Name: Teresa S. Santis
IRA STANDARD / Artifacts / Rationale1. Foundational Knowledge. Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, the candidates:
1.1Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction. / -Assessment Exams
-Question 1 – Seminar in Language Arts Instruction / These artifacts demonstrate that I have the knowledge of the foundations of the reading and writing processes. I am able to evaluate and plan instruction in order to meet the diverse needs of my students.
1.2Demonstrate knowledge of reading research and histories of reading. / -Question 2 Reflection – Seminar in Language Arts Instruction / This artifact demonstrates my ability to seek out applicable reading research and apply my findings to my particular classroom and group of students.
Based upon my findings, I am able to reflect upon my own teaching practice and make adjustments to benefit the learning environment.
1.3Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. / -Assessment Exams
-Question 1 – Seminar in Language Arts Instruction
-Social Studies Lesson
-Literature Circle Action Research / These artifacts demonstrate that I have the knowledge of language development and reading acquisition. Furthermore, they demonstrate that I vary my instruction in order to meet the individual needs of my learners.
1.4Demonstrate 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. / -Assessment Exams
-Question 1 – Seminar in Language Arts Instruction / These artifacts demonstrate that I have the knowledge of the major components of reading. I am able to access, evaluate, and provide instruction for students that will enable them to become better readers.
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:
2.1Use instructionalgrouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes. / -Literature Circle Action Research
-Hypermedia Folktales PowerPoint
-Social Studies Lesson
-Question 1 - Seminar in Language Arts Instruction / These artifacts demonstrate that I have the understanding and ability to choose appropriate grouping strategies that will enable all students access to and success on any given task. Through careful analysis of each individual learner’s needs, I am able to determine when it is best for students to work alone, with partners, or in small-groups.
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. / -Literature Circle Action Research
-Hypermedia Folktales PowerPoint
-Social Studies Lesson
-Multigenre Project / These artifacts demonstrate that I have the understanding to vary my instructional practices in such a way that all students will experience success in my language arts classroom. By enabling students to participate in activities using various instructional practices, I am able to meet the needs of each individual learner in some way.
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. / -Literature Circle Action Research
-Hypermedia Folktales PowerPoint
-Social Studies Lesson
-Multigenre Project / These artifacts demonstrate that I have the knowledge to use a variety of curriculum materials to support the learning environment. By using multiple and varied materials, each student will be able to access any task at hand.
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:
3.1Use 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. / -Question 1 - Seminar in Language Arts Instruction
-Assessment Case Study / These artifacts demonstrate that I have the understanding to use a variety of assessment tools in order to better assess my students’ individual ability levels. By using these tools, I can plan appropriate instruction that will enable my students to be more successful in comprehending what they read.
3.2Place students along a developmental continuum and identify students’ proficiencies and difficulties. / -Assessment Case Study / This artifact demonstrates that I have the ability to assess an individual student’s needs and plan appropriate instruction accordingly.
3.3Use 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. / -Assessment Case Study
-Literature Circle Action Research
-Question 1 – Seminar in Language Arts Instruction / These artifacts demonstrate that I have the ability to assess, plan, evaluate, and revise instruction in order to best meet the needs of each individual learner. Through careful analysis of each student’s performance level, I am able to plan my instruction in such a way so that all students experience success in my language arts classroom.
3.4Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). / -Parent Letter from Practicum / This artifact demonstrates that I have the ability to professionally communicate to parents their child’s assessment results and suggest a course of action that will enable their child to improve in their reading ability.
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. / -Literature Circle Action Research
-Multigenre Project
-Hypermedia Folktales PowerPoint / These artifacts demonstrate that I am willing to use students’ interests, abilities, and backgrounds to direct my instruction. By using these variables to plan instruction, all students benefit from a reading curriculum that is rich and multifaceted.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds. / -Literature Circle Action Research
-Social Studies Lesson
-Hypermedia Folktales PowerPoint
-Multigenre Project / These artifacts demonstrate that I use a multiple array of materials to meet my students’ needs. By providing a rich variety of resources and opportunities, all students are motivated to learn.
4.3Model reading and writing enthusiastically as valued life-long activities. / -Literature Circle Action Research
-Multigenre Project
-Author Study Project / These artifacts demonstrate that I seek opportunities to motivate students to become life-long readers and writers. By providing them with an opportunity to discuss literature with their peers, an alternative avenue to research and present a topic, andexpress the importance of understanding who the author is behind the text, students will value reading and writing as life-long activities.
4.4Motivate learners to be life-long readers. / -Literature Circle Action Research
-Multigenre Project
-Social Studies Lesson
-Author Study Project / These artifacts demonstrate that I am able to motivate students to become life-long readers. Through these varied and interesting activities, students will have the desire to read for information, as well as for enjoyment.
Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, candidates:
5.1Display dispositions related to reading and the teaching of reading. / -Question 2 Reflection – Seminar in Language Arts Instruction / This artifact demonstrates my desire to reflect upon my current practice of reading instruction and adjust that instruction to better meet the needs of my students.
5.2Continue to pursue the development of professional knowledge and dispositions. / -Question 2 Reflection – Seminar in Language Arts Instruction
-Attended the Price Symposium, Fall, 2005
-Achieved National Board Certification in Fall, 2003. / These artifacts demonstrate my feeling of professional responsibility to stay current on reading research findings. By staying abreast of current research in the reading field, I am able to make appropriate changes in my own reading instruction in order to benefit the learning environment.
5.3Work with colleagues to observe, evaluate, and provide feedback on each other’s practice.
*No artifact for this item. / -Participation in the Masters Degree Program
-Question 2 Reflection – Seminar in Language Arts Instruction
-*Provided feedback to fellow colleagues pursuing National Board Certification / By participating in the Reading Graduate Program, I have had the opportunity to engage in meaningful discussion with colleagues about best practices in reading instruction. The reflective artifact demonstrates that I am willing to reflect upon my own teaching practices and do my best to improve them.
5.4Participate in, initiate, implement, and evaluate professional development programs. / -Participation in the Masters Degree Program
-Attended the Price Symposium, Fall, 2005 / My participation in the Reading Graduate Program and my attendance at the Price Symposium this past fall demonstrate my desire to continually grow through professional development.