School of Education
Program Review Rejoinder
for
Graduate Reading
March 2009
The reviewers of our Graduate Reading Program Review documents cited four conditions, which we have responded to below.
3. To what degree are the state content standards adequately assessed within this program?
____ Great degree All standards are assessed multiple times in
multiple courses.
XX Moderate degree All standards are assessed, but may not be
covered in more than one course.
____ Minimal degree Some standards are assessed within courses.
X Not evident No standards are assessed within courses.
There was no qualitative feedback provided to explain these ratings. Thus, we read over the entire report in an attempt to better understand the “Not evident” rating. Reviewers indicated, in another section of the review, that they wanted information regarding the alignment between EDUC E590 and E595 and content standards, so we include that information here. We believe that taking this information together with the matrix provided in Document 2 (previous submission) provides clear evidence that content standards are addressed and assessed throughout our program.
IPFW School of Education
Reading Content Standards Alignment Matrix
Assessment Outcomes: (1) Paper, (2) Exam/Quiz; Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4) Project, (5) Lab/Report, (6) Journal Reflection, (7) Lesson Plan, (8) Teaching, (9) Other (specify), 9a (class readings and discussion); 9b (guest speaker/presentation, 9c (examination of the IDOE Website), 9d (multicultural book study), 9e (examination of INTASC standards through a critical lens), 9f (student presentation), 9g (search data bases and retrieve peer-reviewed articles on literacy development in content area), 9h (essay grounded in research), 9i (review of literature), 9j (seminar paper), 9k (seminar dialogue), 9L (review of methods in peer-reviewed literature), 9m (peer feedback to seminar paper), 9n (diversity field experience artifact and reflection), 9o (reflection on scholar-practitioner vision statement), 9p (curriculum assessment), 9q (interview), 9r (metaphor), 9s (metaphor revisited), 9t (classroom observation), 9u (poems), 9v (literature circles), 9w (research design), 9x (IRB approval for research project), 9y (data collection), 9z (research report), 10 (action research project), 11 (diversity field experience)
ReadingStandard # 1: The reading teacher understands the central concepts, tools of inquiry, and dynamics of the reading process and creates learning experiences that make reading meaningful for the individual student.
Knowledge E590/S590 M501 E595/ S595
1. Understands reading as the process of constructing meaning through the interaction of the reader’s prior knowledge, the information suggested by the written language, and the purpose for reading. / 9i
2. understands cultural, linguistic, and ethnic diversity. / 11
3. understands the major theories of language development. / 9i
4. understands the impact of a student’s affective domain in the reading process.
5. understands the cueing systems (phonological, syntactic, semantic, and pragmatic) of language.
6. understands the interrelationship of reading, writing, listening, speaking, viewing, representing thinking. / 9i
7. understands the concept of emergent literacy. / 9i
8. possesses an awareness of reading research that informs instruction. / 9i
9. knows classic and cotemporary literature for children and young adults.
10. understands that goals, instruction, and assessment must be aligned.
Standard # 2: The teacher understands how students learn and develop reading strategies, and can provide learning opportunities that support their reading development.
Knowledge
1. understands how students construct knowledge of reading, acquires specific reading skills, develop habits of mind, and knows how to use instructional strategies that promote student learning in reading.
2. understands how the student’s physical, social, emotional, moral and cognitive development relate to reading development.
3. understands expected developmental progressions and individual variations within each domain (physical, social, emotional, moral, and cognitive), and how these variations affect reading acquisition.
4. understands the particular problems that surround learning to read and the importance of matching appropriate research-based strategies with the individual learner. / 9i / 9f,w,x,y,z, 10
5. understands cultural differences in relationship to learning styles, verbal and nonverbal communication styles, and language differences. / 11
Standard # 3: The teacher understands how students differ in their approaches of learning to read and creates instructional opportunities that are adapted to diverse learners.
Knowledge
1. understands approaches to learning to read, including different learning styles, multiple intelligences, and performance models. / 9i
2. knows about areas of exceptionality in learning; such as learning disabilities, visual and perceptual difficulties, special physical or mental challenges and gifted and talented.
3. knows about the process of second language acquisition and strategies which support students whose first language is not English. / 9i / 11
4. understands how learning to read is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values.
5. understands cultural and community diversity and its role in the teaching of reading. / 11
Standard #4: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving and performance skills.
Knowledge
1. understands research-based instructional strategies of reading, writing, listening, and speaking. / 9f,w,x,y,z, 10
2. understands the role of child development as it influences reading acquisition.
3. understands exceptionality and learning styles and how to design flexible curriculum to meet individual needs based on student strengths.
