IRA STANDARD - Appalachian State University



Name: Cathy Ryan

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|IRA Standards |Artifacts |Rationale |

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|Standard 1. Foundational Knowledge. |

|Candidates understand major theories and empirical research that describe |RE 5100 – Exams |These artifacts demonstrate my understanding of the cognitive, linguistic, |

|the cognitive, linguistic, motivational, and sociocultural foundations of |RE 5715 –IRI Case Study Reflection |motivational, and sociocultural foundations of reading and writing. I have|

|reading and writing development, processes, and components, including word |RE 5725 – Two Case Studies Summaries |learned to apply this knowledge to meet the individual needs of my |

|recognition, language comprehension, strategic knowledge, and |RE 5730- Multitext Unit with Vocabulary and |students. These artifacts indicate my ability to meet a child where they |

|reading–writing connections. |Writing Connection |are developmentally in reading and writing and provide appropriate |

| | |instruction. |

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| |RE 5040 – Action Research Presentation and | |

| |Paper |These artifacts show my ability to conduct research in reading and |

| |RE 5710 – Research Annotations |demonstrate my desire to understand current reading trends and implement |

| | |best practices in my classroom. The implementation of high quality reading|

| | |and writing practices is important to me and to the school-wide culture. |

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| |RE 5210 – Case Study |These artifacts confirm my understanding of language development and |

| |RE 5710 – Seminar Research Best Practices |reading acquisition as related to culture and linguistic diversity. Through|

| |RE 5140 –Motivating Readers |these artifacts I learned to differentiate instruction based on the |

| |Presentation/Literature in the Classroom |backgrounds of my students and to view their differences as strengths, not |

| |Presentation |weaknesses. |

|Candidates understand the historically shared knowledge of the profession | | |

|and changes over time in the perceptions of reading and writing development,| | |

|processes, and components. | | |

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|Candidates understand the role of professional judgment and practical | | |

|knowledge for improving all students’ reading development and achievement. | | |

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|Standard 2. Curriculum and Instruction. |

|2.1 Candidates use foundational knowledge to design or implement an |RE 5130 – Writer Craft Mini-Lesson and |To meet the many levels of reading and writing development in my classroom,|

|integrated, comprehensive, and balanced curriculum. |Presentation |I rely on a wide range of curriculum materials. This will help me meet the|

| |LTP Project and Presentation |needs of students from different cultural and linguistic backgrounds. The |

| |RE 5140 – Discussion of Literature Paper |artifacts listed demonstrate my desire to use a wide range of materials in |

| | |reading and writing, as well as, provide for differentiation in my |

| | |instruction. |

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| | |Children come into the classroom at different stages of development and |

| |RE 5140 – Literature Reflections |with different backgrounds. It is important for teachers to recognize |

| |RE 5725 – Two Case Studies Summaries |these differences. Therefore, to meet the needs of my students I must use |

| | |a wide range of instructional practices. The artifacts listed confirm my |

| | |use of a wide variety of instructional methods to reach my students. |

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| | |These artifacts confirm my understanding that “best practices” in reading |

| | |should include a wide range of texts. There to meet the learning needs of |

| |RE 5130 – LTP Project and Presentation |my students I must use a variety of text genres from various resources. |

| |RE 5730- Multitext Unit with Vocabulary and | |

| |Writing Connection | |

|2.2 Candidates use appropriate and varied instructional approaches, | | |

|including those that develop word recognition, language comprehension, | | |

|strategic knowledge, and reading–writing connections. | | |

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|2.3 Candidates use a wide range of texts (e.g., narrative, expository, and | | |

|poetry) from traditional print, digital, and online resources. | | |

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|Standard 3. Assessment and Evaluation. |

|Candidates understand types of assessments and their purposes, strengths, |RE 5715 – IRI Assessment Battery |An effective teacher uses a variety of assessment tools and practices to |

|and limitations. |RE 5531 – Letters to Parents |plan for the best reading instruction. The artifacts listed demonstrate my|

| | |ability to use a wide range of assessments to evaluate student needs and |

| | |progress. By knowing where my students are I am able to plan for |

| | |appropriate instruction and monitor their progress more effectively. |

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| | |These artifacts show my ability to use an IRI to find instructional reading|

| | |and spelling levels of my students, to plan their instruction, and to |

| |RE 5715 – Assessment Reflection Final |monitor their progress. |

| |RE 5040 – Action Research Presentation and |The artifacts listed demonstrate my ability to use a wide range of |

| |Paper |assessments to evaluate student needs and progress. |

| |RE 5725 – Two Case Studies Summaries | |

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| |RE 5531 – Adapting Assessment and Adapting |Instruction must be driven by assessment data and the best practices. |

| |Instruction |These artifacts demonstrate my ability to use assessment data to plan, |

| |RE 5715 – Assessment Reflection Final |evaluate, and revise effective instruction that meets the needs of all |

| | |students. |

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| |RE 5531 – Letters to Parents |These artifacts demonstrate how I effectively communicate assessment |

| |RE 5715 – Assessment Reflection Final |results with parents, colleagues, and administration. Keeping parents |

| | |informed about their child's strengths and weaknesses will help build the |

| | |parent-teacher relationship needed to ensure the best results. |

| | |Communication and collaboration among colleagues is also helpful to gain |

| | |instructional feedback. |

|Candidates select, develop, administer, and interpret assessments, both | | |

|traditional print and electronic, for specific purposes. | | |

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|Candidates use assessment information to plan and evaluate instruction. | | |

