Jennifer Eubank

Standards for Reading Professionals: International Reading AssociationThese are the latest Standards, which were revised in 2010.

These are only a portion of the standards, those that pertain specifically to the role of the reading specialist/coach. For a complete listing of the standards, please refer to the webpage:http://www.reading.org/resources/issues/reports/professional_standards.html

Standard 1. . Foundational Knowledge.

Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.

Evidence that demonstrates competence may include, but is not limited to, the following –Reading Specialist/Literacy Coach Candidates…1.1 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.

Interpret major theories of reading and writing processes and development to understand the needs of all readers in diverse context.

As a reading specialist/literacy coach and/or classroom teacher, I will understand the major theories of reading and writing processes and development. An understanding of these theories will allow me to interpret theorist ideas to understand the needs of all readers in diverse contexts. The following theories have emerged in history:

Conditional Learning/B.F. Skinner’s Behaviorism (1950-1965)

Natural Learning Theory (1966-1975) Information Processing (1976-1985) Sociocultural (1986-1995) Engaged Learning (1996-present)

Engaged learning is the present model driving reading and writing processes and development to meet the needs of all readers. The engaged learning era emerged as research on motivation led to the consideration of learners’ interest, goals, self-efficacy beliefs, self-regulation, cultural backgrounds, and active participation in reading and writing. Students need to become more activated and motivated in their learning experiences. In addition, as the digital age expands, it has evolved the needs of readers and writers within technology contexts.

Analyze classroom environment quality for fostering individual motivation to read and write (e.g., access to print, choice, challenge, and interests.)

As a reading specialist/literacy coach, I will assist teachers with analyzing classroom environment quality for fostering individual motivation to read and write. I can support teachers in providing choice of texts and matching students’ interests, as well as helping students’ access print

that challenges them in the following ways: I will suggest the text Assessment for Reading

Instruction (2nd Edition) by Michael C. McKenna and Katherine A. Dougherty Stahl to support the teacher with identifying students’ interests. Chapter nine, “Affective Factors”, provides numerous affective assessments such as: Elementary Reading Attitude Survey; Motivations for Reading Questionnaire; Reader Self-Perception Scale; Reading Activity Inventory; Title Recognition Test; and Adolescent Reading Attitudes Survey.

I will suggest the website resource Kansas.bookconnect.com to assist teachers with searching for texts to match students’ interests. The website allows teachers to search for materials by topics of interest and sub-topics. The website also includes reading levels for teacher’s to locate materials of interest on the students’ appropriate reading level.

I will suggest the teacher administer a formal or an informal interview with the students and parents at the beginning of the year to learn more about the students’ cultural and linguistic backgrounds.

As a classroom teacher, I will use a variety of affective and cognitive assessment measures to analyze the classroom environment quality and my students’ motivation levels to read and write. I will support their affective development of reading and writing by providing choice in our reading and writing activities. In addition, I can provide my students with easy access to reading materials based on their independent and instructional levels that also appeals to their individual interests. In standard 5.2, I have described in depth different instructional practices that foster the motivation to read and write as well.

Demonstrate a critical stance toward the scholarship of the profession.

As a reading specialist/literacy coach and/or classroom teacher, it will be important to participate in on-going, job-embedded research for best practices in literacy teaching and learning. Research and inquiry-based discussions will drive my reflections on my instructional practices for students. According to Kathleen McKinney in What is the Scholarship of Teaching and Learning (SoTL) in Higher Education?, “Scholarly teachers do things such as reflect on their teaching, use classroom assessment techniques, discuss teaching issues with colleagues, try new things, and read and apply the literature on teaching and learning in their discipline and, perhaps, more generally”. I can also

share my knowledge of the profession with other teachers and professionals in a variety of formats such as: presentations at conferences, publications, or professional development opportunities.

Resource: http://web.uri.edu/atl/files/definesotl.pdfRead and understand the literature and research about factors that contribute to reading success (e.g., social, cognitive, and physical.)

As a reading specialist/literacy coach and/or classroom teacher, I will read and understand the literature and research about social, cognitive, and physical factors that contribute to reading success. Research that is helpful in current understandings of the factors that contribute to the reading success are the ideas of Lev Vygotsky. Nancy Cecil, Joan Gipe, and Marcy Merrill in Literacy in Grades 4-8: Best Practices for a Comprehensive Program (3rd Edition) state, “At the heart of the constructivist model of learning is the belief that students must actively build their own understandings of all literacy activities. Vygotsky further asserted that all learning is basically a social and psychological process that takes place through interactions between students and others in their environment” (p. 3, 2014). Furthermore, social-learning perspectives and collaborative learning is relevant in supporting students’ reading and writing successes. In addition, students’ personal interpretations and background knowledge becomes important within the context of reading and writing instruction within the classroom.

Inform other educators about major theories of reading and writing processes, components, and development with supporting research evidence, including information about the relationship between the culture and native language of English learners as a support system in the learning to read and write in English.

As a reading specialist and/or literacy coach, I can inform other educators about information regarding the relationship between culture and native language and how they influence ELL students’ abilities in learning to read and write. This information about ELL students would be presented through professional development opportunities where I would specifically discuss the three theoretical perspectives (Behaviorist, Innatist, and Interactionist) that fit into the First and Second Language Acquisition Theories. In these professional development opportunities, I can provide activities that educators can use to support ELL students in their Second Language Acquisition such as age appropriate reading and writing activities that promote social interaction and foster cultural and native differences.

Resource for Activities: Reading, Writing, and Learning in ESL by Suzanne F. Peregoy and Owen Boyle

1.2 Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

Interpret and summarize historically shared knowledge (e.g., instructional strategies and theories) that addresses

As a classroom teacher, I will interpret and summarize historically shared knowledge of instructional practices and theories that address the needs of all readers. It is

the needs of all readers. important to interpret historically shared knowledge of these theories to understand which instructional strategies, aligned with specific theories, are most appropriate and effective for all learners.

According to Don W. Edgar in his article Learning Theories and Historical Events Affecting Instructional Design in Education: Recitation Literacy Toward Extraction Literacy Practices, “The ways that learners process information are being understood more each day with discoveries about the mind, cultural attributes that affect learning, and how to make learning positive for today’s learners. We must understand that not one theory or belief is the cure in education today. All learners are different, and that individualized instruction and education facilitates learning” (p. 8, 2012). Therefore, understanding historically shared knowledge, such as the historical theories listed in the timeline below, will help address the needs of all learners in my classroom.

Resource: http://sgo.sagepub.com/content/2/4/2158244012462707

Inform educators and others about the historically shared knowledge base in reading and writing and its role in reading education.

As reading specialist/literacy coach, I can inform educators and others about the historically shared knowledge base in reading and writing and its role reading education. I can inform these other professionals of relevant theories and instructional practices that have emerged within the following historical eras:

Conditional Learning/B.F. Skinner’s Behaviorism (1950-1965)

Natural Learning Theory (1966-1975) Information Processing (1976-1985) Sociocultural (1986-1995) Engaged Learning (1996-present)

These eras and relevant theories have impacted reading and writing instruction within our education systems. Within PLC meetings and professional development opportunities, I can share my knowledge of these historical implications for reading education. In my graduate program, my colleagues and I compiled a Google Doc to demonstrate our knowledge of each historical time period. This Google Doc chart divides each historical era into conditions for change, guiding views, resulting principles, and rival views of learner and learning process.

Resource: https://docs.google.com/document/d/1tJIpXmn8NUr4TD02rh_rL5clcOG1tDr2ZZoeedKpBbM/edit

1.3 Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

Model fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals.

As reading specialist/literacy coach and/or classroom teacher, I will model fair-mindedness, empathy, & ethical behavior for my students by treating each of my students equally and with respect. In addition, I will be fair, consistent, and avoid bias opinions when teaching my students. When working with other professionals, I will model this same behavior by: acting in a professional manner; maintaining open lines of communication with all other professionals regarding student progress; and respecting the opinion of others.

