sau application for state approval of br specialty...

Spring Arbor University July 2010 1 of 1

Application for State Approval of Teacher Preparation Specialty Programs

Michigan Department of Education, Office of Professional Preparation Services P.O. Box 30008, Lansing, Michigan 48909

Phone: (517) 335-4610 *** Fax: (517) 373-0542 Directions:

• For each new program, a separate application is required. • Application and all documentation are to be submitted electronically. • Fax or mail only the cover page () that is signed by the dean or director. • All correspondence regarding this application should be addressed to Bonnie

Rockafellow. I. Application Information Institution Spring Arbor University

MDE Endorsement Area and Code (Attachment 2)

Reading Specialist (BR)

Date of this Application July 19, 2010

Name and Title of Dean/Director Dr. Linda Sherrill, Dean, School of Education

Signature of Dean/Director

II. Contact Information for Questions Related to This Application Contact Person’s Name and Title Dr. Kathryn Bell

Director, School of Education Graduate Programs Contact Person’s Phone Number 517-750-1669

home 517-439-1004 or cell 517-425-1390 Contact Person’s Fax Number 517-750-6629

Contact Person’s E-Mail Address [email protected]

III. Type of Request for Approval (Indicate One) New program for institution √


IV. Institutional Representatives Please list individuals available to serve on Michigan Department of Education Ad-Hoc Committees related to this specialty program (e.g., program review, standards development, test development, forum planning). Include both higher education faculty and K-12 representatives.

Name/Title Specialty Mailing Address

E-Mail Address

Phone Fax

Kathryn Bell, Associate Professor

English Language Arts, Writing

SOE, Ste. 13 106 E. Main St. Spring Arbor, MI 49283

[email protected]

517-750-1669 517-750-6629

Kathleen Wilcox, Assistant Professor

Reading/ Language Arts

SOE, Ste. 13 106 E. Main St. Spring Arbor, MI 49283

[email protected]

517-750-1759 517-750-6629

Bonita Miller, Associate Professor

Reading/ Language Arts/ESL

Academic Success Connection 106 E. Main St. Spring Arbor, MI 49283

[email protected]

517-750-6480 517-750-6480

Gail Johnston, Elementary teacher

Reading Specialist National Board certified--Middle Child/General Degree

793 W. Barrington Circle Jackson, MI 49203

[email protected]

517-787-2776 517-841-2503

517-768-5911

V. Program Information: See Below. Program Summary

Prepare a program narrative (5-6 page maximum) which: • Describes the philosophy, rationale, and objectives of the specialty program

and explains how the program is consistent with the philosophy, rationale, and conceptual framework of the unit.

• Describes the sequence of courses and/or experiences to develop an understanding of the structures, skills, core concepts, ideas, values, facts, methods of inquiry, and uses of technology.

• Describes how candidates are prepared to utilize a variety of instructional approaches to address the various learning styles of students.

• Describes how the program incorporates gender equity, multi-cultural, and global perspectives into the teaching of the subject area.

• Describes how the program prepares candidates to use multiple methods of assessment appropriate to this specialty area.

Program Coursework

Complete Attachment 3 showing the required and elective courses for this program. This list should include the following information.

• Contact person for specialty program. • Course title and number. • Number of semester hours for required and elective courses. • Designation for elementary, secondary, or K-12 certification. • Course descriptions.

VI. Content Guidelines/Standards Matrix Complete the Content Guidelines/Standards Matrix

♦ VII. Supporting Documentation

Field • Describe how candidates for specific specialty programs participate in field


Experiences (for BR candidates)

experiences in K-12 schools. • Describe aspects of the field experiences for endorsement candidates that

enhance the applicants’ abilities to teach and work in this specific specialty area.

Instructional Methods

• Describe how candidates are prepared to teach and work in this specific specialty area as Reading Specialists.

Course Descriptions

• Provide descriptions of all courses contained on Attachment 3. Descriptions must provide enough information to show that standards could logically be met in these courses.

