Name: William Byland
IRA Standards / Artifacts / Rationale /Standard 1. Foundational Knowledge.
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections. / Action Research Plan from RE 5040 Teacher as a Researcher.
Exam papers from RE 5100,
Beginning Readers and Writers
Assessment Summary Sheet
from RE 5715, Reading
Assessment and Correction
Case reports from RE 5725,
Practicum in the Clinical
Teaching of Reading
Reflective papers or exams from
RES 5535, Race, Class, and Gender in Literacy Research;
Wiki Participation from RE 6575
Technology and Literacy / All courses taught me the foundational knowledge one needs as an educator. The Action Research plan in 5040 taught me how to research my own classroom and students to discover their needs and my own successes. The beginning Readers and Writers course and exam taught me the developmental approach of teaching students to read and write, which has been instrumental in developing the higher level struggling students. The assessment summaries in Reading Assessment and Corrections taught me how to develop and use specific assessments to diagnosis a student’s reading needs. The Race, Class, and Gender in Literacy Research blog and papers demonstrate that I learned how to respect each students needs on a fundamental level, starting with their backgrounds. The wiki of the Technology and Literacy course displays the knowledge of the development of technologies to assist struggling readers and writers.
1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
Standard 2. Curriculum and Instruction.
2.1 Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. / iPoetry project from RE 5130 Teaching the Language Arts
Read Write Think Lesson
Planning; Instructional Strategies Assignment from RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners / The iPoetry project in Teaching the Language Arts displays that I know how to develop and implement a balanced unit and curriculum that includes reading and writing. The Read Write Think Lesson Planning and Instructional Strategies from the Reading and Writing for Intermediate and Advanced Learners course also displays the knowledge I gained about building a unit plan that incorporates many different teaching styles and a wide range of texts.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
Standard 3. Assessment and Evaluation.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations. / Assessment Interpretations and Instructional Recommendations Case Reports from RE 5175 Assessment and Corrections
Case reports from RE 5725,
Practicum in the Clinical
Teaching of Reading / Both the Assessment Interpretations and Instructional Recommendations Case Reports from RE 5175 Assessment and Corrections and the Case reports from RE 5725, Practicum in the Clinical Teaching of Reading demonstrate the knowledge I gained in assessing students strengths and weaknesses as they develop in their abilities, which in turn allows me to be a more effective as an instructor as I can properly instruct them at their correct levels.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3 Candidates use assessment information to plan and evaluate instruction.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
Standard 4. Diversity.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. / Blog from RE 5111 Advanced Study of Children's Literature
Reflective Blog posts from RES
5535, Race, Class and Gender in
Literacy Research
Planned units of study (poetry,
integrated language arts, writing
instruction) from RE 5130,
Teaching the Language Arts
Read Write Think Lesson Plan
from RE 5730 Reading &
Writing Instruction for
Intermediate & Advanced
Learners / The Blog from RE 5111 Advanced Study of Children's Literature and the Reflective Blog posts from RES
5535, Race, Class and Gender in
Literacy Research demonstrates the knowledge that I gained about developing a curriculum that engages and instructs students in practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity because it shows the wide range of diverse texts that I studied in that course and gives many sample lessons that I use with my students from those courses. Also the planned units of study from the RE 5130, Teaching the Language Arts and the Read Write Think Lesson Plan from RE 5730 Reading &
Writing Instruction for Intermediate & Advanced
Learners demonstrates the engagement of the features of diversity within a classroom as well as the ability to develop and implement strategies to advocate for equity in that they both demonstrate the use of a multicultured approach to instruction through a wide range of medias within the study of diversity through both holocaust historical instruction and modern genocide issues.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.
Standard 5. Literate Environment.
5.1 Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. / World Poetry Unit from RE 5730 Reading Writing and Instruction for Intermediate and Advanced Learners
Blog and planned units of study
(poetry, integrated language arts,
writing instruction) from RE
5130, Teaching the Language
Arts / The World Poetry Unit from RE 5730 Reading Writing and Instruction for Intermediate and Advanced Learners demonstrates the scaffolded support to optimize students learning in that it demonstrates each stage with a scaffolding approach. Also the Blog and planned units of study (poetry, integrated language arts,
writing instruction) from RE 5130, Teaching the Language Arts demonstrates a designed physical environment for study via various forms of medias to enhance instruction of reading and writing because it uses both traditional and modern texts, as well as the incorporation of traditional writing and blogging.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
5.3 Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Standard 6. Professional Learning and Leadership.
6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. / Product of Learning and reflections in RE 5525 Product of Learning
Action research paper from RE
5040, Teacher as Researcher
Planned professional
development unit from RE 5730,
Reading and Writing Instruction
for Intermediate and Advanced
Learners
In-school professional
development activities in a
leadership role / The Product of Learning and reflections in RE 5525 Product of Learning demonstrates the foundational knowledge of adult learning theories and research in that it is filled with reflective essays and research reflections that specifically represent the entirety of the study of reading and writing theories gained during the graduate program. Also, the Action research paper from RE 5040, Teacher as Researcher demonstrates the study of my own teaching of reading and writing as it is an in depth look into the successes and struggles of that instruction within my own classroom. The Planned professional development unit from RE 5730, Reading and Writing Instruction for Intermediate and Advanced
Learners demonstrates my leadership skills as a reading professional in that it shows that I have learned how to develop a complex, yet effective professional development. Also the In-school professional
development I have completed at my own school as influenced by my courses at ASU also show my development in professional learning and leadership.
6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4 Candidates understand and influence local, state, or national policy decisions.