Communicate the importance of fair-mindedness, empathy, and ethical behavior in literacy instruction and professional behavior.

As a reading specialist/literacy coach, I will provide other professionals, as well as students, with culturally diverse texts and resources. As a classroom teacher, I will communicate the importance of fair-mindedness, empathy, and ethical behavior in literacy instruction by:

Emphasizing the importance of the acceptance of all cultures through social interactions with peers

Allowing students to share about their cultures and their backgrounds

Utilizing ELL parents and families as a resource

Incorporating and honoring home languages within literacy lessons

Standard 2. Curriculum and Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.

Evidence that demonstrates competence may include, but it not limited to, the following—Reading Specialist/Literacy Coach Candidates…2.1 Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum

Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum instruction for all pre-K-12 students.

As a reading specialist/literacy coach I will need to demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum instruction. It will be important for me support teachers and administrators in developing a literacy curriculum based on the pre-K-12 Standards of Learning (SOL). These standards are created with research-based instructional practices and theories in mind to meet the curriculum needs of all students. I will remain up-to-date on current research and literature by maintaining a literacy membership in organizations such as the Virginia State Reading Association (VSRA). In addition, I will subscribe to literacy research magazines and journals that would allow me to have an understanding of current research and instructional practices.

Develop and implement the curriculum to meet the specific needs of students who struggle with reading.

As a reading specialist/literacy coach, I will provide additional support for students who struggle with reading through a variety of intervention methods in heterogeneous groups or one-on-one tutoring sessions. As a classroom teacher, I will develop and implement the curriculum to meet the needs of students who struggle with learning. I can do this by adapting instructional practices and differentiating instruction of the curriculum to the meet the individualized needs of students in my classroom. I will implement research-based instructional practices through modeling, guided practice, and independent practice while scaffolding curriculum material for students.

Support teachers and other personnel in the design, implementation, and evaluations of the reading and writing curriculum for all students.

As a reading specialist/literacy coach, I will support teachers and other personnel in the design, implementation, and evaluations of the reading and writing curriculum for all students. Specifically, I will assist teachers and personnel with analyzing and interpreting student data to facilitate inquiry discussions about areas of need for students within the reading and writing curriculum. I will support teachers in implementing curriculum through model lessons that target areas of needs for the students. Also, I will observe the implementation of curriculum

instruction through lesson observations and debriefing sessions.

Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre-K-12.

As a reading specialist/literacy coach, I will work with teachers and other personnel to implement curriculum standards into instruction throughout the school year. I will work with teachers and other personnel in developing a literacy curriculum that has vertical alignment across pre-k-12 by assisting individuals with matching their instruction with literacy curriculum for each grade level. In addition, I will work with teachers and other personnel in developing a literacy curriculum that has a horizontal alignment by assisting them with assessments that match literacy curriculum objectives for each grade level. Also, I will assist teachers and other personnel with progress-monitoring for students in each grade-level throughout the school year.

2.2 Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.

Use instructional approaches supported by literature and research for the following areas: concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing.

As a reading specialist/literacy coach, I will support teachers in using instructional approaches that are supported by literacy in research. I can suggest the resource Best Practices in Literacy Instruction (4th Edition) which is compiled book of research based approaches and best practices in the following areas: early literacy, struggling readers, ELL students, adolescent literacy, motivation, teaching phonological awareness, vocabulary instruction, comprehension instruction, fluency instruction, writing instruction, and assessment. I can also model these instructional practices in demonstration lessons for teachers as needed.

As a classroom teacher, I can use instructional approaches that are supported by literature and research such as those written in the resource Best Practices in Literacy Instruction (4th Edition). A few of these instructional approaches included in the resource are:

Concepts of Print- Direct instruction and modeling of skills such as finger-pointing (p. 74)

Phonemic Awareness- Focus on Rhymes in chants, jingles, and songs (p. 203)

Phonics- Using a variety of approaches such as analogy-based and word building instruction (p. 201)

Vocabulary- Using a variety of materials such as semantic webs, maps, and organizers (p. 233)

Comprehension- Explicit instruction and guided practice of comprehension strategies in a variety of

contexts (p. 259) Fluency- Wide and repeated readings of texts (p.

280) Critical Thinking- The need for a ‘critical stance’

with regard to any position (p. 164) Motivation- Providing choice in student learning (p.

187) Writing- Authentic writing for a variety of audiences

and purposes (p. 301)Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing.

As a reading specialist/literacy coach, I will support teachers in providing appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing. I can model appropriate instruction for teachers, as well as provide coaching support as needed.

As a classroom teacher, I will provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing. I will do this by using a variety of instructional strategies and practices in my instruction that meet the needs of my students. An example of a writing lesson that incorporates writing strategies for struggling writers is the Self-Regulated Strategy Development (SRSD) model. The STOP strategy, as well as the DARE strategy, can be used within this lesson to help struggling writers with persuasive writing. These strategies are listed below. STOP

S uspend judgment- Did I list ideas for each side? Can I think of anything else? Try to write more. Another side I haven’t considered yet is…

T ake a side- Decide which side you believe in or which side can be used the make the strongest argument

O rganize ideas- Place a star next to the points you plan to use and number them in the order you plan to use them

P lan more as you write- DARE: Develop your topic sentence, Add supporting details, Reject arguments for the other side, and End with a strong conclusion

Support classroom teachers and education support personnel to implement instructional approaches for all students.

As a reading specialist/literacy coach, I will support classroom teachers and educational support personnel by:

Modeling instructional approaches such as the STOP and DARE strategies within the SRSD model for these individuals

Supporting these individuals with locating, selecting, and using a variety of reading and writing

materials to implement with these instructional approaches

As needed, adapt instructional materials and approaches to meet the language-proficiency needs of English learners and students who struggle to learn to read and write.

As a reading specialist/literacy coach, I will be responsible for assisting language arts and content-area teachers with meeting the language-proficiency needs of English Language Learners and adapting instructional materials to meet these needs. I will provide professional development workshops and small-group, content-specific meetings that will communicate the following ideas to classroom teachers and other professionals:

Use hands-on activities and encourage group work Engage students in simulation games, experiments,

field trips, and films to help build students’ background knowledge

Incorporate visual aids and graphic organizers within lessons to scaffold material and build comprehension (maps, story maps, anticipation guides, learning logs, ect.)

Pre-teach vocabulary and key terms in a variety of formats (vocabulary clusters, visuals, ect.)

Incorporating gestures, illustrations, and facial expressions into explanations of material

Adapting assessments to meet proficiency levels (orally or using a tape recorder)

Using simple language by avoiding slang and speaking naturally

Labeling classroom objects Explicitly teaching comprehension and vocabulary

strategies and scaffolding these strategies as needed

Allow ELL students to work in pairs to write about topics they have background knowledge of

Allow ELL students with limited English proficiency to use a variety of ways to communicate material (illustrations, journals, gestures, ect.)

2.3 Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources.

As a reading specialist/literacy coach, I will support teachers in selecting a wide variety of traditional print, digital, and online resources that are appropriate for their students’ developmental literacy levels. Using a variety of materials will appeal to the different types of learners in teachers’ classrooms.

As a classroom teacher, I will incorporate a wide variety of quality literacy materials that are appropriate for my students. In my Graduate Program, I created a Literacy Text

Set that included a wide variety of traditional print, digital, and online resources. The text set was centered on a content area, science, and a theme, “Wild Weather”. The text set included both non-linguistic and linguistic representations such as:

Fiction & Non-fiction Books Poetry Graphic Novels Textbook Articles Brochures Videos Models Photographs Computer Program/App. Websites

Support classroom teachers in building and using a quality, accessible classroom library and materials collection that meets the specific needs and abilities of all learners.

