(ED 200) Introduction to Education



EDR 685: Practicum for Reading Teacher Common Course Assessment: Case Study Common Course Standards: International Reading Association (IRA) 2010 Standards for Reading ProfessionalsElement 1.1 – Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.Element 2.1 – Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.Element 2.2 – Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.Element 2.3 – Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.Element 3.2 – Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.Element 3.3 – Candidates use assessment information to plan and evaluate instruction.Element 3.4 – Candidates communicate assessment results and implications to a variety of audiences.Element 4.1 – Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.Element 4.2 – Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.Element 5.1 – Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.Element 6.3 – Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. Rubric for Case Study:ElementsDistinguished (3)Proficient (2)Progressing (1) Unsatisfactory (0)Explain the research and theory about effective learning environments and the factors contributing to reading and writing success including individual motivation to read and write.IRA 1.1Apply literature to specific environment;Accurately describe learning environment featuring student learning; Consider in analysis relations between cognitive, linguistic, motivational, and/or socio-cultural factors re: learning of individuals; In analysis, take responsibility for creating learning environment that ensures success.Cite useful literature;Accurately describe learning environment; Consider in analysis individual cognitive, linguistic, motivational, socio-cultural factors re: sub-group (e.g., boys, English language learners) characteristics; In analysis, assign responsibility to students for some factors/outcomes that are within teachers’ control, but recognizes this upon discussion.Fail to cite appropriate literature;Describe learning environment with limited insight; Show in analysis limited awareness of cognitive, linguistic, motivational, and/or socio-cultural factors; Interpret students from deficit perspective;In analysis, assign responsibility to students for factors that are teachers’ responsibility.Not meet criteria for progressing.Use foundational knowledge to design, implement an integrated, comprehensive, balanced curriculum for all learnersIRA 2.1Use ‘Understanding by Design’ inquiry model to design and implement lessons of a coherent unit of study that integrate a balanced literacy curriculum with interesting content.Explain relation of curriculum to standards, student resources and needs.Design, implement lessons that balance direct instruction, supported and independent work; individual and group work; teach skills and providing authentic opportunities for oral and written forms of communication.Design lessons that lack balance or coherence or interest or authentic opportunities to use oral and written communication.Not meet criteria for progressing.Use literature- and research- supported instructional approaches to develop word recognition, comprehension and critical thinking, oral language, and written expression in all learners.IRA 2.2Select instructional approaches that suit instructional purpose, student need, and own professional growth goals;Provide evidence-based rationale and literature to support choice and describe implementationSelect instructional approaches that suit instructional purpose and student need;Provide rationale for choice.Select instructional approaches that are not ideally suited to instructional purpose; Rationale has gaps in connections between research and practice.Not meet criteria for progressing.Critically evaluate, select, use varied high-quality print, digital, online resources; lead others in collaborative efforts to do so.IRA 2.3Select instructional resources that suit instructional purpose, student characteristics and own professional growth goals;Collaboratively evaluate use;Provide evidence-based rationale, literature to support choice, implement.Select instructional resources that suit instructional purpose and student need;Model for peers;Provide rationale for choice.Instructional resources are not ideally suited to instructional purpose or student; Model showing partial understanding of resources;Provide rationale with gaps in connections between research and practice.Not meet criteria for progressing.Select, develop, administer, and interpret assessments of reading, writing, language, interest, and/or content area(s) for specific purposes.IRA 3.2Select, develop, and administer assessments of reading, writing, language, interest, and content area(s) that are well-matched to students, goals, and instructional context as well as sensitive to change.Interpret assessment data collaboratively with peer teachers.Select, develop, and administer assessments of reading, writing, language, interest, and content area(s) that are appropriate for students, goals, instructional context.Interpret assessment data independently.Select, develop, and administer assessments of reading, writing, language, interest and content area(s) with considerable support from instructor to align assessments with students, goals, instructional context.Interpret data partially accurately.Not meet criteria for progressing.Analyze and use assessment data from multiple sources to plan instruction and monitor response to