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|Candidates communicate assessment results and implications to a variety of | | |

|audiences. | | |

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|Standard 4. Diversity. |

|Candidates recognize, understand, and value the forms of diversity that |RE 5100 – Exams |These artifacts combined demonstrate my knowledge of how children learn to |

|exist in society and their importance in learning to read and write. |RE 5210 – Case Study |read and where they may have struggles when they attempt learnt to read and|

| | |write, as well as an understanding of cultural differences. |

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| | |The artifacts listed confirm my use of a wide variety of instructional |

| | |methods to reach my students. Also, a conscious exertion to embody diverse|

| |RE 5130 – Writer Craft Mini-Lesson and |backgrounds in language arts instruction can help students to learn about |

| |Presentation |other cultures and feel like their own culture is a valid part of the world|

| |RE 5140 – Literature Reflections |seen through literature. |

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| | |These artifacts demonstrate my knowledge of current trends in education and|

| | |my desire to continue my research and professional growth, as well as my |

| | |willingness to advocate my beliefs. Also the artifacts confirm my ability |

| |RE 5200 – Dibles Personal Action Plan |to thinking critically about changes in federal policy and to evaluate the |

| |Dibles Presentation |degree to which federal policy facilitates the education of students with |

| |Re 5210 – Case Study |reading disabilities. |

|Candidates use a literacy curriculum and engage in instructional practices | | |

|that positively impact students’ knowledge, beliefs, and engagement with the| | |

|features of diversity. | | |

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|Candidates develop and implement strategies to advocate for equity. | | |

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|Standard 5. Literate Environment. |

|Candidates design the physical environment to optimize students’ use of |RE 5130 – LTP Project and Presentation |These artifacts show my use of multiple genres, technology, and non-print |

|traditional print, digital, and online resources in reading and writing |RE 5130 – Memoir |materials representing varied cultural backgrounds. This type of |

|instruction. |RE 5200 – Fluency Scrapbook Web Page and Paper|environment fosters a love of reading and meets the diversity and interests|

| |RE 5533 – School Web Page |of a wide range of students. |

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| |RE 5140 – Literature Reflections | |

| |RE 5730- Multitext Unit with Vocabulary and |These artifacts demonstrate reading and writing lessons focused around the |

| |Writing Connection |interests, abilities, and backgrounds of students. Being aware of and |

| | |using students' interests in instruction increases motivation and active |

| | |engagement. |

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| |RE 5715 – Assessment Reflection Final | |

| |RE 5040 – Action Research Presentation and |These artifacts demonstrate reading and writing lessons with a focus on |

| |Paper |time allocation, discussion activities and peer feedback. Being aware of |

| | |routines that support my student’s reading and writing instruction is |

| | |beneficial to their progress as skilled readers and writers |

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| |RE 5730 - Multitext Unit with Vocabulary and |Through the use of the following artifacts students will be motivated to |

| |Writing Connection |read and will envision reading as a life-long skill. Sharing my love of |

| |RE 5710 – Seminar Research Best Practices |books through daily read alouds and providing a wide selection of books and|

| | |reading activities will help to motivate my students to read for enjoyment.|

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|Candidates design a social environment that is low risk and includes choice,| | |

|motivation, and scaffolded support to optimize students’ opportunities for | | |

|learning to read and write. | | |

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|Candidates use routines to support reading and writing instruction (e.g., | | |

|time allocation, transitions from one activity to another, discussions, and | | |

|peer feedback). | | |

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|Candidates use a variety of classroom configurations (i.e., whole class, | | |

|small group, and individual) to differentiate instruction. | | |

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|Standard 6. Professional Learning and Leadership. |

|Candidates demonstrate foundational knowledge of adult learning theories and|ASU Masters Program |These artifacts demonstrate my commitment to continually learning about the|

|related research about organizational change, professional development, and |School Improvement Team |teaching of reading in order to provide students with the best instruction |

|school culture. |RE 5710 – Seminar Research Best Practices |possible. |

| |5200 – What is Literacy Paper | |

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| | |These artifacts show my pursuit for professional knowledge and my |

| |ASU Masters Program |dedication to my profession. My desire to collaborate with other colleagues|

| |RE 5710 – Seminar Research Best Practices |and to share and gain professional knowledge is shown in these artifacts. |

| |RE 5200 – What is Literacy Paper |The feedback gained through observations enhances my professional growth, |

| | |while sharing my expertise with novice teachers is very rewarding. |

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| | |I have gained a wealth of knowledge in the ASU masters program. I have |

| |ASU Masters Program |shared much of what I have learned with my colleagues in second grade and |

| |School Improvement Team |the School Improvement Team. These artifacts show my ability to conduct |

| |RE 5040 – Action Research Presentation and |research in reading and demonstrate my desire to understand current reading|

| |Paper |trends and implement best practices in my classroom. |

| |RE 5710 – Seminar Research | |

| |Best Practices |These artifacts demonstrate my knowledge of current trends in education and|

| | |my desire to continue my research and professional growth, as well as my |

| |RE 5710 – Seminar Research Best Practices |willingness to advocate my beliefs. |

| |RE 5200 – Dibles letter to local, state and | |

| |national leaders | |

|Candidates 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. | | |

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|Candidates participate in, design, facilitate, lead, and evaluate effective | | |

|and differentiated professional development programs. | | |

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|Candidates understand and influence local, state, or national policy | | |

|decisions. | | |

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