As a reading specialist/literacy coach, I will help support the classroom teachers in building and using a quality, accessible classroom library and materials collection that meets the specific needs and abilities of all learners. I will assist the teachers in analyzing assessment data to determine independent, instructional, and frustrational levels for the students. I will explain to the classroom teachers the importance of selecting materials for students on their appropriate instructional levels. I will build my own classroom library for teachers to utilize, as well as support teachers in borrowing appropriate leveled materials from the school library. In addition, I will suggest online resources for teachers to access to locate materials. For instance, the website resource Kansas.bookconnect.com would assist teachers with searching for texts to match students’ interests. The website allows teachers to search for materials by topics of interest and sub-topics. The website also includes reading levels for teacher’s to locate materials of interest on the students’ appropriate reading level.

Lead collaborative school efforts to evaluate, select, and use a variety of instructional materials to meet the specific needs and abilities of all learners.

As a reading specialist/literacy coach, I will be responsible for leading collaborative school efforts to evaluate, select, and use a variety of instructional materials to meet the specific needs and abilities of all learners. In grade-level PLC meetings, I can collaborate with teachers in evaluating instructional materials for their students based on independent, instructional, and frustration levels of students. I can support teachers in selecting materials for students based on developmental levels and interests of all students. To share these materials with others and encourage the use of these instructional materials within the classroom, I can create Google Docs to share

instructional materials with other teachers within each grade level. Teachers would be able to also add the materials that they use into the document.

Standard 3. Assessment and Evaluation.

Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.

Evidence that demonstrates competence may include, but is not limited to, the following—Reading Specialist/Literacy Coach Candidates…3.1 Understand types of assessment and their purposes, strengths, and limitations.

Demonstrate an understanding of the literature and research related to assessments and their uses and misuses.

As a reading specialist/literacy coach it will be imperative that I demonstrate an understanding of the literature and research related to assessments and their uses and misuses. There are a variety of assessment types that document student growth and learning within reading, writing, and content areas. I can support teachers in using appropriate assessments for their students by sharing my understanding of the literature and research of the uses and misuses of assessments.

As a classroom teacher, I will use a variety of assessment types within my classroom. By understanding which assessments are appropriate for the level and content of the students, I can use assessment data to drive my instruction as a classroom teacher. In addition, it will be important for me to not rely on one type of assessment for each student.

Demonstrate and understanding of established purposes for assessing the performance of all readers, including tools for screening, diagnosing, progress monitoring, and measuring outcomes.

As a reading specialist/literacy coach and/or a classroom teacher, there are a variety of tools for screening, diagnosing, progress-monitoring, and measuring outcomes across levels for students. Throughout my Graduate program, I used these various tools to determine appropriate reading and writing levels for instruction, as well as progress-monitor and post-assess to guide my instruction and document student growth. Below I have listed tools for screening and assessments I have administered in the last year:

Emergent ReadersAlphabet RecognitionTOPPA (Test of Phonological and Print Awareness)Beginning Sound AwarenessConcept of WordSpelling InventoryWriting Sample/Dictated Sentences

Beginning ReadersWord Recognition in Isolation Word Recognition in ContextSpelling InventoryWriting Sample/Dictated Sentences

Instructional ReadersPupil InterviewWord Recognition in Isolation (WRI)Word Recognition in Context (WRC)Spelling Inventory Writing Sample

Recognize the basic technical adequacy of assessments (e.g., reliability, content, and construct validity.)

As a reading specialist/literacy coach, I will support teachers in understanding the reliability, validity, content, and construct validity of assessment devices. Being knowledgeable of these technical terms allows me to assist individuals with evaluating assessment devices. Assessing and Correcting: Reading and Writing Difficulties (4th edition) by Thomas G. Gunning serves as an effective resource for explaining these terms.

Reliability: “The consistency of an assessment device. It is the degree to which the device would yield similar results if given again to the same person or group” (p. 73).

Validity: “The degree to which an assessment device measures what it intends to measure; also, the degree to which the results can be used to make an educational decision” (p. 73).

Construct Validity: “The degree to which a test measures a theoretical trait or construct such as critical reading, learning ability or phonological awareness” (p. 74).

Content Validity: “The degree to which the content of a test reflects reading or tasks that are taught in schools” (p. 74).

As a classroom teacher, I will need to have a basic understanding of the technical adequacy of assessments. I cannot base all of my instructional decisions or assign student grades based on assessments that are not reliable or valid. These terms will be important to keep in mind as I make instructional decisions that are sound for my students.

Explain district and state assessment frameworks, proficiency standards, and student benchmarks.)

As a reading specialist/literacy coach and/or a classroom teacher, it is vital to have an understanding of district and state assessment frameworks to help guide instruction and remediation efforts for students. The state of Virginia uses the Standards of Learning (SOL) assessment framework to guide curriculum. Although each grade level is not required to take the formal SOL assessment, there are frameworks designed for each discipline within each grade level that include: essential understandings, essential questions, essential knowledge, and essential skills for each specific learning objective. In addition, each school district is guided by proficiency standards, as well as state standards, that meet the needs of their students. Student benchmark assessments can be used to document student growth in meeting the district level and state standards within the school system. Both reading specialists/literacy coaches and classroom teachers alike will be responsible for understanding these frameworks.

3.2 Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.

Administer and interpret appropriate assessments for students, especially those who struggle with reading and writing.

As a reading specialist/literacy coach I will support teachers in administering and interpreting assessments in the following ways:

I will help teachers and paraprofessionals prepare student assessment materials as needed to alleviate stress and reduce their time preparing materials. This could allow teachers more time to administer assessments students and analyze their students’ reading and writing behaviors from assessment data.

I will support teachers by modeling administration procedures of appropriate assessments of students for teachers and paraprofessionals as needed.

I will suggest the text Qualitative Reading Inventory-5(5th Edition) by Lauren Leslie and JoAnne S. Caldwell as a resource to administer reading assessments. In addition, I will suggest the text Words Their Way (5th Edition) by Donald R. Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston to support the teacher in administering word study assessments.

As a classroom teacher, I will administer and interpret a variety of assessments such as those discussed in 3.1 of the standards.

Collaborate with and provide support to all teachers in the analysis of data, using the assessment results of all students.

As a reading specialist/literacy coach, I will collaborate with and provide support to all teachers in the analysis of data, using the assessment results of all students. I could provide support in the following ways:

I could schedule individual and team meetings to assist teachers and paraprofessionals with interpreting assessment data of their specific students within their classrooms.

In a Professional Learning Community Environment, such as the Collaborative Coaching Cohort Model (CCCM), I could assist teachers with analyzing student data and lead inquiry discussions about the results of all students.

Lead school wide or larger scale analyses to select assessment tools that provide a systematic

As a reading specialist/literacy coach, I can lead school-wide or larger scale analyses to select assessment tools for assessing reading, writing, and language growth of all students. I could provide support in the

framework for assessing the reading, writing, and language growth of all students.

following ways: At the beginning of the school year, I could host training

meetings with teachers and paraprofessionals by grade level to discuss different types of assessments, the purpose of each assessment, and assessment administration procedures.

As suggested by Jennifer Allen in her book Becoming a Literacy Leader: Supporting Learning and Change, I could help teachers and paraprofessionals organize literacy assessment notebooks. In following Allen’s model, these notebooks would contain: literacy assessments, procedures for administering the assessments, scoring guidelines, benchmark papers, and end-of-year cumulative folder filing procedures.

In addition, in my Literacy Leaders course this semester, I created a school wide literacy plan that documented my ability to support and lead school wide analyses of assessment data of all students.

3.3 Use assessment information to plan and evaluate instruction.

Use multiple data sources to analyze individual readers’ performance and to plan instruction and intervention.