Syllabi • Provide a representative syllabus for each required course (those listed on Attachment 3 and referenced in the standards matrix).

Faculty • Please complete the Instructional Faculty table from Attachment 5. • Include all faculty teaching the courses shown on the Summary of Course

Requirements for Specialty Program (Attachment 3), including those who may be temporary or non-tenure stream.

• List additional faculty positions that will be added if this program is approved.

Technology • Describe how this program will utilize technological resources.


V. Program Information: Program Summary Prepare a program narrative that describes the philosophy, rationale, and objectives of the specialty program and explains how the program is consistent with the philosophy, rationale, and conceptual framework of the unit. Philosophy Spring Arbor University and the School of Education are communities of learners distinguished by our life-long involvement in the study and application of the liberal arts, total commitment to Jesus Christ as our perspective for learning, and critical participation in the contemporary world. Our Christ-centered mission is to develop and empower dedicated professional educators committed to students, self, colleagues and community learning in a global society. The School of Education’s graduate programs seek to provide personalized advanced study that will enhance the development of professionally empowered educators who exhibit the principles of service to mankind with Christ as our model. Spring Arbor University’s philosophy of critical participation promotes literacy education and sensitivity to cultural difference, including sensitivity to the politics of representations of race, ethnicity, gender, class, and other cultural differences. Critical participation in our world also relies upon our ability to respond to educational changes nationally and from the State of Michigan and to revise courses and develop programs that will respond to changing societal needs in order to effectively prepare educators as reading specialists. Reading Specialists must be critical participants in the contemporary world, seeking to empower the students, families, and colleagues with whom they work to better equip themselves and others to become competent literate citizens, teachers, and learners. Reading Specialists support the life-long learning of themselves, their students, their communities, and their colleagues. Rationale This masters degree program prepares K-12 educators as Reading Specialists in compliance with State of Michigan standards. University marketing research of teachers in 34 schools in 15 Michigan counties indicated 23% of the respondents were interested in earning a masters degree with BR endorsement. Of the respondents already holding an masters degree, 47.6% indicated they would be interested in earning an additional masters degree with BR endorsement. This program is designed to equip educators with the knowledge and skills to serve as teacher-consultants and literacy coaches, work with struggling readers, coordinate and supervise early childhood through adult reading and literacy programs, and take leadership roles in local, state, and national literacy venues. A strength of this MAE program is the emphasis on teaching writing and content-area literacy education, areas often underdeveloped in teacher preparation and graduate programs in teacher education. Another strength is the focus on field-based investigations to inform the applications of learning in each course. Yet another strength is the delivery format. Because this masters program is offered on-line, the program can serve students from a broad geographic range, even internationally, further enhancing SAU's goal of globalization and transformation. Program consistent with SAU conceptual framework Spring Arbor University’s School of Education’s Effective Teaching Model contains six integrated elements centered on the integration of faith and learning. The elements are designed to enhance four overarching professional goals: professional skills and dispositions, global perspective, technology, and leadership and scholarship. Each course within the BR MAE program reflects the conceptual framework of effective teaching from the School of Education, which includes the following: content knowledge, assessment, pedagogy, diversity, management and organization, and collaboration with stakeholders. In conjunction with the School of Education guiding framework as illustrated below and the National


