EDRG 6890 READING SPECIALIST INTERNSHIP
Fall 2009 Southern Utah University
Instructor: Dr Louise Jorgensen
Rt 2 Box 2151 Roosevelt Utah 84066
435 722 3171
Course Description (as stated in the SUU catalog):
The purpose of this reading specialist internship is to provide a culminating, hands-on opportunity to be involved in the same literacy instruction issues and programs as school and district reading specialists around the country. The internship should involve working with other educators to improve reading and writing instruction at the school and/or district level. The internship should be 90-125 hours in duration and be conducted under direct supervising of someone knowledgeable about reading and writing pedagogy instruction at the school or district level.
Prerequisites: All course work for the Utah Reading Basic Endorsement- EDRG 6320, 6339, 6340, 6450, 6360, 6370, 6380 and 6390.
Purpose (as provided by USOE):
The Literacy Coach/Reading Specialist Internship is designed as the culminating experience for teachers who are completing the Utah Advanced Reading Endorsement
(Level II). This course fulfills the requirements for an internship. The purpose of this experience is to provide a culminating, hands-on opportunity to be involved in literacy issues on a broader school or district level in contrast with the student’s personal experiences in his/her own classroom. It provides teachers with an opportunity to work with curriculum leaders on school or district levels as they seek to improve reading instruction and reading programs.
Prerequisites: Level I Reading Endorsement, Research in Reading course, and the Professional Development (Supervision) course.
Course Objectives/Alignment with Standards:
Course Objectives are based on IRA 2003 standards. The objective focus on theoretical issues as well as practical knowledge, performances, and skills needed to------
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ObjectivesIRA Standards 2003
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Demonstrate knowledge of psychological, sociological, linguistic1.1, 1.2,1.3,1.4
foundations of reading and writing processes and instruction, reading
research and history of reading, language development and reading
acquisition and the variations related to cultural and linguistic diversity,
and the major components of reading.
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Support classroom teachers in using instructional grouping options,2.1, 2.2, 2.3
a wide range of instructional practices, and a wide range of
curriculum materials to best meet the needs of students.
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Use and recommend a wide range of assessment tools and practices; 3.1. 3.2, 3.3, 3.4
support the classroom teacher in the assessment of individual students;
assist the classroom teacher in using assessment to plan instruction for
all students and to plan individual instruction for struggling readers and
communicate assessment information to various audiences.
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Assist the classroom teacher in selecting materials that match the 4.1, 4.2
reading levels, background, and interests of students.
Model reading and writing enthusiastically as valued lifelong 4.3, 4.4
activities, and motivate learners to be lifelong readers.
______Conduct professional study groups. 5.2, 5.3, 5.4
Assist classroom teachers as they strive to improve their practice.
Plan, implement, and evaluate professional development efforts.
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Text:
Walpole, S., & McKenna, M. C. (2004). The literacy coach’s handbook. New York:
The Guilford Press.
Supplemental sources:
Toll, C. A. (2005). The literacy coach’s survival guide. Newark. DE: International Reading Association.
Bean, R. M. (2004). The Reading Specialist. New York: The Guilford Press.
Hasbrouck, J., & Denton, C. (2005). The reading coach. Longmont, Co: Sopris West.
Wepner, S. B., Feeley, J. T., & Strickland, D. S. (1989). The Administration and Supervision of Reading Programs. New York.
Vogt, M., & Shearer, B. A. (2003). Reading Specialists in the Real World: A sociocultural view. Pearson Education Inc.
Assignments:
1. Self evaluation of competencies;
In designing the internship, each student will first assess his/her expertise using the following list of competencies. Write briefly of your knowledge and experiences with each of the 15 competencies and give that report to your university supervisor. Be ready to discuss your competencies with your university supervisor and with either your district superintendent and/or school principal.
Competencies for Level 2 Reading Specialists:
1. Literacy textbook adoption process.
2. Struggling readers, assessment and interventions.
3. Conducting study group meetings.
4. Role of the literacy coach at the school level compared to the reading specialist at a district level.
5. Research knowledge and implementation of effective reading and writing practices.
6. District budgeting process to support literacy and what your role would be.
7. Integrating services/co-teaching: Title I, Spec. Ed., school media, ESL,
para-educators, literacy volunteers, etc.