As a reading specialist/literacy coach, I will assist the classroom teacher and other paraprofessionals in analyzing individual readers’ performance and support these individuals with planning for instruction and intervention. In addition, most likely, I will be a part of the intervention efforts for students. I could collaborate with teachers to plan and design instruction for students who are in need of intervention from a specialist in order to supplement the instruction the student is receiving from the classroom teacher. I can also support classroom teachers in the following ways:

I can meet with the classroom teacher to review a variety of assessment data at the beginning of the year. This data would need to be from multiple data sources and assessment types (i.e. progress-monitoring, IReady, PALs data, ect). Using this data, I would help the teacher determine flexible reading groups, writing groups, and word study groups based on their appropriate instructional levels.

I can explain the importance of flexible instructional groups and that the teacher may need to regroup students based on formal and informal progress monitoring throughout the year.

I can suggest the text Early Intervention for Reading Difficulties: The Interactive Strategies Approach by Donna M. Scanlon, Kimberly L. Anderson, and Joan M. Sweeney to support the teacher in instructional grouping for reading. Chapter Two, “Responsive Classroom Instruction”, provides information regarding grouping for small-group literacy instruction and planning for small-group instruction.

I can suggest the text Words Their Way (5th Edition) by Donald R.

Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston to support the teacher in instructional grouping for word study.

As a classroom teacher, it is imperative to analyze individual readers’ performances from a variety of data sources to guide my instruction and plan for flexible instructional groups in my classroom. I can also collaborate with other specialists, classroom teachers, and paraprofessionals to plan instruction and intervention for my students based on multiple data sources and assessment information. These data sources could range from informal running record information to formal PALs testing data. Collaborating with these other individuals is necessary for students to receive supplemental intervention instruction from specialists as needed to maximize student growth and performance.

Analyze and use assessment data to examine the effectiveness of specific intervention practices and students’ responses to instruction.

As a reading specialist/literacy coach, I will plan on assisting classroom teachers and other paraprofessionals in analyzing and using a variety of assessment data to examine and evaluate the effectiveness of specific intervention practices. I can do this by planning to meet with the classroom teacher at the middle of the year to review assessment data as well. The data would need to be both formal and informal in order to evaluate the effectiveness of students’ responses to instruction and to the flexible groups for classroom instruction. Using this data, I could help the teacher re-arrange her instructional groups as needed. In addition, I could discuss other options for intervention practices for individual and groups of students based on the assessment data. As a classroom teacher, it will be important to continue to analyze student assessment data to guide and drive my instruction in my classroom. In addition, I will need to continue to collaborate and share this data with other paraprofessionals and specialists to examine the effectiveness of intervention practices and students’ responses to instruction. Assessment data, both informal and formal, could be examined closely with these individuals at the beginning and middle of the year specifically to evaluate the effectiveness of intervention practices. If these practices are not effective, I will work with other professionals to re-arrange my instructional groups, determine other intervention efforts, and restructure instruction for students as needed.

Lead teachers in analyzing and using classroom, individual, grade-level, or school wide assessment data to make instructional decisions.

As a reading specialist/literacy coach, I will be responsible in leading teachers in analyzing and using classroom, individual, grade-level, or school wide assessment data to make instructional decisions. This analysis could take place in the format of Professional Learning Communities, such as the CCCM. After inquiry-driven and research-based discussions about student assessment data, I will support teachers in lesson development and making instructional decisions using the data we have analyzed. In my graduate program during my Literacy Leaders course, Mary Lacen Kinkel and I designed and implemented a PD plan centered around the analysis of student data and lesson development

based on this data in the format of the CCCM.Plan and evaluate professional development initiatives using assessment data.

As a reading specialist/literacy coach, I could be responsible for planning PD initiatives for individual grade-levels and the school. I can evaluate the effectiveness of these PD initiatives using assessment data in the beginning, middle, and end of the year. Based on this data, if the PD initiatives in place are not working, I can re-design PD initiatives as needed. In my graduate program, Mary Lacen Kinkel and I designed a PD plan for a kindergarten grade-level which was centered on COW instruction. We planned to evaluate the PD initiative after five weeks using the Mid-Year Cycle Reflection Form from the CCCM. We also planned to evaluate the PD initiative at the end of the nine-weeks using the Summative Reflection Form. In addition, we planned to use the fall PALs COW assessment data and the spring PALS COW assessment data to evaluate the overall effectiveness of the PD plan.

3.4 Communicate assessment results and implications to a variety of audiences.Analyze and report assessment results to a variety of appropriate audiences for relevant implications, instructional purposes, and accountability.

As a reading specialist/literacy coach, I will be responsible for analyzing and reporting assessment results to a variety of appropriate audiences. In my graduate program, Mary Lacen Kinkel and I planned to analyze PALs data with the kindergarten teachers in our PD plan. In phase one of the CCCM within the plan, we incorporated the Data-Driven Dialogue Protocol tool to assist teachers in analyzing PALs assessment results from the spring. Using this tool, teachers would be able to make predictions about the data, analyze the data by identifying trends and asking questions, and make inferences about why the data reports the way it does. The teachers could complete this tool independently and then report out their findings in a whole grade-level group during our one-our PLC meeting. These assessment results would be used to hold teachers accountable for student learning and to make instructional implications for the upcoming school year.

Demonstrate the ability to communicate results of assessments to various audiences.

As a reading specialist/literacy coach, I will need to assist other school faculty in analyzing and reporting student assessment data; however, I will also need to demonstrate the ability to communicate the results of assessments effectively to various audiences such as: classroom teachers, paraprofessionals, administration, and other specialists. In order to communicate effectively with these individuals, it is my goal to create trusting relationships and open lines of communication with all other school staff members.

Standard 4. DiversityCandidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. Evidence that demonstrates competence may include, but is not limited to, the following—Reading Specialist/Literacy Coach Candidates…4.1 Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.

Demonstrate an understanding of the ways in which diversity

As a reading specialist/literacy coach and/or classroom teacher, it is necessary to recognize students’ diverse backgrounds and needs

influences the reading and writing development of students.

when planning for reading and writing instruction. According to the article Teaching English Language Learners: What the Research Does and Does Not Say by Claude Goldenburg, effective second language instruction includes opportunities for students to use their second language in motivating and meaningful situations. In addition, research supports learning to read in the home language because this benefits learning to read in the second language. Therefore, professionals, both specialists and classroom teachers alike, should value the diversity of their students regardless of race, ethnicity, culture, class, gender, religion, or language.

Assist teachers in developing reading and writing instruction that is responsive to diversity.

As a reading specialist/literacy coach, I will support teachers in developing their students reading and writing instruction that is responsive to diversity by:

Encouraging the teacher to incorporate and honor home-languages in lesson plans and classroom activities as much as possible.

Providing multicultural books to incorporate in reading and writing instruction that are responsive to diversity such as Eric Carle’s books, Uno, Dos, Tres; One, Two, Three by Pat Mora and Brothers by Yin. These books can focus on the themes/topics of moving, separating from families, time, money, colors, and fitting in, ect.

Providing multicultural websites to incorporate in reading and writing instruction that are responsive to diversity such as www.manythings.org and www.languageguide.org.

Assist teachers in understanding the relationship between first- and second-language acquisition and literacy development.

As a reading specialist/literacy coach, I will assist teachers in understanding the relationship between first- and second- language acquisition and literacy development by facilitating meaningful, professional conversations regarding the topic. In these conversations, I will need to include information about how second-language acquisition is a process in which:

Culturally and academically diverse students should receive multiple opportunities to work with one another

Social interactions between diverse students should be encouraged and valued

Promote participation of all students through heterogeneous grouping practices and motivating activities

Resource: Reading, Writing, and Learning in ESL by Peregoy and Boyle (Chapter 2)

Engage the school community in conversations about research on diversity and how diversity impacts reading and writing development.

