RDG 587 Course Objectives
IRA Standards
SEPS Conceptual Framework
Summer 2006
[Source: IRA Standards for
|
COURSE OBJECTIVES |
IRA STANDARDS and SUBCATEGORIES ADDRESSED |
|
|
Locate and evaluate a wide variety of developmentally
appropriate reading materials which affirm and respect cultural and
linguistic diversity and which may be helpful in coping with issues of concern.(1.2,3.2,5.2,5.3,
5.4)(new standards: 2.2,2.3,4.1,4.2,
4.3,4.4) |
Standard 2. Subcategory 2.2: |
Conceptual Framework I. The Education Professional as Active
Learner A. Possesses strong content knowledge in the arts and sciences C. Possesses Pedagogical knowledge for the content to be taught Conceptual Framework II. The Education Professional as Facilitator
of Learning for All Students A. Applies knowledge of human
development across the life span (including physical, cognitive, social, and
emotional growth) B. Respects and values all learners C. Addresses diversity of learning environments D. Understands the learning process and applies instructional
and assessment strategies and technologies to facilitate learning Conceptual Framework III. The Education Professional as Reflective
and Collaborative Practitioner A. Makes informed and ethical
decisions B. Accepts responsibility for student learning |
|
Examine and enhance own knowledge,
attitudes, biases in regards to issues of social and personal
concern(1.2,8.1,13.6)(new standards:2.1,2.2,2.3,5.1,5.2) |
Standard 2. |
Conceptual Framework II. The Education Professional as Facilitator
of Learning for All Students B. Respects and values all learners C. Addresses diversity of learning environments Conceptual Framework III. The Education Professional as Reflective
and Collaborative Practitioner A. Makes informed and ethical
decisions B. Accepts responsibility for student learning C. Engages in opportunities for professional growth |
|
Identify major
problems with which pupils are trying to cope within the context of their
families, culture and society.(1.3,2.11,4.4,16.1)(new
standards:1.1,1.3,2.1-2.3) |
Standard 1. Foundational Knowledge Subcategory 1.1: Demonstrate knowledge of psychological, sociological and
linguistic foundations of reading and writing processes and instruction. Subcategory 1.3: Demonstrate knowledge of language development and reading
acquisition and the variations related to cultural and linguistic diversity. Standard 2. |
Conceptual Framework I. The Education Professional as Active
Learner B. Communicates in multiple forms to diverse audiences D. Engages in habits of critical thinking and problem solving Conceptual Framework II. The Education Professional as Facilitator
of Learning for All Students A. Applies knowledge of human
development across the life span (including physical, cognitive, social, and
emotional growth) B. Respects and values all learners C. Addresses diversity of learning environments Conceptual Framework III. The Education Professional as Reflective
and Collaborative Practitioner A. Makes informed and ethical
decisions B. Accepts responsibility for student learning C. Engages in opportunities for professional growth |
|
Develop sensitivity to differences in family structures,
social and cultural backgrounds in regards to issues of concern (1.4,13.6)(new standards: 1.1,1.3,2.1-2.3, 5.1) |
Standard 1. Foundational Knowledge Subcategory 1.1: Demonstrate knowledge of psychological, sociological and
linguistic foundations of reading and writing processes and instruction. Subcategory 1.3: Demonstrate knowledge of language development and reading
acquisition and the variations related to cultural and linguistic diversity. Standard 2. |
Conceptual Framework I. The Education Professional as Active
Learner B. Communicates in multiple forms to diverse audiences D. Engages in habits of critical thinking and problem solving Conceptual Framework II. The Education Professional as Facilitator
of Learning for All Students A. Applies knowledge of human
development across the life span (including physical, cognitive, social, and
emotional growth) B. Respects and values all learners C. Addresses diversity of learning environments Conceptual Framework III. The Education Professional as Reflective
and Collaborative Practitioner A. Makes informed and ethical
decisions B. Accepts responsibility for student learning C. Engages in opportunities for professional growth |
|
Introduce stories/books/ written information to a group of
children, or individual child for the purpose of general discussion and response
to subject of specific concern.(2.5,
2.6,3.2,5.3,5.4,5.5,5.7,11.2,12.2,12.4,13.6,16.6)(new standards:4.1-4.4) |
Standard 4: Creating a Literate Environment |
Conceptual Framework I. The Education Professional as Active
Learner A. Possesses strong content knowledge in the arts and sciences B. Communicates in multiple forms to diverse audiences C. Possesses Pedagogical knowledge for the content to be taught D. Engages in habits of critical thinking and problem solving Conceptual Framework II. The Education Professional as Facilitator
of Learning for All Students A. Applies knowledge of human
development across the life span (including physical, cognitive, social, and
emotional growth) B. Respects and values all learners C. Addresses diversity of learning environments D. Understands the learning process and applies instructional
and assessment strategies and technologies to facilitate learning Conceptual Framework III. The Education Professional as Reflective
and Collaborative Practitioner B. Accepts responsibility for student learning |
IRA Teaching Competencies
Standard 1: Foundational
Knowledge
|
Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels) |
|
|
1.1 RDG 589 |
Demonstrate knowledge of psychological,
sociological and linguistic foundations of reading and writing processes and
instruction. |
Refer to major theories in
the foundational area as they relate to reading. They can explain, compare,
contrast, and critique the theories. |
|
1.2 |
Demonstrate knowledge of
reading research and histories of reading. |
Summarize seminal reading
studies and articulate how these studies impacted reading instruction. They
can recount historical developments in the history of reading. |
|
1.3 |
Demonstrate knowledge of
language development and reading acquisition and the variations related to
cultural and linguistic diversity. |
Identify, explain, compare,
and contrast the theories and research in the areas of language development
and learning to read. |
|
1.4 RDG 589 |
Demonstrate knowledge of the
major components of reading (phonemic awareness, word identification and
phonics, vocabulary and background knowledge, fluency, comprehension
strategies, and motivation) and how they are integrated in fluent reading. |
Are able to determine if
students are appropriately integrating the components reading (phonemic
