)
ASSIGNMENT #3
INTERVIEWING AND SHADOWING A READING SPECIALIST
(CAEP Spa and Unit Assessment #7)
Note to Course Instructor:
This course assignment has been designated as an assessment for which we are collecting program data on the performance of the candidate. You should have access through Sharklink, which should allow you to just click the icon to get into LiveText. This is called single sign on (SSO) and automatically updates passwords to match NSU
. If additional help is needed, contact Dr. Jodi Miller at [email protected].
Directions:
Begin your assignment with a short introduction, describing the school and the reading specialist’s background and qualifications for this position.
Interview a reading specialist, a reading consultant or coordinator, or any other individual who plans or oversees reading programs at the school or district level. A tape recorder may be used with the permission of the interviewee. Follow-up questions should be used when appropriate.
Shadow the reading specialist for a minimum of three separate days for a total of ten hours and actively participate in activities in which the reading specialist is involved including text selection, grouping, and instructional approach decision-making. This might include coaching teachers or students, participating in school meetings or meetings with parents, and district-wide activities. You must observe an assessment session. Ask the specialist why he/she is using that particular assessment and what was learned.
Reflect upon your experiences in writing and share your insights with colleagues and your instructor in this class.
After interviewing and shadowing the reading specialist and participating in all activities, respond to the following questions:
1. What is the specialist’s philosophy about reading, and what does she/he perceive to be a good reading program. What are his/her position pertaining to phonics, whole-language, literature-based reading, and skills-based curriculum? (ILA/NCATE 2.1)
2. How does this reading specialist select curriculum materials for reading and working collaboratively with the district and others during a reading adoption? (ILA/NCATE 2.3)
3. How does the reading specialist use assessment information to plan and evaluate instruction? (ILA/NCATE 3.3)
4. How does the reading specialist communicate assessment results and implications to a variety of audiences? (ILA/NCATE 3.4)
5. How does the reading specialist recognize, understand, and value the forms of diversity that exist and their importance in learning to read and write? (ILA/NCATE 4.1)
6. How does the literacy specialist develop and implement strategies to advocate for equity? (ILA/NCATE 4.3)
7. How does the reading specialist design social environments that are low risk and optimizes students’ opportunities for learning to read and write: for example, teaching students who struggle or supporting teachers in their efforts to provide effective instruction for all students? (ILA/NCATE 5.2)
8. How does the reading specialist display positive dispositions related to his/her own reading and writing and the teaching of reading and writing and pursue the development of individual professional knowledge and behavior with colleagues, community members, parents, etc.? (ILA/NCATE 6.2)
9. What local, state, or national policy decisions affect the reading specialist’s decisions for the reading programs in his/her school? (ILA/NCATE 6.4)
10. Develop three questions related to the reading specialist’s role that arose as a result of your interview, shadowing, and/or participation. Then research each question, using at least two sources including Dr. Rita Bean, an expert on the role of the reading specialist, to discover possible answers. (ILA/NCATE 1.3)
Conclusion:
What conclusions can you draw from this reading specialist’s views? What is your evaluation of his/her positions, and why?