As a reading specialist/literacy coach, it will be my responsibility to stay up-to-date with current research and engage my school community in conversations about literacy research. Additionally, it will be my responsibility to engage my school community in conversations regarding how diversity impacts reading and writing development. I can engage in these conversations through whole school professional development opportunities and/or small-group meetings with various professionals

(ESL teachers, Speech/Language Pathologists, SPED teachers, and classroom teachers). In these conversations, I will reference current research, as well as introduce resources that incorporate information about diversity research such as:

www.bestevidence.org www.colorincolorado.org http://ies.ed.gov/ncee/wwc/ www.promisingpractices.net

4.2 Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

Provide differentiated instruction and instructional materials, including traditional print, digital, and online resources that capitalize on diversity.

As a classroom teacher, I can provide differentiated instruction and materials for my students by understanding the ZPD of each of my students. By recognizing the instructional level of my students in their literacy development, I can differentiate instructional materials, including print, digital, and online resources that meet their individual needs. I will differentiate instruction and material in my classroom in the following ways: being flexible within my lesson planning; using a variety of materials and activities that benefit all students; and completing on-going assessments to monitor student progress.

Support classroom teachers in providing differentiated instruction and developing students as agents of their own literacy learning.

As a reading specialist/literacy coach, I will support teachers in providing differentiated instruction for their students by making the following suggestions:

Incorporate literacy activities into the classroom that meet students individual needs, while also engaging and motivating students (group work, use of technology, ect.)

Modify material, content, and assessments to meet the needs of students and their level of English proficiency

Select and/or create appropriate groups, activities, and materials based on students’ performance and interest levels

Explicitly teach students how to use self-monitoring strategies, rubrics, reflections, and peer-evaluations

These suggestions will help teachers develop their students as agents of their own literacy learning.

Support and lead other educators to recognize their own cultures in order to teach in ways that are responsive to students’ diverse backgrounds.

As a reading specialist/literacy coach, I will have the responsibility of helping educators recognize their own cultures and backgrounds, as well as helping them reflect on their own teaching practices, backgrounds, and biases. Our philosophies and beliefs are built upon our prior-experiences (i.e. education, jobs, backgrounds, and culture); therefore, teachers will need to be knowledgeable of these in order to be responsive to students’ diverse backgrounds. Their philosophies and teaching beliefs will be important when recognizing what they will use to deliver differentiated instruction for their students.

Collaborate with others to build strong home-to-school and school-to-home

As a reading specialist/literacy coach and/or classroom teacher, I will collaborate with others professionals in order to build strong home-to-school and school-to-home literacy connections. In order to do this, I will

literacy connections. value students’ prior literacy experiences, as well as become aware of what literacy resources and materials students have available at home. In addition, I will communicate with parents and guardians frequently to connect students’ school-to-home literacies. I believe that if I honor and respect students home literacy experiences and connect these experiences to school, then students will be more motivated to connect their school literacy experiences to home.

Provide support and leadership to educators, parents and guardians, students, and other members of the school community to valuing the contributions of diverse people and traditions to literacy learning.

As a reading specialist/literacy coach, I will provide support and leadership to teachers, parents and guardians, students, and other school community members to value the contributions of diverse people and traditions to literacy learning by:

Educating students about various holidays and traditions to encourage exploration of other cultures and backgrounds

Encouraging diverse people to share their cultures and backgrounds within the school community and within the school classroom

Inviting diverse individuals to volunteer within the school community on field trips, in classrooms, at school events, etc.

Hosting Family Nights at school in which families, teachers, and other school faculty can share their cultures and traditions, including food, music, holidays, traditions, etc.

Hosting Literacy Nights in which families, teachers, and other school faculty are exposed to multi-cultural texts and resources

4.3 Develop and implement strategies to advocate for equity.

Provide students with linguistic, academic, and cultural experiences that link their communities with the school.

As a reading specialist/literacy coach, it will be my responsibility to encourage other professionals and administration to make parent involvement and home-school communication a school-wide goal. I can create social events with other professionals within the school that encourage parent and the community to be involved in school events (i.e. school plays, school concerts, Literacy Nights, ect.). In addition, I can support teachers in suggesting take-home activities that promote literacy experiences within students’ homes and promote communication between teachers and parents.

As a classroom teacher, I will provide students with opportunities and experiences that link their communities to school. The book Reading, Writing, and Learning in ESL by Peregoy and Boyle offers several suggestions of these experiences for students such as:

Send home letters to parents in the home language of the child in order to support communication and to link the child’s class experiences to the home

Provide opportunities for students to have literacy experiences at home such as the “literacy backpack” where students take an object home, such as a doll, then write about what the doll did at home the next day in class

Encourage students to share classroom experiences, classwork (what they have read or written), & to read to parents at home

Advocate for change in societal practices and institutional structures that are inherently biased or prejudiced against certain groups.

As a reading specialist/literacy coach, as well as a classroom teacher, it will be my responsibility to be an advocate for change in societal practice and institutional structures that are inherently biased or prejudiced against certain groups. I will do this by promoting anti-bullying programs and school wide goals that support the equality of all students within the school. The school community should be unbiased of certain groups and be supportive of all students.

Demonstrate how issues of inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum.

As a classroom teacher, as well as a reading specialist, I will have the ability to incorporate multi-cultural texts within my classroom in order to explore issues of inequity and opportunities for social justice activism and resiliency for my students. By engaging my students in conversations about fictional and non-fictional texts that incorporate various character backgrounds and cultures, I can educate my students about these important topics. These texts could be included into the literacy curriculum to meet these goals:

Brothers by Chris Soentpiet Families are Different by Nina Pellegrini The Lotus Seed by Sherry Garland Coolies by Yin Quinito's Neighborhood by Ina Cumpiano

Collaborate with teachers, parents and guardians, and administrators to implement policies and instructional practices that promote equity and draw connections between home and community literacy and school literacy.

As a reading specialist/literacy coach, I will need to collaborate with parents and guardians, as well as other professionals, to promote equality for students and value home and community literacies. I can do this by creating Literacy Night opportunities that incorporate materials that draw on community connections. In addition, I can create Family Literacy Programs that value and build upon home literacies, while also informing parents of ways to be involved in school literacy opportunities. Also, take home instructional activities that value all languages and backgrounds and frequent communication with parents will better connect home, community, and school literacy.

Standard 5. Literate Environment

Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

Evidence that demonstrates competence may include, but is not limited to, the following—Reading Specialist/Literacy Coach Candidates…5.1 Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.

Arrange instructional areas to provide easy

As a reading specialist/literacy coach, I will set-up instructional areas to provide easy access to books and other instructional materials for the

access to books and other instructional materials for a variety of individual, small-group, and whole-class activities and support teachers in doing the same.

students that I may work with. It will be important that I model an organized, literate environment for teachers. In addition, I will support teachers in setting up their own classrooms for a variety of individual, small-group, and whole-group activities.

As a classroom teacher, I will arrange instructional areas for students to provide easy access to books and other instructional materials. Within my classroom, I will have areas for students to work in whole-groups, small-groups, and independently. I will also want my classroom to be set-up in a way that fosters collaboration between students. Below is a snapshot of a sample classroom set-up for students.

Modify the arrangements to accommodate students’ changing needs.

As a classroom teacher, it will be important to create flexible instructional groups for students in order to support their literacy development in reading, writing, and word study. Throughout the school year, my groups will change based on students’ changing needs. In addition, I can accommodate students’ changing needs in my classroom arrangement by moving students’ seats to create homogeneous and heterogeneous groups, as well as re-arranging tables for partner work.

5.2 Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.

Create supportive social environments for all students, especially those who struggle with reading and writing.

As a classroom teacher, I will create a supportive social environment for my students. I can design this social environment for students by using a variety of instructional practices such as:

Appropriate grouping for students Providing opportunities for social interactions Providing necessary support Necessary scaffolding Giving students positive reinforcement and encouragement Meaningful tasks Giving students choice within reading and writing activities Respect for out-of-school literacies Respect for students' personal identities Relating reading and writing activities to student interests Fostering a classroom community Providing opportunities for meaningful collaboration

Model for and support teachers and other professionals in doing the same for all students.

