IRA STANDARD - Appalachian State University



Name: Jackie Jenkins

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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 |Case Reports of tutoring students from RE |At the core of any program of study are the foundational components of |

|the cognitive, linguistic, motivational, and sociocultural foundations of |5725. |knowledge that underlie the desired skills. While completing my Masters |

|reading and writing development, processes, and components, including word | |degree in Reading I have had the opportunity to complete several tasks that|

|recognition, language comprehension, strategic knowledge, and |Comparative Case Study from RE 5210. |work to build my core knowledge of how students develop the ability to |

|reading–writing connections. | |become readers and writers. One of the first courses I took in the program|

| |ERSI Write up from RE 5715. |was RE 5100, teaching beginning readers and writers. In that course I |

| | |learned about theories and developmental stages that children pass through |

| |Midterm and Final Exams from RE 5100. |as they learn to read and to write. I included as artifacts the midterm |

| | |and final for that course where I explained this information. From there I|

| |Cover pages/summary sheets from RE 5725. |was able to participate in more authentic experiences to see how this |

| | |information looks in relation to real students. I worked to discover what |

| | |knowledge students already have and thus know where to begin instruction |

| | |through assessing them and evaluating their assessments. These findings |

| | |and recommendations were addressed in case studies for RE 5725 and 5715. |

| | |While taking RE 5210 I was able to look in depth at two students I was |

| | |teaching and compare them in terms of levels, prior experiences and current|

| | |needs. Working with students was a great way to solidify the knowledge I |

| | |had received and see it “come to life.” |

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|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 |Writing Mini-lesson from RE 5130. |Through several projects I have had the opportunity to work to develop a |

|integrated, comprehensive, and balanced curriculum. | |variety of different kinds of learning experiences and been able to try |

| |RWT Lesson Plan from RE 5730. |some of them out with my currant classroom. One note-worthy lesson that |

| | |was successfully carried out in my classroom was a writing mini-lesson for |

| |Literacy Through Photography Project from RE |RE 5130. In the lesson I had the students up and moving around, putting |

| |5130. |sentences together and using sound effects to note the punctuation that was|

| | |needed. For the same course I developed a Literacy through Photography |

| |Media Literacy Project/Unit from |projects where my students learned to write about pictures, take pictures |

| | |and analyze different elements of photography such as zoom. Authenic |

| |Instructional strategies list and lessons from|experiences like using a camera to capture images that are then written |

| |5730. |about makes the learning authentic for the children. Through my Read, |

| | |Write, and Think lesson plan and Media Literacy alphabet unit I was able to|

| |Teacher as Researchers fluency project from RE|integrate technology (prezi, united streaming videos, etc) into the |

| |5040. |literacy tasks to help engage the learners. Through the book critiques and |

| | |instructional strategies activities I was able to discover a variety of |

| |Book Critiques from RE 5140. |resources to work to reach students of all different learning styles and |

| | |ability levels. Perhaps the most meaningful project regarding curriculum |

| | |planning was my fluency building study for Teacher as Researcher (RE 5040).|

| | |For this project my partner and I discovered a classroom problem (how to |

| | |build fluency in beginning readers) and developed a classroom intervention |

| | |using rereading and readers theatre which delivered positive results for |

| | |our students. |

|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, |ERSI Write up from RE 5715. |Through my Masters program at Appalachian State, I believe that I have |

|and limitations. | |become much more aware of reading assessments, become more comfortable |

| |Case Reports/ Tutoring notebook of tutoring |conducting and analyzing assessment data and learned how to better base |

| |students from RE 5725. |teaching decisions on this data. In RE 5715 I learned how to conduct the |

| | |ERSI (Early Reading Skills Inventory) to look at whether or not a student |

| |RTI Anaylsis Table from RE 5210. |has alphabet knowledge, if they can track print and check their writing |

| | |developmental stage. I conducted this test on one of kindergarten students|

| |Recommendations for reading students from RE |and was able to use the information to work on teaching the child to track |

| |5715. |print using books with only 3-5 words per page. I learned to conduct oral |

| | |reading passages to find the student’s instructional level, analyze sound |

| | |spelling to find developmental spelling stage, conduct flash work |

| | |recognition tests, find a child’s listening level and check for reading |

| | |comprehension. These assessments were shown through Summary sheets and |

| | |recommendations from RE 5715 (Assessment course) and case reports and |

| | |tutoring journal from RE 5725 (practicum course) where the assessments were|

| | |used to guide instruction. Finally in RE 5210 I was able to look at and |

| | |analyze the current education trend of using RTI data including |

| | |benchmarking and progress monitoring to track students growth in letter and|