Board of Professional Teaching standards, the Michigan BR Standards are integrated within each course and related assignments, activities, and artifacts are identified. Each MAE in Reading syllabus contains a grid that identifies the SOE domains (from the conceptual model), course objectives, BR standards that are addressed in each course and domain, and the learning experiences and artifacts that allow students to gain competence in each standard. This at-a-glance graphic organizer allows educators to know exactly which standards are being addressed and how they will be expected to demonstrate their proficiency and knowledge of each standard. Educators and professors use the grid to insure the artifacts and experiences reflect the competencies expected in each BR standard. Objectives of program Educators who complete the MAE in Reading will emerge with comprehensive understanding of theoretical and philosophical principles of literacy, including language development, influences of family, culture and contextual factors, and deep knowledge of literacy research and the work of contemporary and seminal literacy leaders. Focus areas include Professional Standards, Reading Content and Curriculum, Literature, Genre and Craft of Language, Skills and Processes in Literacy Learning including Writing, Cross-Discipline and Integrated Pedagogy, Instruction and Assessment, Organizing and Implementing Schol and District Reading Programs, and engagement with stakeholders and local, state, national and international professional organizations to promote improvement of literacy. Comprehensive objectives of the new reading specialist program are based upon the directives from the Michigan Department of Education (as explained in the standards matrix) and the International Reading Association. Content: The BR program’s content and pedagogy empowers educators with the critical knowledge and skills necessary to help all students learn to read. The program also equips educators to create, lead, and evaluate programs to help schools and other educators achieve that goal. The knowledge, skills and strategies addressed within this program are situated within a view of literacy and leadership that is strategic, constructive, collaborative, and relational and includes multiple literacies. While the emphasis in these standards is on reading, it is understood that effective reading instruction is integrated with instruction in other language arts and across the curriculum. Within the program, there is also an emphasis on writing, as research shows this skill to be reciprocal, recursive and reinforcing to reading proficiency.

In this program, educators explore theories and research in first and second language acquisition and reading, writing, listening, and speaking instruction to create programs and lessons for children with linguistic, cultural, ethnic and racial differences. Educators use information literacy related to the teaching of reading to create instruction and opportunities to engage K-12 students in media-rich on-line experiences. They acquire further exposure to and create instructional applications of the wide range of quality classic, contemporary and multicultural children and young adult literature to enhance literacy learning. Educators consider curricular and pedagogical issues salient to the creation, adoption, and evaluation of curricula and literacy programs. They explore causes of reading difficulties, use assessments to assist in diagnosing reading capabilities of K-12 students, and employ appropriate intervention strategies to build student competency in oral language, fluency, comprehension, vocabulary, and spelling. Field-based case studies enable educators to identify individual children’s literacy skills to plan, enact, and assess the outcomes of targeted instruction to inform future instructional plans.


Educators gain insights and understandings about how writers write as they create personal model texts to accompany writing instructions they develop and implement with K-12 students. They evaluate writing process strategies and analyze writing, their own and that of K-12 students, to inform instruction. Educators explore literacy research to analyze connections to current policies, including standardized assessments, at the national, state and local levels. They interpret student assessment results and create staff and program professional development initiatives for teaching writing. Faculty and Teaching: SAU faculty strive to meet IRA Standards for Reading Professionals, 2003 as teacher educators and model best professional practices in service and teaching. The program faculty (both university-based and field-based) are highly qualified for their roles by education, training, and professional experience. A majority of the reading faculty have extensive K-12 teaching experience and continue to practice and engage with K-12 teachers across schools and disciplines, as described in Attachment 5, the instructional faculty grid.

VII Supporting Documentation

Field Experiences: The MAE in Reading program provides classroom, school, district, local, state and national opportunities to engage with issues and programs to promote literacy across courses. These field experiences allow educators to investigate, design and implement initiatives to enhance literacy learning in K-12 schools. Interactions with parents and other community stakeholders, as well as literacy professionals and organizations, enhance the learning experience and create opportunities for educators to develop professional leadership. Each of the nine methods courses contains significant school- and student-based research and course-specific applications with students and programs in K-12 schools. Diversity: The program addresses many aspects of diversity, including attention to individual learning needs and personal characteristics of K-12 students, culturally responsive literacy teaching practices, and issues surrounding first and second language literacy, as illustrated in the standards matrix. Candidate and Program Assessment: This reading program includes an assessment system that documents candidate competence in understanding and applying content and exhibiting professional dispositions and skills. Program design and monitoring plans insure adherence to the MI BR and University standards. Each course syllabus details the expectations for learning demonstrations, including student self-assessment and reflection. During and at the end of each course, student feedback is reviewed to inform decisions about course content and pedagogy. The University tracks all programs via the WEAVE assessment program, documenting effectiveness through multiple data sources on a yearly basis. Governance, Resources, and Vision: The University supports the reading program with the governance, commitment, vision, and resources, including financial, personnel, technology and facilities, to address BR standards. A Spring Arbor University goal is to increase graduate programs in an on-line delivery format. The BR program addresses that institutional goal and addresses educator needs as reported in the 2009 marketing survey about this program. Program assessment allows revisions when indicated to meet ever-changing national, political, and curricular needs. Describe the sequence of courses and/or experiences to develop an understanding of the structures, skills, core concepts, ideas, values, facts, methods of inquiry, and uses of technology.