As a reading specialist/literacy coach, I can model for teachers and other professionals how to create supportive social environments for all students and a variety of instructional practices that support these environments. These environments should be low-risk and include choice, motivation, and scaffolded support in students’ reading and writing activities. Mary Lacen Kinkel and I modeled several motivating instructional activities for teachers at our 2015 Virginia State Reading Association (VSRA) Conference. In this presentation, we also included several researchers and research material that would support teachers in creating these motivating social environments for students. The following researchers would be beneficial in supporting teachers in creating supportive social environments for all students:

Donna E. Alvermann Nancy L. Cecil Douglas Fisher Nancy Frey Linda B. Gambrell Joan P. Gipe John T. Guthrie Marcy Merrill Jamie L. Metsala Kimberly Lenters Anne P. Sweet

Create supportive environments where English learners are encouraged and given many opportunities to use English.

As a reading specialist/literacy coach, it will be my responsibility to inform teachers of ways to create supportive environments in which English learners are encouraged to use English when learning to read and write. These suggestions could be given informally to teachers as a way to scaffold instruction for their students:

Create peer response groups and peer editing groups that allows for collaborating in writing

Value students use of English by publishing class and individual writing projects

Introduce dialogue journals as a way to communicate regularly in English on a topic of the students’ choice

Incorporate Reader’s Theater opportunities for students to encourage responses to reading

Allow students to have buddy reading opportunities to practice reading

Allow students to self-select literature and share their reading experiences with their peers

As a classroom teacher, I can implement these reading and writing instructional suggestions in my own classroom. I believe that if students are given numerous opportunities to read and write in a supportive environment to practice their English, the more comfortable they may become with the language.

5.3 Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussion, and peer feedback.)

Understand the role of routines in creating and maintaining positive learning environments for reading and writing instruction using traditional print, digital, and online resources.

As a reading specialist/literacy coach and/or classroom teacher, I will understand that the role of routines is important in creating and maintaining positive learning environments for reading and writing instruction. This instruction should include a variety of resources using print, digital, and online resources. According to the researcher Thomas G. Gunning in Creating Literacy Instruction for All Students (7th Edition), well established routines and classroom procedures are necessary to foster motivation in the context of learning for students (2010, p. 561).

Create effective routines for all students, especially those who struggle with reading and writing.

As a classroom teacher, I will create effective, predictable, and organized routines for all of my students within a balanced literacy program. Following an effective, organized routine will provide my students with clear expectations while efficiently managing all aspects of academic student behavior. These routines will be created based upon the appropriate ages and developmental instructional levels for learning. According to the researcher Thomas G. Gunning in Creating Literacy Instruction for All Students (7th Edition), “A better measure of time use is academic learning time… [Teachers] should critically examine every activity, asking whether it results in effective learning or practice” (2010, p. 553). Therefore, I will make sure the activities included within my routines are also effective for students.

Support teachers in doing the same for all readers.

As a reading specialist/literacy coach, I will support teachers in understanding and creating effective routines for all readers by modeling these effective routines and procedures for teachers. If teachers request this modeling support, I could model effective routines, transitions, discussion, and peer-feedback activities within specific classrooms with a variety of students. This would support teachers, as well as readers within the classrooms.

5.4 Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

Use evidence-based grouping practices to meet the needs of all students, especially those who struggle with reading and writing.

As a reading specialist/literacy coach, I would use my knowledge of evidence-based grouping practices to support the classroom teacher. I would suggest the text Early Intervention for Reading Difficulties: The Interactive Strategies Approach by Donna M. Scanlon, Kimberly L. Anderson, and Joan M. Sweeney to support the teacher in instructional grouping for reading. Chapter Two, “Responsive Classroom Instruction”, provides information regarding grouping for small-group literacy instruction and planning for small-group instruction. In addition, I would suggest the text Words Their Way (5th Edition) by Donald R. Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston to support the teacher in instructional grouping for word study.

As a classroom teacher, I would use the resources listed above to use a variety of grouping practices in my classroom such as small-group, whole-group, and partners. These groups will be created based on students’ zone of proximal development and student data. The groups will also be

flexible and meet the needs of all of my students.

Support teachers in doing the same for all students.

As a reading specialist/literacy coach, I would meet with the classroom teacher to review assessment data at the beginning of the year. Using this data, I would help the teacher determine flexible reading groups and word study groups based on their appropriate instructional levels. I would explain the importance of flexible instructional groups and that the teacher may need to regroup students based on formal and informal progress monitoring throughout the year. I would plan to meet with the classroom teacher at the middle of the year to review assessment data as well. This data can be used to evaluate the effectiveness of the instructional groups. Using this data, I could help the teacher re-arrange her instructional groups as needed.

Standard 6. Professional Learning and Leadership

Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.

Evidence that demonstrates competence may include, but is not limited to, the following—Reading Specialist/Literacy Coach Candidates…

6.1 Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

Use literature and research findings about adult learning, organizational change, professional development, and school culture in working with teachers and other professionals.

As a reading specialist/literacy coach, I will strive to build trusting and respectful relationships with other professionals, communicate effectively with other adult learners, and frequently collaborate with colleagues. I will use literature and research findings from Cathy A. Toll’s The Literacy Coach’s Survival Guide: Essential Questions and Practical Answers to aid to my knowledge of working with teachers and other professionals as a literacy coach and/or reading specialist. The text is presented in a three section format.

Section One addresses the following questions: What Is Literacy Coaching? How Does Coaching Lead to Change? How Do I Influence Teachers?

Section Two addresses the following questions: How Do I Begin My Work as a Literacy Coach? How Can I Communicate Well? How Do I Facilitate Coaching Conversations? What Is Unique About Working With Teams?

Section Three addresses the following questions: How Do I Deal With Difficult Situations?

What Do I Do When the Coaching Program Focuses on Incentives?

How Do I Survive This Job? What Do Literacy Coaches Do? What Don’t They Do?

Use knowledge of students and teachers to build effective professional development programs.

As a reading specialist/literacy coach, I will be assisting in developing and building effective professional development programs. In my Literacy Leaders course in the Spring of 2015, Mary Lacen Kinkel and I developed a professional development plan for a school based on our knowledge of the students and the teachers. We took the following steps in building the plan:

1. We analyzed PALs data for two kindergarten teachers to determine the area of need for the students. In a school setting, I would have completed the analyzing of data with the teachers.

2. In analyzing the data, we found that the students below PALs Spring Benchmark levels (score of 81), as well as the students above, in both classes, demonstrated a high-need in the Pointing, Word Identification, and COW Word List tasks within the Concept of Word Assessment. Teacher B reported the following number of students who scored below these benchmarks: 16 students in Pointing; 12 in Word Identification; and 13 in COW Word List. Teacher C reported the following number of students who scored below these benchmarks: 15 students in Pointing; 16 in Word Identification; and 14 in COW Word List. Therefore, in both kindergarten classes, we found that over 50% of students are struggling with Concept of Word tasks.

3. In a school setting, I would meet with the teacher to discuss the teachers’ feelings of their students’ Concept of Word development. I could also survey the teachers to obtain this information in a confidential format.

4. Based on the area of need, we then researched numerous literacy programs that would fit the needs of the kindergarten students and be feasible to implement by the teachers. Our possible solutions were: Fundations by Wilson Language Basics K-3, Wonders by McGraw Hill, and the Community Cohort Coaching Model (CCCM) developed by Dr. Sara Miller and Angela Stewart.

5. We chose the Community Cohort Coaching Model (CCCM) to implement with the kindergarten teachers. This solution addressed the literacy needs of the kindergarten students because it allows the teachers to receive support and coaching

in the specific area of Concept of Word development. In addition, teachers would have had the opportunity to experience demonstration Concept of Word lessons and debriefing sessions both individually with me and in professional development teams.