| | |sight word knowledge. This information was documented in an anaylsis |

| | |table. |

|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 |Basket of Books project from RE 5730 Reading |From this program I am leaving with knowledge that diversity refers to more|

|exist in society and their importance in learning to read and write. |and Writing Instruction for Intermediate and |than just race, religion, gender and socioeconomic status. It also |

| |Advanced Learners. |includes diversity in learning styles and learning abilities. I have been |

| | |able to complete several assignments that helped me to look at issues of |

| |Charter Schools Project Powerpoint from RE |diversity in my teaching. In RE 5140 (Children’s Literature) I read books |

| |5840. |from a variety of cultures and portraying various religions and races and |

| | |discovered ways to use them in my classroom to create a feeling of |

| |Angela Johnson Author Study Powerpoint from RE|inclusion and acceptance. In the same course I did an author study on |

| |5140 Advanced Study of Children’s Literature. |Angela Johnson, an African American author, and saw how her books help to |

| | |portray African American culture. In RE 5730 (Teaching Advanced Readers |

| |Book Critiques from RE 5140 Advanced Study of |and Writers) I complied a basket of books resource which included material |

| |Children’s Literature. |for both teachers and students. These resources included a wide variety of|

| | |instructional methods to help reach the needs of all learners. Through my |

| | |educational foundations course (RE 5840) I completed a study on Charter |

| | |schools and compared them with traditional public schools. This gave me a |

| | |chance to look at diversity in even a different way- diversity in schools |

| | |and how they operate and how they work to meet the needs of their varied |

| | |students. |

|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 5040 Teacher as Researcher Fluency Project.|A huge part of helping students become readers is giving them an |

|traditional print, digital, and online resources in reading and writing | |environment that is literacy-rich and where they feel comfortable to do |

|instruction. |RE 5730 Staff Development Project. |their best and make mistakes. I feel that my ability to provide this |

| | |environment was enhanced by several educational tasks. For my RWT lesson I|

| |RWT lesson plan from RE 5730. |chose to do a unit on fairy tales. They unit included several things that |

| | |a literacy- rich environment should have including an interactive, student |

| | |led word wall, student charts of what a fairy tale is, many versions of |

| | |different fairy tale books that the kids can read and look through and |

| | |making the fairy tales come to life through watching them in video format. |

| | |The unit also provided the opportunity for student creativity and choice as|

| | |they wrote their own fairy tale and then shared it at an author’s tea |

| | |celebration. For a staff development project for RE 5730 I created a |

| | |workshop for using literacy stations to allow teachers to work with |

| | |same-ability groups while the rest of the students could work in a |

| | |literacy-rich environment in a structure where they were able to work |

| | |independently. This workshop included suggestions for setting up classroom|

| | |routines help make these stations run smoothly and be productive. |

|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|RE 5730 Staff Development project. | In order to be a teacher of reading and writing I think it is important to|

|related research about organizational change, professional development, and | |be able to reflect on myself as a reader and writer. I think we have to be|

|school culture. |RE 5840 Autobiography project. |able to think about our own journeys towards becoming literate adults, |

| | |including positive and negative experiences, in order to guide others on |

| |RE 5210 RTI Reflection Paper |their journeys. Two projects in particular helped me to look at my own |

| | |educational experiences both in and out of the classroom and focus on how |

| |RE 5840 Charter Schools Powerpoint. |they molded me to be the person I am today. In RE 5840 I completed an |

| | |autobiography discussing one specific school memory that impacted you. I |

| |RE 5130 Memoir Project |wrote about an experience I had in the sixth grade that changed my outlook |

| | |on school. In RE 5130 I wrote a memoir describing how my relationship with|

| |RE 5840 Personal Essay |my grandparents helped me become the type of person, and teacher, that I am|

| | |today. While it is important to think about the past it is also important |

| | |to reflect on current issues and trends in education and think about how |

| | |they define the current educational climate. In RE 5840 I wrote a personal|

| | |essay thinking exploring whether or not the current kindergarten curriculum|

| | |is too much too soon and whether or not pre-kindergarten should be required|

| | |to compensate for the increased expectations. In RE 5210 I wrote a |

| | |reflection paper analyzing the pros and cons of the movement towards RTI |

| | |and discussed what needs to be done to make this program a success. Finally|

| | |in RE 5840 I looked at the influx of charter schools and what that meant |

| | |for traditional public schools. The current senate bill eight was explored|

| | |as well as the values that define charter schools. All of this knowledge |

| | |is useless if it is not shared with others. My staff development project |

| | |helped me to think about how I can put together information that I care |

| | |about in a way where it can benefit others. |

|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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