Name: Janet Sutphin
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. / Action Research
Teaching Beginning Readers and Writers / These artifacts show my ability to apply knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction to improve student learning.
1.2 Demonstrate knowledge of reading research and histories of reading. / Action Research
Teaching Beginning Readers and Writers / This set of artifacts demonstrates my ability to incorporate and apply knowledge of research based reading strategies and the history of reading, obtained through classes and educational literature, into a school and classroom setting to better improve student learning.
1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. / Teaching Beginning Readers and Writers
Hmong Presentation / These artifacts reflect my knowledge of the importance of the developmental stages of reading by a learner based on variables such as cultural backgrounds and diversity in language. They also reflect my willingness to represent various cultures respectfully in a learning environment.
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. / Teaching Beginning Readers and Writers
Informal Reading Inventory / These pieces of work represent my expertise in the theory of the major components that make up a comprehensive reading program. They show my ability to provide to a learner sound and efficient reading instruction that incorporates all the critical elements.
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. / Text Set
Integrating Literature / These artifacts show my ability to recognize various learning processes and learning styles and create relevant instructional activities and groupings to effectively meet their needs. These options provide the learner with the opportunity to learn at his/her highest potential.
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. / Text Set
Multi-Genre Project / These pieces of work demonstrate proficiency in recognizing the differing stages of a learner and the various cultural and linguistic backgrounds to create instructional strategies and practices, such as technology-based instruction, to best meet the need of each child.
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. / Text Set
Multi-Genre Project
Action Research / This collection of artifacts demonstrates my ability to effectively create curriculum materials to meet the needs of learners at various developmental reading and writing stages. These materials use a wide range of strategies which not only target developmental reading and writing stages, but which are hopefully interesting and motivating to the learner.
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. / Text Set
Informal Reading Inventory
Practicum / With these artifacts I show my proficiency in understanding the range of evaluative procedures available. I am able to analyze, diagnose, and prescribe appropriate instruction based upon the learner’s strengths and weaknesses.
3.2 Place students along a developmental continuum and identify students’ proficiencies and difficulties. / Informal Reading Inventory
Practicum / These artifacts show that I can effectively evaluate a learner through the knowledge of research based practices and provide the most successful instruction and materials within the classroom setting.
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. / Text Set
Informal Reading Inventory
Practicum / Through these artifacts I provide expertise in creating and using instructional strategies to reflect upon and revise appropriate instruction to better meet the diverse needs of a learner.
3.4 Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). / Practicum Diagnosis Letter
Text Set
Web Page / Through these pieces of work I demonstrate my ability to communicate effectively with parents, administrators, and other members of the community to better improve home-school-community environment.
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
Multi-Genre Project
Integrating Literature / These work samples demonstrate my knowledge to create effective and relevant reading and writing instruction based on theoretical and research based information. This instruction is created based on students’ interests, ability levels, and differing backgrounds to achieve optimal performance.
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
Multi-Genre Project
Hmong Project / This collection of artifacts demonstrates my knowledge to create reading and writing instruction which collectively utilizes a variety of relevant resources including literature technology and non-print materials and reflects differences in interests, cultures, and linguistic backgrounds.
4.3 Model reading and writing enthusiastically as valued life-long activities. / Text Set
Multi-Genre Project
Integrating Literature / These artifacts exemplify my enthusiasm and fervor as an educator and a learner. Through these activities reading and writing practices are modeled to instill a sense of value and excitement for both.
4.4 Motivate learners to be life-long readers. / Text Set
Multi-Genre Project
Action Research / I have created various activities that capture and engage my students. These activities include various methods such as art, music and songs, drama, role play, cultural celebrations, discussions, and cooperative learning to not only teach a child to read and write but to implant a passion for both that will last a lifetime.
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. / Action Research
Practicum / This collection of artifacts demonstrates my desire to obtain knowledge of the theories and practices for teaching reading. Through obtaining this knowledge I have acquired an advanced background of the theoretical, philosophical, and research studies of reading.
5.2 Continue to pursue the development of professional knowledge and dispositions. / Hmong Presentation
Action Research / Through these artifacts I demonstrate my motivation toward future inquiry of the nature of teaching reading and the history of reading. Participating in this continued learning process enables me to reflect and better create more effective reading instruction.
5.3 Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. / Hmong Presentation
Informal Reading Inventory / Through these artifacts I was able to collaborate with colleagues to reflect on these reading practices and discuss how to better implement these practices into the school and classroom setting.
5.4 Participate in, initiate, implement, and evaluate professional development programs. / Hmong Presentation / This artifact enables me to initiate and participate in professional development programs. Through these programs I am able to mature as an educator and a learner.