Due Week 6
35 points
Objective 9
Points will be deducted for:
Late submission
Excessive spelling, grammatical, and/or mechanical errors
Missing or incorrect title page or references
Scoring Rubric for Assignment #3 (CAEP Assessment #7)
|
Points |
0 – 2 |
3 |
3 |
|
Element |
Not Met |
Met |
Exceeded |
|
Question 1 Response Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners. (ILA Standard 2.1) |
The candidate did not demonstrate adequate understanding of how a reading specialist can use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum, specifically their position pertaining to phonics, whole-language, literature-based reading, and skills-based curricula. |
The candidate explains how a reading specialist uses foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum, specifically how to implement phonics, whole-language, literature-based reading, and skills-based curricula. |
The candidate thoroughly explains with examples how a reading specialist can use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum, specifically how to implement engaging and enriching phonics, whole-language, literature-based reading, and skills-based curricula. Specific examples of the uses of foundational knowledge were provided throughout to support points made. |
|
Points |
0 – 2 |
3 |
3 |
|
2. Question 2 Response Candidates select, adapt, teach, and evaluate evidence-based, supplemental, and intervention approaches and programs; such instruction is explicit, intense, and provides adequate scaffolding to meet the literacy needs of individual and small groups of students, especially those who experience difficulty with reading and writing (ILA Standard 2.3) |
The candidate did not adequately explain and/or analyze how the reading specialist can support other educators in selecting curriculum materials for reading adoption, or work collaboratively with the district and others to plan professional development using student data to select materials. |
The candidate explained and analyzed how the reading specialist can support other educators in selecting curriculum materials for reading adoption, giving examples of ways to work collaboratively with the district and others to plan professional development using student data to select materials. |
The candidate comprehensively explained and analyzed how the reading specialist can support other educators in selecting curriculum materials for reading adoption, giving many concrete examples of ways to work collaboratively with the district and others to plan professional development using student data to select materials aligned to learner needs while maintaining sensitivity to cultural and linguistic differences. |
|
Points |
0 – 2 |
3 |
3 |
|
3. Question 3 Response Candidates participate in and lead professional learning experiences to assist teachers in selecting, administering, analyzing, interpreting assessments, and using results for instructional decision making in classrooms and schools. |
The candidate did not demonstrate adequate understanding of learning ways in which to use assessment information to plan and evaluate instruction. |
The candidate explained and provided examples of ways of using assessment information to plan and evaluate instruction. |
The candidate explained and provided examples of ways of using assessment information to plan and evaluate instruction. The candidate gave several examples from the work context of the reading specialist making direct links among assessment results, learner needs, and planned remediation strategies. |
|
Points |
0 – 2 |
3 |
3 |
|
4. Question 4 Response Candidates, using both written and oral communication, explain assessment results and advocate for appropriate literacy and language practices to a variety of stakeholders, including students, administrators, teachers, other educators, and parents/ guardians. |
The candidate did not adequately demonstrate understanding of and/or analyze the implications of developing school-wide and district assessment programs and/or did not adequately describe how results could be communicated to various audiences and stakeholders. |
The candidate demonstrated understanding of the implications of the reading specialist developing school-wide assessments and described how results could be communicated to various audiences and stakeholders within the school community. |
The candidate discussed and analyzed the implications for developing school-wide and district assessment programs and described in depth how results could be communicated to various audiences and stakeholders within the school community and in the greater school district. |
|
Points |
0 – 2 |
3 |
3 |
|
5. Question 5 Response Candidates demonstrate knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction. |
The candidate did not adequately explain or analyze primary responsibilities of the reading specialist and district-level reading supervisor during a reading adoption in assisting other educators to select materials that match the reading levels, interests, cultural and linguistic background of students, and did not address the importance of student-sensitive instruction in learning to read and write. |
The candidate explained and analyzed primary responsibilities of the school site reading specialist and district-level reading supervisor during a reading adoption in assisting other educators to select materials that match the reading levels, interests, and cultural and linguistic background of students. The candidate addressed the importance of student-sensitive instruction in learning to read and write when working with diverse populations.