8. Engagement of the community and community partners.
9. Technology in literacy instruction.
10. Impact of federal programs and initiatives.
11. Interpret and use data to guide instructional decisions and intervention selection.
12. Grant writing.
13. Working with school partnerships.
14. Presentation of literacy knowledge and applications in professional settings
(conferences, workshops, parent meetings, etc.)
15. Working with policy makers.
Each student will submit his/her summarization of competencies to the university supervisor and discuss the items (phone, email, face-to-face, video conferencing, etc.).
2. Then the student will prepare and submit a proposal for the internship. The internship should allow for 90-125 hours of activity, with approximately 3 meetings with the university supervisor included.
The proposal must include one activity from each of three strands (see following examples)
1. Curriculum strand
2. Professional development strand
3. Assessment and evaluation strand.
The proposal is then submitted to both the district superintendent OR the school principal and the university supervisor. (you may count up to 10 hours completing the self-evaluation, the discussion with the university supervisor and the preparing of the proposal for approval).
Examples of strands (should the student desire an activity not listed, advance approval from the university supervisor, and the superintendent or principal must be obtained).
Curriculum Strand:
1. Compare and contrast, using some recognized published or national framework for program evaluation, at least two different reading programs under consideration by a school or district. Prepare a written summary of each of the programs. Describe the programs’ intended uses, their theoretical and/or research base, costs of adoption, professional development issues and concerns, and how the school or district would evaluate their effectiveness. Include an evaluation of how consistent these programs are to the Utah Language Arts Core Curriculum at the elementary, middle or secondary level.
2. Investigate the process of curriculum integration. Develop a curriculum map for literacy curriculum integration.
3. Research an issue that poses a significant reading problem unique to the school of district. Prepare a report that describes the nature of the problem, a review of professional literature associated with the issue, and a recommended course of action for the correction of that specific reading issue. Develop a plan for monitoring success.
4. Evaluate an existing reading/writing intervention program in your school or district. Summarize your findings and give recommendations and a timeline for improvements. Use observations, interviews and reflection papers to submit your findings.
5. Examine the extent to which a given school with a diverse population provides a climate and reading conditions appropriate for the population. Interview the teachers, students and parents. Use various observation, interview and evaluation forms. Submit a report with your findings.
Professional development strand:
1. Conduct a needs assessment. Then plan, organize, and implement a professional development offering that explores the specific issue relating to literacy. This offering must include at least three sessions, not a one-shot in-service class. Prepare a summary, including an assessment component of the effectiveness of the sessions, for the university supervisor and principal. (Reading specialist assignment).
2. Work with the school or district to provide a struggling teacher(s) with professional support to improve reading/writing instruction in the classroom. Summarize what assistance was provided and the effects of that assistance, including comments from the teacher(s) assisted. (Reading coach assignment).
3. Design a professional development plan for your own professional knowledge improvement and instruction base. Include methods/strategies you might use to encourage teachers and administrators to engage in on-going professional development activities. Follow your plan and submit a report and timeline on what you did.
4. Identify potential funding sources and, if possible, assist the school or district secure funding to support literacy instruction enhancements and professional development
(grants, community partnerships, presentation funds, private donors, etc).
5. At the middle school or secondary level, the intern may plan, organize and conduct focus or study groups with content area specific teachers. Meet a sufficient number of times to fulfill your objectives Submit a summary of the activities, the motivation and attitudes of the group, and the effectiveness of the work in transferring to the classroom.
6. Arrange to work with, observe, and interview a reading specialist. Describe at least four observations of the reading specialist in different roles, such as making classroom observations, providing in-class demonstration lessons, working with individual classroom teachers and grade-level teams to analyze student achievement data and plan instruction. Also, describe at least two interviews you will conduct with the reading specialist and what kinds of information you wish to gather from your interview. Prepare a report on what you learned and how you would apply the knowledge.