4. understands strategies that meet the needs of students; such as introducing and implanting grouping practices, sequencing and pacing, a variety of instructional materials, and appropriate technology.
5. understands language acquisition and its relationship to reading development. / 11
6. understands the reciprocal relationship between reading and writing.
7. knows how to locate and use educational research using professional journals, libraries, media centers, and information technology to promote student learning. / 9i / 9f,w,x,y,z,
10
8. knows how to support students as they develop reading independence.
Standard #5: The reading teacher uses an understanding of individual and group motivations and behaviors to create a learning environment that fosters and interest and growth in all aspects of literacy.
Knowledge
1. knows about human motivation, behavior, and literacy development and uses this knowledge to develop strategies for organizing and supporting individual and group work in the classroom.
2. understands the importance of grouping students in a variety of ways and the influence of grouping on individual behavior and perceptions.
3. understands the principles of effective classroom management and their influence on student reading acquisition.
4. understands the appropriate expectations for students at each developmental level.
Standard #6: The reading teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active engagement, collaboration and support interaction in the classroom.
Knowledge
1. understands the teacher’s role as a communicator.
2. understands how cultural, linguistic, and ethnic diversity foster effective communication in the classroom / 11
3. knows effective verbal and nonverbal communication strategies.
4. understands the use of a variety of media communication tools.
Standard #7: The reading teacher plans and manages instruction based upon knowledge of literacy, individual students, community, and curriculum goals.
Knowledge
1. understands that environment fosters interest and growth in all aspects of literacy.
2. understands how to use texts and books to stimulate interest, promote reading growth, and foster appreciation for the written word.
3. understands how to increase the motivation of learners to read widely and independently for information, pleasure, and personal growth.
4. understands instructional and information technologies that support literacy learning.
5. Understands the importance of real world applications and has knowledge in generating questions that help students think and read critically.
6. Knows effective strategies that encourage the home-school connection in the literacy development of children. / 11
7. knows when and how to adjust instructional plans based on student knowledge and response.
8. knows the Indiana academic standards for English/ Language Arts, specifically those which apply to reading
9. has an understanding of how the academic standards of other curriculum areas affect reading instruction.
Standard #8: The teacher understands and uses formal and informal assessments to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge
1. knows how to select and construct appropriate assessment tools. / 9f,w,xy,z,10
2. has knowledge of measurement theory and other related issues such as validity, reliability, bias, and scoring concerns. / 9f,w,xy,z,10
3. understands how to use multiple sources of assessment data to help students progress as readers, writers, listeners, speakers and viewers. / 9f,w,xy,z,10
4. understands the advantages and limitations of different types of assessments. / 9f,w,xy,z,10
Standard #9: The reading teacher is a reflective practitioner who is committed to and actively seeks professional growth.
Knowledge
1. understands the history and philosophy of reading instruction.
2. understands the process of learning and reflection and its connection to further learning.
3. understands that teacher reflection affects students’ learning.
4. understands the process of self-assessment.
5. is aware of professional resources.
6. is aware of the importance of action research. / 9i / 9f,w,xy,z,10
7. has knowledge of reading research that informs instruction. / 9i / 9f,w,x,y,z
Standard # 10: The reading teacher communicates and interacts with families, professional colleagues, and the community to support students’ learning and will being.
Knowledge
1. has knowledge of community demographics. / 11
2. is aware of community agencies, organizations, and businesses that support the health, well being, and education of children. / 11
3. knows the importance of using the resources of the school to help individual students.
4. knows that factors in a student’s environment influence learning. / 11
6. To what degree does the program prepare candidates in professional and pedagogical knowledge and skills?
____ Great degree Course work prepares candidates very well in these areas.
XX Moderate degree Course work prepares candidates moderately well in these areas.
X Minimal degree Course work insufficiently prepares candidates in these areas.
____ Not evident Course work does not prepare candidates in these areas.
No qualitative feedback was provided to explain the “minimal degree” rating. As with #3 above, we read over the entire document as we were deciding how to respond to this rating. We decided that providing additional data from a revised course being taught this semester (Spring 2009) would be most beneficial to reviewers.
As mentioned before in this rejoinder and in the original Document #2, we are in the process of revising our Graduate Reading Program. The reviewers’ feedback has provided us with several suggestions of how to do this more effectively. We revisited the program in terms of professional and pedagogical knowledge and skills and considered how the newly re-designed courses will match. We provide two examples for your review; one that is in the design phase and another that has been implemented (see below for data).