6. We also created a timeline of implementation. This timeline included hypothetical dates, how we would monitor the success of the plan, and adjustments for hypothetical problems that could occur.

Use the research base to assist in building an effective, school wide professional development program.

As a reading specialist/literacy coach, I would use research base to assist in building an effective, school-wide professional development program. I would follow similar steps that I did within my Literacy Leaders course. However, instead of analyzing grade-level data, I would analyze school-wide data as a whole to identify major areas of needs for students. I would conduct research for programs that are practical for the school based on money, time required to implement, and resources and materials needed for the program’s success. I could use resources such as What Works Clearinghouse Intervention reports to research effectiveness of programs. Using this information, I would then work with other administrators and professionals to determine the best solution for the school-wide need. Then, I could create a timeline for implementation and professional development sessions to help successfully build the professional development program.

6.2 Display positive dispositions relate to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.

Articulate the research base related to the connections among teacher dispositions, student learning, and the involvement of parents, guardians, and the community.

As a reading specialist/literacy coach, I will articulate the research base related to connections among teacher dispositions by incorporating and valuing the Adult Learning Theories within my coaching conversations with teachers. By incorporating these adult learning theories within my coaching conversations and responsibilities as a reading specialist/literacy coach, I can promote positive teaching dispositions as teachers strive to improve their practice and student learning. These theories were identified by Malcolm Knowles an American practitioner and theorist of adult education:

Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning

experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected

Resource: http://www.qotfc.edu.au/resource/?page=65375

According to Cathy A. Toll’s book The Literacy Coach’s Survival Guide: Essential Questions and Practical Answers, “A growing body of research is demonstrating the value of bridging children’s home and school literacies” (p. 51, 2014). Therefore, supporting teachers in establishing

positive relationships with parents, guardians, and communities, is also essential. These relationships with all parties must be fostered in order for the involvement of parents, guardians, and the community to work successfully.

Promote the value of reading and writing in and out of school by modeling a positive attitude toward reading and writing with students, colleagues, administrators, and parents and guardians.

As a reading specialist/literacy coach, I will promote the value of reading and writing in and out of school by modeling a positive attitude toward reading and writing with students, colleagues, administrators, and parents and guardians. As stated in the previous substandard, bridging the gap between children’s home and school literacies, as well as valuing these literacies, is essential. This could be accomplished by:

Hosting Literacy Themed Nights: In my Graduate Course, I assisted in creating a Literacy Themed Night for Kindergarten students. The theme of the literacy night was “Helping Our Students Grow”! The literacy night planned to incorporate a variety of reading and writing activities for parents and guardians to interact with their students, as well as help their students build emergent literacy skills at home.

Incorporating a “Give a Book, Get a Book” School Initiative: I could promote a school initiative where students, colleagues, administrators, parents, and guardians donated gently used books to the school. In return, for every book donated, the individual could then get a book that was donated from another person in return. This would promote reading outside of school by circulating these used book materials.

Join and participate in professional literacy organizations, symposia, conferences, and workshops.

As a reading specialist/literacy coach and/or classroom teacher, it will be important to join and participate in professional literacy organizations, symposia, conferences, and workshops. By joining in and participating in these, we can remain up-to-date on research and instructional practices. In addition, we will continue to be a lifelong learner, which is essential in our field. This semester, I joined the Virginia State Reading Association to have a full-time student membership. I am an active member of the Richmond Area Council of the VSRA until July 31, 2015. In addition, I attended professional development opportunities and conferences to stay informed and engaged in the development of literacy and literacy practices in today’s research.

Conferences Attended: Longwood’s Summer Literacy InstituteLast summer, I attended Longwood University's 11th Annual Summer Literacy Institute. The theme of the Institute was "Inquiry to Make Connections" and took place on July 17th-July 18th, 2014. This professional development opportunity allowed me to expand my knowledge of using inquiry-based instructional practices and how this approach can benefit my students.

Virginia State Reading Association’s: Reading is Magical ConferenceThis year, I attended the Virginia State Reading Association's "Reading

is Magical" 2015 Annual Literacy Conference at the Richmond Marriott Hotel and Greater Richmond Convention Center in Richmond, Virginia. The Conference took place from March 12th to March 14th. I presented at the Conference on March 12th and the details of my proposal and my presentation can be found within other sections of my Portfolio. By attending the conference as a whole, I gained new thoughts and ideas of how to further motivate students and engage them in their literacy learning. I believe that I have expanded my knowledge of teaching literacy by attending this annual event and could use this knowledge in professional development opportunities for schools in the future.

Demonstrate effective interpersonal, communication, and leadership skills.

As a reading specialist/literacy coach, it will be imperative that I demonstrate effective interpersonal, communication, and leadership skills. John C. Maxwell in his writing The 21 Indispensable Qualities of a Leader: Becoming the Person Others Will Want to Follow, suggests 21 qualities that foster interpersonal, communication, and leadership skills of an effective leader. Some of these qualities include: Commitment, Listening, Positivity, and Teachibility. His 21 qualities are listed in this resource: http://www.ansc.purdue.edu/courses/communicationskills/leaderqualities.pdf

In addition to these 21 leadership qualities, I will want to demonstrate the following skills as a reading specialist/literacy coach:1. Practice good communication skills such as listening and clarifying: Coaches/Specialists should listen carefully to what teachers have to say to better understand how to guide teachers and improve their literacy instruction. Toll suggests that, "The act of clarifying demonstrates recognition that even though one has tried to listen and learn, there is still a chance that one has misunderstood" (Toll, 2014, p. 59).

2. Embody effective interpersonal skills through building relationships and establishing trust: Allen claims, "Working in classrooms is all about building relationships and establishing trust over time" (Allen, 2006, p. 95). If teachers do not feel as though they have a relationship with you, they will be resistant to change and working with you to improve their literacy instruction. It is important to understand that these relationships take time to build; however, coaches should strive to be supportive, honest, and helpful to build establish trust with teachers.

3. Allocating time to promote collaboration: Toll suggests that 50% of literacy coaches’ time should be dedicated to conversations with teachers. In addition, Routman suggests that coaches should: build in time for coplanning and collaboration, spend more time with teachers who can mentor others, extend professional development meetings, and create flexible time structures (Routman, 2014, p. 191).

Resources:Becoming a Literacy Leader by Jennifer AllenRead, Write, Lead by Regie RoutmanThe Literacy Coach’s Survival Guide: Essential Questions and Practical Answers by Cathy A. Toll

Demonstrate effective use of technology for improving student learning.

As a reading specialist/literacy coach and/or classroom teacher, I will demonstrate the effective use of technology for improving student learning. Teachers, as well as specialists, can use technology to provide a creative learning environment for students. Using technology promotes student engagement, student choice, collaboration, and communication. As a reading specialist/literacy coach, I can collaborate with technology specialists within the school to help support teachers and other paraprofessionals with incorporating the effective use of technology in their classrooms to help improve student learning.

As a classroom teacher, I believe that technology is a wonderful way to enhance student learning as well as many other 21st century skills. In addition, I can become more of a facilitator within the classroom, which establishes a strong teacher and student partnership. Technology is also a powerful tool to use when researching information and topics to enhance reading and writing skills. In addition, the use of technology allows students to multi-task, while also allowing teachers to differentiate lessons and materials. The students can use a variety of technology vehicles to drive their learning within their classroom. Teachers can use and incorporate technology in a meaningful and purposeful way to engage students, which will promote them to be motivated learners.

6.3 Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

Collaborate in planning, leading, and evaluating professional development activities for individuals and groups of teachers. Activities may include working individually with teachers (e.g., modeling, coplanning, coteaching, and observing) or with groups (e.g., teacher workshops, group meetings, and online learning.)

As a reading specialist/literacy coach, I will collaborate in planning, leading, and evaluating professional development for individuals and groups of teachers. I could support teachers in professional development activities to improve their practice in the following ways:

I will assist teachers in participating in data-driven dialogue conversation in teacher workshops and group meetings.