MAE in Reading

In EDU 530, Values, Ethics, and Worldview, students gain a foundation for and an understanding of the effects of a Christian worldview for literacy educators. Articulating a conceptual framework and analyzing the effects of personal beliefs and perspectives on one’s work in K-12 education provide a foundation for integrating the


new professional knowledge and skills students will encounter throughout the MAE in Reading program. This course is a Spring Arbor University distinctive course, reflecting the Christian focus of the university. RDG 624, Elementary Reading, provides the opportunity for educators to engage with one reader to discover and report strengths and needs in a case study. Using information from multiple assessment instruments, the educator designs an individualized instruction plan that involves the family and other resources tailored to the partner child. This course reinforces the awareness that each reader and writer has unique needs, interests, and processes that an effective literacy educator must address in instructional plans.

RDG 628, Teaching Writing, allows educators the experiences necessary to understand the processes and demands of writing as they produce mentor texts to accompany writing lessons they create for K-12 students. Examining student writing and creating lessons to address specific writing stages and issues identified therein help educators use data to inform instruction.

In RDG 656 English Language Learners, working with non-native English speakers to understand their learning needs and processes allows educators to investigate issues, strategies, and programs designed to assist English Language learners. Designing and delivering a comprehension lesson for the case study student and assessing the outcomes help educators hone their skills in analyzing literacy needs and creating programs and instruction to meet those needs.

In RDG 678 Children and Young Adult Literature, creating thematic lessons using multiple authors and texts helps educators become familiar with quality materials for literacy learning, including instruction to support the reading-writing connections. Educators develop strategies to incorporate literature, including multicultural literature, into the curriculum in all subjects. In RDG 679 Adolescent Literacy, surveying adolescents and their families about their reading habits, interests, and goals and then creating learning experiences based on the data collected allows educators to develop programs to meet local needs and expectations. Educators collaborate to create connections between social uses of contemporary technologies and learning to enhance adolescent literacy experiences in classrooms, schools, and on-line communities. In RDG 680 Content Area Literacies, educators learn to create literacy learning opportunities in every content area to help students understand and create the text structures used in those subjects, as well as in national and state assessments. This course reinforces the principle that all teachers are reading (and writing) teachers and that those skills must be developed in every subject area. In RDG 682 History and Psychology of Reading, examining the rationale underlying the literacy materials and practices used in their K-12 buildings and considering how theory has influenced current reading practices and assessments enables educators to analyze programs, reading series materials, assumptions, and instruction from a historical and psychological perspective. As educators prepare to develop, lead, and assess reading programs in K-12 schools, this knowledge base will enable them to ask pertinent questions, make relevant connections, and facilitate appropriate choices of pedagogy and materials. In RDG 684 Program Analysis and Design, extensive investigations of family literacy strategies and programs, policies at the national, state and local levels, staff and program development programs, text selection criteria and processes, and student assessment data for reading and language arts help educators create advocacy strategies based on findings. Reading Specialists must lead districts, schools, families, students, and colleagues toward best practices in literacy learning and this course helps prepare them to do so.

In RDG 689 Literacy Leadership, educators examine essential leadership qualities, contextual factors, and needs of students and adult learners to facilitate literacy policies and programs. As literacy leaders, they design professional development initiatives to enhance sustainability and student achievement.