Element Assessed / Describe the Assessment Activity / When is it assessed? / Title of the Instrument or Rubric / Aggre-gated Summary Data for last 3 years / Curriculum/Program/Unit operations modifications made based on this data / Content Standards addressed by this Assessment Activity
(Be consistent with #B Standards Matrix)
Professional and Pedagogical knowledge and skills for teacher candidates / Identify a context for completing 10 hours of service connected to reading instruction and a professional learning goal connected to teaching students from diverse cultures/languages.
Create lesson plans to demonstrate understanding of standards 2.1, 2.5, 3.4, 4.1, 7.2, 7.4, 7.5, 7. 7., 7.8, 8.1, 8.3 as well as appropriate Indiana Academic Stnds
Complete a Running Record, analyze the results, and create mini-lesson to respond to results / EDUA
F500
X545/X516
X504 / Service Learning for
Diversity Field Experience
Lesson Plan
Running Record / 1, 2, 3, 10
2, ,3, 4, 7, 8
3, 4, 7, 8
The following section provides more specific data on the Running Record assessment completed by candidates enrolled in EDUC X504 during the Spring 2009 semester.
Description of the Assignment
One of the course assignments is to administer Running Record, write a short paper describing observation and reflection on giving Running Record, and design a mini-lesson plan based on the results of Running Record. This assignment is worth 6 percent of the total course grade.
This assignment is associated with several IPSB standards. By successfully completing this assignment, students can demonstrate their competence in
1. conducting a variety of informal assessments to evaluate children’s development of reading skills (IPSB #8) and reflecting on their assessment (IPSB #3 and #10)
2. maintaining useful records of student performance and communicating student progress knowledgeably to students, parents, and school administrators ( IPSB #9)
3. determining appropriate intervention strategies based on diagnostic information (IPSB #4) and designing a reading lesson plan (IPSB #7)
Scoring of the Assignment
For this assignment, all the students were required to record a child’s oral reading of a text, using either cassette tape recorder or video camcorder. After recording, all students turned in an audio cassette tape or a video clip to me, and so I could check their coding of Running Record, while listening to a tape or watching a video clip which they have recorded.
For the task of Running Record, students would get 4 points if their Running Record has no errors or few errors. They get 3 points for making a few errors, and will get 2 point for making several errors, and will get 0 point for committing many errors (more than 5 errors).
For the task of writing observation and reflection, students get 1 point if their observation and reflection is considered “good”, in other words, they contain sufficient details about the child who the Running Record was administered to, and demonstrate a deep reflection about how they administered the Running Record assessment. Otherwise, students get 0 point.
For the task of designing a mini-lesson plan, students get 1 point if their lesson plan is considered “Very Effective”, get 0.5 point if it is considered “Somewhat Effective”, and get no point if it is considered “Not effective”.
The highest score for this assignment is 6 points. A subtotal score of 5.6-6.0 is A, a score of 5.0-5.5 is A-, a score of 3.6-4.0 is B+, a score of 3.0-3.5 is B, a score of 2 is C. a score of 1 is D, a score 0 is F.
Results of the Assignment
Data Gathering Instrument / Running Record (4-0 pts) / Observation & Reflection (1-0 pts) / Mini-lesson plan (1-0 pts) / Final Grade Assigned1 / video / 4 / 1 / .5 / A-
2 / digital audio / 4 / 1 / .5 / A-
3 / audio tape / 4 / 1 / 1 / A
4 / video / 4 / 1 / 1 / A
5 / video / 4 / 1 / .5 / A-
6 / video / 4 / 1 / 1 / A
7 / audio tape / 3 / 0 / .5 / B
8 / video / 4 / 1 / .5 / A-
9 / video / 4 / 1 / 1 / A
10 / audio tape / 3 / 1 / 1 / A-
11 / video / 4 / 1 / 1 / A
12 / audio tape / 3 / 0 / .5 / B
13 / video / 4 / 1 / 1 / A
Summary data / 4 = 10
3 = 3 / 1 = 11
0 = 2 / 1 = 7
.5 = 6 / A = 6
A- = 5
B = 2
The results of the assignment demonstrate that our candidates are strong on completing accurate Running Records. As this is a vital skill for reading teachers to possess, we were pleased with these results. In regard to observation and reflection, all but one student exhibited a good quality, in other words, they provided detailed background information and demonstrated a deep reflection about their given assessment. In regard to a mini-lesson plan, 7 students showed a very effective use of intervention strategies, while 6 students employed strategies and procedures considered “somewhat effective”. Overall, six students earned an A, five students earned an A-, and two students earned a B. About 85% of students in this course performed well in regard to this assignment and demonstrated their competence in several IPSB standards.