At the request of the teacher, I will conduct classroom observations.

I will participate in observation debriefing conversations with teachers.

Based on student needs and teacher interests, I will be available to model lessons for individual teachers.

I will provide literacy materials and resources that are relevant for student learning and teacher instruction.

I will meet with individual and groups of teachers to check in to ensure that the literacy activity or instructional practice is benefiting the teachers and students.

I will motivate my fellow teachers in teaching, assessment, observation, and reflection of learning and development in a variety of contexts.

I will support teachers and other professionals in ongoing, job-embedded professional learning that increases the teachers’ capacity to meet his or her students’ needs.

Demonstrate the ability to hold effective conversations (e.g., for planning and reflective problem solving) with individuals and groups of teachers, work collaboratively with teachers and administrators, and facilitate group meetings.

As a reading specialist/literacy coach, it will be essential that I demonstrate the ability to hold effective conversations with individuals and groups of teachers. In addition, I will need to effectively collaborate with teachers and administrators as well as facilitate group meetings. The article What Matters for Elementary School Coaching? Guiding Principles for Instructional Improvement and Student Achievement by Susan L’Allier, Laurie Elish-Piper, and Rita Bean states, “Although a shared focus on student achievement can provide the foundation for collaborative relationships between coaches and teachers, coaches must build on that foundation by establishing trust, maintaining confidentiality, and communicating effectively with teachers” (p. 547, 2010). To hold effective conversations with individuals and groups of teachers, it will be important to build these foundations first.

In addition, coaches should act as a facilitator of adult learning, using the adult learning theories listed in other sub standards, in order to effectively collaborate with teachers and administrators and facilitate groups meetings. One way to incorporate adult learning theories and effective collaborate tools within the facilitation of group meetings is to utilize the National School Reform Faculty Protocols. These protocols serve as a tool to drive planning and reflective problem solving conversations, as well as facilitate collaboration meetings among groups of individuals. These protocols are listed in the following resource: http://www.nsrfharmony.org/free-resources/protocols/a-z

Support teachers in their efforts to use technology in literacy assessment and instruction.

As a reading specialist/literacy coach, I will support teachers in their efforts to use technology in literacy assessment. I can collaborate with technology specialists to support teachers in utilizing technology resources in their literacy assessments. I can also support teachers in analyzing their online literacy assessment data as needed. In addition, I will assist teachers in their efforts to use technology within their instruction. I can provide professional development for teachers to improve their efforts to incorporate a variety of technology programs within their instruction such as: Google Docs, Word Programs (Excel, PowerPoint, & Publisher), Adobe, YouTube, Instructional Apps, ect.

In my graduate program writing course this semester, I suggested numerous technology resources that teachers could incorporate in their writing instruction. The resources included the area of writing the resource could be incorporated, where to access the resource, and how the resource would be beneficial. The resources were as follows: Organizing/Brainstorming:

http://www.readwritethink.org/files/resources/interactives/cube_creator/ (Links to an external site.)

This website allows students to choose from four different ‘cubes’. Each of the cubes represents a different genre of writing (biography/autobiography cube, mystery cube, story cube, and create-your-own). The students can interactively click on the sides of the cube that they have selected to organize their ideas for their topic. For example, one side of the mystery cube says, “Where will this story take place?” This website also offers the cubes in planning sheet formats for an offline organization tool.

Group Collaboration Writing:http://www.boomwriter.com/Home (Links to an external site.)

This website allows you to create a free account for your classroom. Then, you simply add your students to your online classroom so they have access to the whole-class writing pieces. Individual students are able to design a writing avatar for their username and their writing remains anonymous. As a class, you choose a “story start” topic that the students would be interested in (i.e. Space Zombies on Planet Zoltar) and collaboratively create a book as a class. You are able to model writing for students, students can add to the story in specific chapters, and you can revise/edit the work together as writing is added. This format also allows you to read student writing and decide as a class which direction the class book should go next in the writing. When the book is finished, you can choose to publish the book for others to read.

Digital Story Writing & Publishing:http://www.clpgh.org/kids/storymaker/embed.cfm (Links to an external site.)

This website is an interactive, digital story writing tool that incorporates technology into student writing. In a digital format, students are able to choose their topic, characters, setting, ect. Then, students write their story beneath the pictures they have selected for their pages. When students are finished, they can choose to publish their online book for others to read. This digital story-telling website is very similar in format to what we completed for our Personal Narrative project.

6.4 Understand and influence local, state, and national policy decisions.

Demonstrate an understanding of local, state, and national policies

As a reading specialist/literacy coach and/or a classroom teacher, I will demonstrate an understanding of local, state, and national policies that affect reading and writing instruction of all students. These policies

that affect reading and writing instruction.

are essential to understand in order to guide and plan for the reading and writing instruction within literacy classrooms, including my own. Additionally, I will understand how to effectively implement these policies in my instruction to meet the needs of all of my learners.

Local Policies County Curriculum Framework and/or Pacing Guides Individual School Policies Grade-Level Pacing Guides Assessment/Evaluation Guidelines

State Policies Virginia Department of Education (VDOE) Standards of Learning

(SOL) & Curriculum Framework for English. Resource: http://www.doe.virginia.gov/testing/sol/standards_docs/english/

National Policies National Council of Teachers of English (NCTE) and International

Reading Association (IRA) Standards for the English Language Arts (12 Total Standards) Resource: http://www.ncte.org/standards/ncte-ira

Write or assist in writing proposals that enable schools to obtain additional funding to support literacy efforts.

As a reading specialist/literacy coach, I will write and/or assist in writing proposals and grants that enable schools to obtain additional funding to support literacy efforts. I could collaborate with other specialists, as well as school administrators, in requesting necessary funds from the county and/or state. According to Jennifer Allen in Becoming a Literacy Leader, budgetary requests should be slotted into the following categories of need: “instructional support, professional development, parent involvement, and summer school” (p. 145, 2006).

Promote effective communication and collaboration among stakeholders, including parents and guardians, teachers, administrators, policymakers, and community members.

As a reading specialist/literacy coach and/or classroom teacher, I will promote effective communication and collaboration among stakeholders in a variety of formats.

Parents and Guardians Create weekly newsletters to communicate classroom updates Online blog and/or class website Behavior charts Phone & e-mail collaboration and communication regarding

student progress and behavior Parent/Teacher conferences

Other Teachers Grade-level meetings Professional Learning Communities (CCCM) Faculty meetings Faculty newsletters

Co-planning lessons and planning for assessments

Administrators Involvement in observing and participating in lesson plans and

class activities Debriefing/feedback meetings from observation sessions

Policy Makers Invite policy makers to participate in class activities and/or

school-wide literacy events Encourage students to write to policy makers as a part of

authentic writing experiences Maintaining open and effective communication with school

board members and other policy makers

Community Members Invite community members to participate in class activities

and/or school-wide literacy events Blogs and/or class website Newsletters Invite community members into the classroom to speak on a

variety of topics Communicate the need for sponsorships to community

membersAdvocate with various groups (e.g., administrators, school boards, and local, state, and federal policymaking bodies) for needed organizational and instructional changes to promote effective literacy instruction.

As a reading specialist/literacy coach, I will be responsible for assisting in analyzing individual, grade-level, and school-wide assessment data. Analyzing this data will allow myself, as well as various groups, determine areas of organizational and instructional needs to promote effective literacy instruction. I will advocate for needed changes in these areas with various groups such as administrators, school board members, and local, state, and federal policymaking bodies. Based on the identified organizational and instructional needs, I will provide research-based instructional techniques, strategies, resources, and activities that will promote effective literacy instruction. Furthermore, I will be knowledgeable of relevant researchers and experts that would best aid the specific organizational and instructional needs. In my graduate program, I demonstrated advocating with administrators for an instructional need using a grade-level professional development plan. This plan was described in depth in substandard 6.1.