In RDG 692 Research Methods and Design, Understanding literacy research and academic writing enables educators to identify their own literacy questions and design their own literacy investigations. Becoming an educator-researcher enhances the abilities of Reading Specialists to speak with authority and lead with credibility. In RDG 694 Reading Research Practicum, literacy researchers work with K-12 students to implement instructional initiatives and interventions, analyze and interpret data collected, and make recommendations for future initiatives and interventions based on findings. The entire MAE in Reading program stresses using data to inform decisions, and in this course, educators learn again how and why this approach is so effective and compelling to others. Becoming a producer, rather than just a consumer, of literacy research enhances the qualifications and leadership potential of Reading Specialists to engage in and shape the conversation surrounding literacy learning at state and national levels and across professional platforms. Uses of technology: Visual literacy, information literacy, media literacy, digital literacy, social networking, and so on are examples of literacies our candidates need to be familiar with in order to navigate the world of the 21st century. They are not only examples of multiple literacies but also express the cultural and technological revolution we as educators currently are confronted with and need to embrace (Keller, http://www.gseis.ucla.edu/faculty/kellner/essays/multipleliteraciescriticalpedagogy.pdf. Retrieved 6/26/10). As a Christian university, issues of social justice remain a deep concern and are part of a critical pedagogy which summons our candidates and faculty to rethink established curricula and teaching strategies to meet the challenge of empowering students to participate in our increasing multicultural and technological society. Specific to our program, technology uses are incorporated into each course and include assessment, evaluation, and survey tools; blogs; collaboration tools; content area tools; differentiation instruction and diverse learning resources; digital images; on-line interactive tools; on-line video resources; podcasting; productivity tools; professional development resources; professional organizations and networking capabilities; research and reference tools; organizational tools; and social bookmarking tools. The BR courses will be a delivered via an on-line format through the Blackboard delivery system, where educators will use the technology tools previous described. This delivery format increases opportunities for national and international networking and learning and global perspectives more difficult to encounter in a traditional face-to-face format. Describes how candidates are prepared to utilize a variety of instructional approaches to address the various learning styles of students. Educators in the MAE in reading program use a variety of instructional approaches to address the various learning styles of students. They incorporate visual, auditory, kinesthetic, active techniques. Educators design a variety of lessons, differentiated to address learner preferences, interests, strengths and needs. Educators differentiate within the following domains of learning: instructional content (skills and concepts that are the focus of teaching and learning); instructional processes (evidence-based practices, lessons/activities/materials used to teach and reinforce skills and concepts); manner of delivery (procedures and routines used to teach instructional activities, including individual, small group and whole group); products (evidence and artifacts of learning); and the learning environment (Tomlinson, 2001). Instructional approaches emphasize collaboration, cooperation, and inquiry-based strategies and the need for teachers to be explicit, direct and systematic while implementing lessons. Instructional decisions based upon multiple, timely, ongoing sources of student data are emphasized. Subsequent reflective processes are also reiterated as the hallmark of a professional educator.

Describes any differences that may exist between elementary or secondary preparation to teach in each major or minor area (e.g., instructional resources, field placements, instructional techniques), if applicable This graduate program prepares licensed teachers to certify as Reading Specialists. Because the endorsement certifies teachers K-12, coursework is designed to provide opportunities to apply learning across grade-levels and disciplines. Reading Specialists must be prepared to design programs, assist other teachers, and work effectively with students and stakeholders from Pre-K to grade 12 and all grades in between. Course assignments and experiences enhance understandings, skills, and awareness