awareness, word identification and phonics, vocabulary and background
knowledge, fluency, comprehension strategies, and motivation) in fluent
reading. |
Standard 2: Instructional
Strategies and Curriculum Materials
|
Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels) |
|
|
2.1 RDG 589 |
Use instructional grouping options (individual,
small-group, whole-class, and computer based) as appropriate for
accomplishing given purposes. |
Support classroom teachers and paraprofessionals in
their use of instructional grouping options. They help teachers select appropriate
options. They demonstrate the options and explain the evidence based
rationale for changing configurations to best meet the needs of all students. |
|
2.2 RDG 589 |
Use a wide range of instructional practices,
approaches, and methods, including technology-based practices for learners at
differing stages of development and from differing cultural and linguistic
backgrounds. |
Support classroom teachers and paraprofessionals in the
use of a wide range of instructional practices, approaches, and methods,
including technology-based practices. They help teachers select appropriate
options and explain the evidence-base for selecting practices to best meet
the needs of all students. They demonstrate the options in their own teaching
and in demonstration teaching. |
|
2.3 RDG 589 |
Use a wide range of curriculum materials in effective
reading instruction for learners at different stages of reading and writing
development and from different cultural and linguistic backgrounds. |
Support classroom teachers and paraprofessionals in the
use of a wide range of curriculum materials. They help teachers select
appropriate options and explain the evidence base for selecting practices to
best meet the needs of all students. They demonstrate the options in their
own teaching and in demonstrating teaching. |
Standard 3: Assessment,
Diagnosis and Evaluation
|
Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels) |
|
|
3.1 |
Use a wide range of assessment
tools and practices that range from individual and group standardized tests
to individual and group informal classroom assessment strategies, including
technology-based assessment tools. |
Compare and contrast, use,
interpret, and recommend a wide range of assessment tools and practices.
Assessments may range from standardize tests to informal assessments and also
include technology-based assessments, they demonstrate appropriate use of
assessments in their practice, and they can train classroom teachers to
administer and interpret these assessments. |
|
3.2 |
Place students along a
developmental continuum and identify students’ proficiencies and
difficulties. |
Support the classroom teacher
in assessment of individual students. They extend the assessment to further
determine proficiencies and difficulties for appropriate services. |
|
3.3 |
Use assessment information to
plan, evaluate, and revise effective instruction that meets the needs of all students,
including those at different developmental stages and those from different
cultural and linguistic backgrounds. |
Assist the classroom teacher
in using assessment to plan instruction for all students. They use in-depth
assessment information to plan individual instruction for struggling readers.
They collaborate with other education professionals to implement appropriate
reading instruction for individual students. They collect, analyze, and use
school-wide assessment data to implement and revise school reading programs. |
|
3.4 |
Communicate results of
assessment to specific individuals (students, parents, caregivers,
colleagues, administrators, policymakers, policy officials, community, etc.). |
Communicate assessment
information to various audiences for both accountability and instructional
purposes (policymakers, public officials, community members, clinical
specialists, school psychologists, social workers, classroom teachers, and
parents). |
Standard 4: Creating a Literate
Environment
|
Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels) |
|
|
4.1 RDG 589 |
Use students’ interests,
reading abilities, and backgrounds as foundations for the reading and writing
program. |
Assist the classroom teacher
and paraprofessional in selecting materials that match the reading levels,
interests, and cultural background of students. |
|
4.2 RDG 589 |
Use a large supply of books,
technology-based information, and non-print materials representing multiple
levels, broad interests, and cultural and linguistic backgrounds. |
Assist the classroom teacher
in selecting books, technology-based information, and non-print materials
representing multiple levels, broad interests, and cultural and linguistic
backgrounds. |
|
4.3 RDG 589 |
Model reading and writing
enthusiastically as valued lifelong activities. |
Demonstrate and model reading
and writing for real purposes in daily interactions with students and education
professionals. Assist teachers and paraprofessionals to model reading and
writing as valued lifelong activities |
|
4.4 RDG 589 |
Motivate learners to be
lifelong readers. |
Use methods to effectively
revise instructional plans to motivate all students. They assist classroom
teachers in designing programs that will intrinsically and extrinsically
motivate students. They demonstrate these techniques and they can articulate
the research base that grounds their practice. |
Standard 5: Professional
Development
|
Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels) |
|
|
5.1 |
Display positive dispositions
related to reading and the teaching of reading. |
Articulate the theories related
to the connections between teacher dispositions and student achievement. |
|
5.2 RDG 589 |
Continue to pursue the
development of professional knowledge and dispositions. |
Conduct professional study
groups for paraprofessionals and teachers. Assist classroom teachers and
paraprofessionals in identifying, planning, and implementing personal
professional development plans. Advocate to advance the professional research
base to expand knowledge-based practices |
|
5.3 RDG 589 |
Work with colleagues to
observe, evaluate, and provide feedback on each other’s practice. |
Positively and constructively
provide an evaluation own or others’ teaching policies. Assist classroom
teachers and paraprofessionals as they strive to improve their practice. |
|
5.4 RDG 589 |
Participate in, initiate,
implement, and evaluate professional development programs. |
Exhibit leadership skills in
professional development. They plan, implement, and evaluate professional
development efforts at the grade, school, district, and/or state level. They
are cognizant of and can identify and describe the characteristics of sound
professional development programs. They can articulate the evidence base that
grounds their practice. |
|
|
Course Objectives and
Alignment Chart with standards and Conceptual Framework |