instruction.IRA 3.3Accurately, completely analyze assessments;Articulate how instructional goals and plans are aligned with assessment data, progress monitoring information.Revise as needed.Use assessment data to plan instruction, monitor progress in response to instruction, evaluate effectiveness of instruction, and revise instructional goals and approaches as needed.Construct plan for instruction, chose instructional approach not well-informed by assessment nor revised in response to progress monitoring data.Not meet criteria for municate assessment/progress results, implications to educators, families, and learners.IRA 3.4Describe substantive learning re: worthwhile goals, with quotes, other evidence from student responses to instruction. Situate learning re: significance of municate thorough, accurate message in audience-sensitive language.Describe progress toward instructional goals, with evidence from student responses to instruction. Communicate in detail without jargon.Describe progress without convincing evidence or substance. Communication is not sufficiently complete or organized.Chose language or content of message that is ill-suited to the audience.Not meet criteria for progressing.Understand the relationship between first and second language acquisition, literacy development.IRA 4.1Articulate the relationship between 1st and 2nd language acquisition and literacy, and the implications of this relationship for teaching and learning, supported by relevant literature. Apply this information planning to teaching, professional conversations.Articulate the relationship between 1st and 2nd language acquisition with citations and literacy and the implications of this relationship for teaching and learning.Articulate the relationship between 1st and 2nd language acquisition with insufficient development; the implications of this relationship for teaching and learning are ill-defined.Not meet criteria for progressing.Provide differentiated instruction, use practices, materials that are responsive to, respectful of, learners’ diverse skills, interests, and backgrounds.IRA 4.2Identify diversity present in classroom; identify potential tensions between own backgrounds and those of students. Model practices, choose materials, resources, technology, that are empowering, responsive to, respectful of, learners’ diverse skills, interests, and backgrounds.Identify the diversity of language, culture, family background, academic skills and interests present in classroom. Use practices, chose materials that are responsive to learners’ diverse skills, interests, and backgrounds.Demonstrate limited awareness of diversity present in classroom and of potential tensions between own background and that of students.Use practices, materials that are not sufficiently responsive to learners’ diverse skills, interests, backgrounds.Not meet criteria for progressing.Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.IRA 5.1In discussion, discover more opportunities for interesting, authentic uses of literacy. Provide abundant literacy opportunities/resources to students.In modeled lessons, provide students with opportunities for interesting, authentic uses of reading, writing, speaking, listening, viewing, and representing.Do most talking; opportunities for students to engage in interesting, authentic uses of literacy are rare.Not meet criteria for progressing.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.IRA 5.1In discussion of plans, lessons, articulate understanding of principles of ‘guided practice’ or ‘gradual release of responsibility’ models of scaffolding learning.In lesson plan and lessons modeled, show use of ‘guided practice’ or ‘gradual release of responsibility’ models of scaffolding student learning. Base lesson plan and lessons modeled on ‘guided practice’ or ‘gradual release of responsibility’ steps, but instructional practice shows limited scaffolding of student learning. Not meet criteria for progressing.Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.IRA 6.3Engage in/initiate well-researched professional conversations around instruction, creating own prompts, eliciting useful information re: a thoughtful plan, directly focusing on student learning, and producing deep insights into own and other’s thinking in reflection;Model research-based instructional practices, achieving, articulating fit between practice, learning targets, K-12 student strengths, needs, teacher needs, and Reading literature.Extend learning from professional development to own instructional practice.Engage in professional/peer conversations around instruction using suggested prompts, attending to student learning, demonstrating active listening, and producing insights in reflection;Model research-based instructional practices consistent with learning targets, sensitive to student or teacher needs.Apply learning from individual and group professional development to own instructional practice.Engage in professional/peer conversations with minimal evidence of planning or attention to authentic uses of literacy or student learning and little depth of reflection;Model instructional practice without evidence of a clear understanding of the practice and without a good fit between practice, learning targets, K-12 student strengths and needs, and teacher needs.Fail to integrate information from professional development into teaching practice.Not meet criteria for progressing. ................
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