across grade levels. Describes how the program incorporates gender equity, multi-cultural, and global perspectives into the teaching of the subject area. The MAE in Reading program incorporates published and program research and awareness of issues of gender and equity, multicultural appreciation, and global perspectives intentionally into the teaching of reading. Candidates consider student, curricular and pedagogical issues salient to the adoption of multicultural curricula, such as identity, ethnicity and gender in contemporary text selections. Sensitivity to the linguistic, historical and cultural contexts of texts and materials and identification of key issues and reoccurring themes also address these focuses. Educators analyze, evaluate and reflect upon texts for gender orientations and bias as well as representations of diverse family configurations. In addition, candidates explore the specific literacy needs of boys and girls and accompanying strategies for engagement. Course experiences help candidates recognize non-Native speakers of English possess effective discourse patterns and literate practices. Finding ways to include and celebrate home influences as enriching rather than as a deterrent to learning English remain a program priority. Candidates prepare to teach reading and design and lead literacy programs and initiatives with global perspectives. “Education for a global perspective is that learning which enhances the individual’s ability to understand his or her condition in the community and the world and improves the ability to make effective judgments” (The American Forum, 2004, (retrieved 6/26/10 from http://www.globaled.org/An_Att_Glob_Persp_04_11_29.pdf). Describes how the program prepares candidates to use multiple methods of assessment appropriate to this specialty area. Within every reading course, educators have multiple opportunities to employ a variety of methods for assessing reading including focused observations, inquiry interviews, surveys, case study investigations, critical reflections, and holistic and analytic rubrics. Instruments to assess comprehension, vocabulary, fluency, writing, phonics, phonemic awareness assessments (such as the Developmental Spelling Inventory, Qualitative Reading Inventory, Michigan Literacy Project Profile), and miscue analysis are also used. Educators assess their own learning and create assessments for students in many modes, which may include quizzes, examinations, genre study reports, non-linguistic representations and graphic organizers, comprehension strategies notebook collections; and student work sample analyses. In addition, educators demonstrate and assess learning via class presentations, reports, annotated writings, reading and conducting research, creating interdisciplinary standards-based thematic units, demonstrations, simulations, essays, and participation in or presentations at professional development opportunities.

Source Consulted

American Forum. (2004). http://www.globaled.org/An_Att_Glob_Persp_04_11_29.pdf Retrieved 6/26/10). International Reading Association. Certificate of Distinction for the Reading Preparation of Elementary and Secondary Teachers.

http://www.reading.org/Resources/AwardsandGrants/distinction_intro.aspx. Keller, D. Multiple Literacies and Critical Pedagogy in a Multicultural Society. http://www.gseis.ucla.edu/faculty/kellner/essays/multipleliteraciescriticalpedagogy.pdf). Retrieved 6/26/10. Tomlinson, C. (2001). Differentiation of instruction in the elementary grades. Eric Digest. http://www.ericdigest.org/2001-2elementary.html. Retrieved September 2006.


Attachment 3 Summary of Course Requirements for Specialty Program Institution: Spring Arbor University Date: July, 2010 Specialty Program: Reading Specialist (BR) Program Standards: Michigan Reading Standards (BR) Standards Date: 2000

Program Contact Person(s):

Kathryn Bell, Director of Graduate Programs Kathleen Wilcox, Reading Coordinator School of Education, Spring Arbor University

DIRECTIONS: On the matrix below, list the required courses for this specialty studies program. Also, indicate the number of electives and any special considerations that apply. In addition to listing the course title, course number, and course semester hours, please indicate whether the course is required for the secondary major or minor, elementary major or minor, the K-12 major, and/or an additional endorsement.

Course Title Course Number Sem. Hours

BR Reading Specialist Endorsement

Values, Ethics, and Worldview (SAU distinctive)

EDU 530 3

Elementary Reading methods (approved PA118; SB32)

EDU 624 3

Teaching Writing methods

RDG 628 3

English Language Learners methods

RDG 656 3

Children and Young Adult Literature methods

RDG 678 3

Adolescent Literacy methods

RDG 679 3

Content Area Literacies methods

RDG 680 3

History and Psychology of Reading

RDG 682 3

Program Analysis and Design methods

RDG 684 3

Literacy Leadership methods

RDG 689 3

Literacy Research Methods and Design

RDG 692 3

Reading Research Practicum methods

RDG 694 3

Total number of SEMESTER HOURS required for each option offered: 36 credit hours


Please provide descriptions for all courses contained on the above listing. Descriptions must provide enough information to show that standards could logically be met in these courses.

