Name: Amie Brock

IRA STANDARD / Artifacts / Rationale
1. Foundational Knowledge. Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, the candidates:
1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction. / *Teaching Philosophy
*Philosophy Exam
*Psychology of Reading – Response, Lessons and Final
*Beginning Reading Assignments / These artifacts show my knowledge of the reading process. In these artifacts I explain and share information about reading and what happens in the mind of every reader. Understanding the reading process makes me better prepared to help my students.
1.2 Demonstrate knowledge of reading research and histories of reading. / *No Child Left Behind Paper
*Psychology of Reading – Responses, Lessons and Final
*Philosophy Exam
*Dyslexia Paper
*Action Research Paper
*Children’s Lit Research / These artifacts demonstrate my ability to conduct research on reading and teaching reading. They illustrate my desire to use research as a tool for creating a better, more successful learning environment for all of my students. These papers also show my knowledge about how the reading field has grown and changed over time as new methods and practices have been created and researched.
1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. / *Psychology of Reading – Responses, Lesson, Final
*Practicum Notes
*IRI / These artifacts are examples of my growing knowledge of the reading process. They illustrate my desire to learn more about the reading process and use it to make a classroom more conducive to reading and language development.
1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. / *Practicum Notes
*IRI
*Beginning Reading Papers
*Psychology of Reading – Responses, Lessons, and Final
*Reading Classroom Paper-Seminar #1 / These artifacts explain my knowledge of the different components of reading. In these artifacts I show how I assess a student’s progress through the process and why they are important for the development of a young reader.
Standard 2. Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, the candidates:
2.1 Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes. / *Action Research Paper
*Children’s Lit Research
*Reading Classroom Paper -Seminar #1
*Text Set / In these artifacts I show my knowledge of instructional grouping and its strengths and weaknesses. The use of grouping is only beneficial when developed and implemented properly. My ability to do this and my desire to use grouping when beneficial can be seen in these artifacts.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. / *Action Research Paper
*Children’s Lit Paper
*Reading Classroom Paper – Seminar #1
*Dyslexia Paper – Seminar #2
*Text Set / These artifacts show my ability to use many different methods to create a successful classroom for all of my students. These artifacts also show my intention to research and discover new ways to reach my students. In addition these artifacts demonstrate my knowledge of instructional practices that work better with struggling readers and my intentions for using those practices to help them.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. / *Action Research Paper
*Children’s Lit Paper
*Reading Classroom Paper – Seminar #1
*Dyslexia Paper – Seminar #2
*Text Set
*Multigenre Project / These artifacts demonstrate my ability to use many different curriculum materials at a variety of levels to meet the needs of my students. These artifacts illustrate my intention to place students in materials that meet their needs for academic success.
Standard 3. Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, candidates:
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. / *Multigenre Project
*Text Set
*Reading Classroom – Seminar #1
*IRI
*Practicum Notes
*No Child Left Behind Paper / These artifacts demonstrate the variety of assessment tools used in my classroom from informal rubrics to more formal standardized tests. In these artifacts I demonstrate my dedication to my students by preparing them for the various assessments they may encounter.
3.2 Place students along a developmental continuum and identify students’ proficiencies and difficulties. / *IRI
*Practicum Notes
*Reading Classroom – Seminar #1
*Dyslexia Paper – Seminar #2 / These artifacts show my ability to assess, monitor, and instruct my students effectively. The artifacts show that I can use assessments to find strengths and weaknesses in each of my student’s reading ability. In addition, these artifacts how my desire to ensure that my students are reading and learning at the appropriate instructional level. In these artifacts I show my ability to reflect and modify my instruction when necessary to help my students be successful readers and learners.
3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students including those at different developmental stages and those from diverse cultural and linguistic backgrounds. / *IRI
*Practicum Notes
*Reading Classroom – Seminar #1 / These artifacts illustrate my ability to use assessment results to plan and implement effective instruction to my students. Reflecting on my teaching and the growth of my students is necessary and beneficial to the growth of my students. These artifacts also demonstrate my ability to use a variety of assessment to create a true image of a student’s abilities.
3.4 Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). / *No Child Left Behind Paper
*Parent Newsletters
*Frequent classroom observations and conferences with my administration / These artifacts show my ability to understand, use and report assessment results and classroom progress to parents and administration. In these artifacts I show my concern for preparing my students for all necessary assessments and my desire to help them be successful. These artifacts also illustrate my feelings toward a teacher and parent relationship that helps the student develop successfully.
Standard 4. Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, candidates:
4.1 Use students’ interests, reading abilities and backgrounds as foundations for the reading and writing program. / *Text Set
*Multigenre Project
*Beginning Reading Papers
*Reading Classroom – Seminar #1 / These artifacts show my ability to create a reading and writing program based on the academic needs of my students as well as their interests. My classroom is rich with well written literature and my assignments and lessons allow for creativity by the students based on their abilities.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds. / *Text Set
*Children’s Lit Paper
*Reading Classroom – Seminar #1
*Multigenre Project / These artifacts show my desire to assign projects that require the use of a variety of books and other media. My hope is to expose my students to new, fascinating pieces of literature that will encourage them to become life long readers. These artifacts required me to go out to the library and find books that could assist me. I do the same thing for my students by bringing in a variety of materials for both academic use and enjoyment.
4.3 Model reading and writing enthusiastically as valued life-long activities. / Text Set
Multigenre Project
No Child Left Behind Paper
Psychology of Reading – Responses, Lesson and Final
Writing Portfolio
Reading Classroom – Seminar #1 / These different artifacts show my devotion and excitement toward reading and writing. When I use the ideas found in these artifacts I am valuing their meaning and showing my students the value of learning.
4.4 Motivate learners to be life-long readers. / Psychology of Reading – Responses, Lesson and Final
Text Set
Action Research Paper
Writing Portfolio
Multigenre Project
Reading Classroom – Seminar #1 / Each of these artifacts shows my students how exciting and important reading and writing can be. When I use new, inventive and effective activities I provide my students with the motivation to work hard and become better readers.
Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, candidates:
5.1 Display dispositions related to reading and the teaching of reading. / *Telefolio / The telefolio I created show my ability to create dispositions of reading and teaching reading. I hope that this telefolio is my first attempt to share my knowledge of reading and the reading process. I hope to eventually conduct my own research and publish my own ideas about teaching students to read.
5.2 Continue to pursue the development of professional knowledge and dispositions. / *Masters and Post Masters Certificate classes
*Future Research Intentions
*In service conferences and meeting with my school / My participation in the masters program and post masters certificate program shows my intention to continue to develop professionally as an educator.
5.3 Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. / *Masters and Post Masters Certificate classes
*Team Meetings with Colleagues
*Classroom Observations by Administration and Peers / My participation in the masters and post master program shows my desire to work and learn with other teachers. At my school, I am observed by the administration and other teachers. These observations are always followed by short conferences to discuss what occurred and offer feedback and assistance. My colleagues and I meet often to plan for our grade level.
5.4 Participate in, initiate, implement, and evaluate professional development programs. / *Masters and Post Masters Certificate classes
*Team Meetings with Colleagues
*Classroom Observations by Administration and Peers
*Future Research Intentions
*In service conferences and meeting with my school / The knowledge and ideas that I have acquired from my masters program is always shared with my team members. We are constantly looking for ways to improve our instruction and help one another.