|
The candidate explained and analyzed primary responsibilities of the school site reading specialist and district-level reading supervisor during a reading adoption in assisting other educators to select materials that match the reading levels, interests, and cultural and linguistic background of students. The response was inclusive and the candidate offered additional insight concerning the importance of student-sensitive instruction in learning to read and write when working with diverse populations. |
|
Points |
2 |
3 |
3 |
|
6. Question 6 Response Candidates create and advocate for inclusive and affirming classroom and school environments by designing and implementing instruction that is culturally responsive and acknowledges and values the diversity in their school and in society. |
The candidate did not demonstrate adequate understanding of ways in which to develop and implement strategies to advocate for equity. |
The candidate demonstrated understanding of ways to develop and implement strategies to advocate for equity by giving examples of the strategies used. |
The candidate demonstrated superior understanding of ways to develop and implement strategies to advocate for equity by identifying specific goals for achieving equity and aligning them with specific strategies. |
|
Points |
2 |
3 |
3 |
|
7. Question 7 Response Candidates collaborate with school personnel and provide opportunities for student choice and engagement with a variety of print and digital materials to engage and motivate all learners. (ILA Standard 5.2) |
The candidate did not adequately analyze ways to design personal professional development plans that promote social environments that are low risk and optimize students’ opportunities for learning to read and write, while also supporting students who struggle and teachers in their efforts to provide effective instruction for all learners. |
The candidate identified and analyzed ways to design personal professional development plans for paraprofessionals and teachers to optimize students’ opportunities for learning to read and write. The candidate also addressed support for teachers in their efforts to provide effective instruction for all learners, using at least two of the following: using a needs assessment as a guide, establishing goals, and aligning current instructional materials and approaches, and other professional resources to support student literacy needs. |
The candidate identified and analyzed ways to design personal professional development plans for paraprofessionals and teachers to optimize students’ opportunities for learning to read and write. The candidate also addressed support for teachers in their efforts to provide effective instruction for all learners, using at least two of the following: using a needs assessment as a guide, establishing goals, and aligning current instructional materials and approaches, and other professional resources to support student literacy needs. The candidate incorporated research-based demonstration lessons. ( |
|
Points |
2 |
3 |
3 |
|
8. Question 8 Response Candidates use their knowledge of adult learning to engage in collaborative decision making with colleagues to design, align, and assess instructional practices and interventions within and across classrooms. (ILA Standard 6.2) |
The candidate did not display adequate understanding of how the reading specialist can display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors with colleagues, community members, and parents. |
The candidate lists ways for a reading specialist to display positive dispositions related to his or her own reading and writing and the teaching of reading and writing, and identified ways to pursue the development of individual professional knowledge and behaviors with colleagues, community members, and parents. |
The candidate lists ways for a reading specialist to display positive dispositions related to his or her own reading and writing and the teaching of reading and writing, and identified a variety of ways to pursue the development of individual professional knowledge and behaviors with colleagues, community members, and parents.
|
|
Points |
2 |
3 |
3 |
|
9. Question 9 Response Candidates consult with and advocate on behalf of teachers, students, families, and communities for effective literacy practices and policies. |
The candidate did not display adequate understanding of how local, state, and national policy decisions affect a reading specialist’s decisions for the reading programs in his/her school. |
The candidate explained how local, state, and national policy decisions affect a reading specialist’s decisions for the reading programs in his/her school. |
The candidate explained how local, state, and national policy decisions affect a reading specialist’s decisions for the reading programs in his/her school. A follow-up plan for advocacy is addressed. |
|
Points |
2 |
3 |
3 |
|
10. Question 10 Response Candidates demonstrate knowledge of theoretical, conceptual, historical, and evidence-based components of language (e.g., language acquisition, structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, viewing, visually representing) and its relationships with other aspects of literacy. (ILA Standard 1.3) |
The candidate did not demonstrate adequate evidence of understanding the role of professional judgment and practical knowledge for improving all students’ reading development and achievement as a result of your interview, shadowing, and/or participation, or their research on the role of the reading specialist. |
The candidate demonstrated evidence of understanding the role of professional judgment and practical knowledge for improving all students’ reading development and achievement as a result of the interview, shadowing, and/or participation, or their research on the role of the reading specialist by answering each research question with examples. |
The candidate demonstrated evidence of understanding the role of professional judgment and practical knowledge for improving all students’ reading development and achievement as a result of the interview, shadowing, and/or participation, or their research on the role of the reading specialist by answering each research question with examples and pertinent research from leading reading advocates. |
|
Points |
0 – 2 |
4 |
5 |
|
Conclusion |
Candidate’s evaluation of the reading specialist’s positions on reading was incomplete and/or unsatisfactory and the conclusions drawn were inadequate and/or lacked detail. |
Candidate’s evaluation of the reading specialist’s positions on reading was satisfactory and the conclusions drawn were thorough and reflective, and supported with examples. |
Candidate’s evaluation of the reading specialist’s positions on reading was thorough and exemplary, showing a detailed and thorough understanding of the role of the reading specialist, with links to pertinent research as needed. |
|
Total Possible Points |
35 |