Assessment and evaluation strand:
1. Prepare and present an evaluation of a current reading program already in use in your school or district. Present your evaluation to the school’s principal or district curriculum specialist. Describe strengths and limitations of the program, data collected and uses of the data to guide instruction in the classroom. Describe a course of action that the school or district may wish to follow based on your evaluation.
2. Work with a district specialist who gathers numerical data for the district. Assist that individual as he/she gathers, analyzes, interprets, and summarizes the test score data. Submit a report of what you learned and design an in-service for teachers in your school on interpreting and using the data to drive interventions. (Reading specialist assignment).
3. Work with a classroom teacher to identify two or three students who need an individual assessment and evaluation of their reading strengths and limitations. Prepare an assessment case study for the student(s). The case study should include 1) information about the student’s home background, primary language and health, 2) screening, progress monitoring and diagnostic data, 3) information about the reading attitudes and interests, 4) a summary of what the data tells about the reading strengths and needs, and 5) your recommendations for reading instruction for student. (Literacy coach assignment).
Suggestions for demonstrating your learning:
1. Learning logs5. Videotaping
2. Portfolios6. Power-point presentation
3. Timelines7. Formal papers
4. Presentations8. Other, as appropriate
Schedule for internship:
1. Self evaluation of competencies:
As soon as you receive the syllabus (found on the NUES web site) you may start your self-evaluation of the 15 competencies for Level 2 Reading Specialists. When you have had sufficient time to reflect and compose your summary you should interact with the university supervisor by scheduling an appointment. Call or email Dr. Louise Jorgensen to arrange a conference time to discuss your summarization. This can be could done anytime before the first class on August 11 or you can wait until the first class and schedule a later conference time.
2.First class meeting. August 11 from 4 to 6 p.m.
I will be in Heber at the NU center and use the broadcast system. In this class we will review requirements and expectations, review the text and supplements, address questions and concerns, set up conference times, arrange schedules, and share internship proposals and thus demonstrate the 5 C’s explained in the Reading Research class
(communication, collaboration, cumulativity, convergence, comity). It would be helpful to each of you if have your proposal ready to share so you could benefit from the expertise of the class member’s suggestions.
3. Internship approval.
As soon as your internship proposal is approved by the university supervisor and your superintendent OR principal you can start a log book documenting hours spent and begin your work.
(Remember you can count up to 10 hours time in reflecting and preparing your self-evaluation and your proposal)
4. Internship opportunity
Begin your work. Keep you time log.
5. Interaction with university supervisor- September face-to-face
You may interact with me anytime you need to by phone or email. I will schedule with you (and the other students in your surrounding area) a time for me to come to your school during September. We will meet either individually or in small groups to review progress, give guidance, review your time log and address concerns.
6. Class meeting in late September.
Plan on a class meeting in late September. - probably the 29th (Tuesday) from 4 to 6 p.m. (or 5 to 7). This has to scheduled on the system so I will let you know when this is firm).
7. Class meeting in late October
I will try and schedule the system for the 27th of October (Tuesday).
7. Interaction with university supervisor- November
I will schedule a time with you to conference by phone, email or video conferencing during the first 2 weeks of November.
8. Projects due to University Supervisor
December 15th.
Time log -(suggested details)
Requirements = 90 to 125 hours total required
Class time = 3 classes @ approx.2 hours each = 6 hours
Interaction/conference times = 3 scheduled conferences (Aug, Sept and Nov) approx. 3-4 hrs
Internship work time = as needed - Aug though Dec---
IF 90 hours is sufficient for your work and you spend 6 hours in class and 4 hours interacting with me--- then for the remaining 80 you will need to spend approximately 16 hours a month (counting the 5 months of Aug through Dec) or about 1 hour a week
(counting from Aug 1 through Dec 15). I hope that makes the internship seem more realistic, combined with all your other responsibilities, but I also hope it inspires you to start early and spend the time wisely_
Class ends in December. Materials turned in- grades in and CELEBRATION TIME.