Spring Arbor University Reading Specialist (BR) Course Descriptions

Kathryn Bell and Kathleen Wilcox, Contact persons for BR reading specialist program.

MAE in Reading (NB: Methods courses focus on pedagogical and programmatic literacy initiatives in schools and classrooms)

EDU 530 Values, Ethics, and Worldview (SAU distinctive) In this study of the influence of Christianity on values and ethics in contemporary society, students gain an understanding of the historical influence of Christianity in the development of values and ethics in our nation. This course provides a foundation for and an understanding of the effects of a Christian worldview for literacy educators. Articulating a conceptual framework and analyzing the effects of personal beliefs and perspectives on one’s work in K-12 education provide a foundation for integrating new professional knowledge and skills.

RDG 624 Elementary Reading methods

Note: For those holding an elementary certificate, this course satisfies the Michigan Department of Education reading requirement for new professional certificates issued after July 1, 2009, per 2007 PA 32, MCL 380.1531(4) (previously PA118).

RDG 628 Teaching Writing methods Educators investigate writing development and applications across the curriculum as they design, facilitate and assess writing experiences and assignments in all subjects. Educators develop methods and materials (including personal model texts) for writing process approaches, investigate instructional strategies for teaching genre and writing conventions, and explore the implications of standardized testing for writing instruction. Course focuses include workshop approaches, current research, experiential learning, the uses of technology, and classroom applications of research and theory. Educator and K-12 student writings are created and analyzed throughout the course.

RDG 656 English Language Learners methods This course offers an overview of the role of language and cultural identify on English language acquisition. Educators explore current research in best practices for teaching reading and writing to English Language learners. Educators conduct a case study of an English Language Learner and investigate issues, strategies, and programs designed to assist English Language learners. They create comprehension lessons for the case study student or group based on the SIOP model lesson evaluation tool that includes language objectives.

RDG 678 Children and Young Adult Literature methods

Educators study literature and its uses for K-12 students, including recently published materials, the role of children and young adult literature in developing literacy, standards for selection and evaluation of materials, and strategies for involving students in particular types of literature. Educators will apply criteria for selecting and evaluating literature from a historical perspective and in conjunction with critical theory. Students investigate research in the field and explore strategies to incorporate literature, including multicultural literature, into the curriculum in all subjects.

RDG 679 Adolescent Literacy methods

In this course, educators examine the needs and demands on adolescent learners to be multi-literate in

This course includes field experiences in the diagnosis and remediation of reading disabilities in the form of a case study. Educators explore current models of reading assessment and support, as well as classroom applications designed to develop effective reading skills and dispositions, including differentiated instruction in response to student needs. Recommendations for family involvement enhance targeted instruction plans based on information from multiple assessments.


contemporary society and explores how educators can advocate, create learning experiences, and collaborate to meet these needs. Educators explore and apply strategies for informing and involving students and parents in literacy development, including technology use. Educators will investigate and analyze societal, school, family, and individual situations that promote and inhibit literacy learning and develop strategies to address these issues. New and emerging literacies, including on-line learning strategies, will also be explored.

RDG 680 Content Area Literacies methods

Content area literacy, sometimes called disciplinary literacy, is the reading and writing that a person needs to understand and produce in a particular subject area. The reading and writing associated with specific content areas reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing in the field. In this course, educators explore discipline-specific reading and writing processes and pedagogy, genre study, elements of effective oral and written communication, and the integrated nature of literacy skills instruction and use across the curriculum with attention to motivation, developmental needs, and strategies. Pedagogy for comprehension and writing to learn in all subject areas is stressed.

RDG 682 History and Psychology of Reading

Educators trace the history and influences on the teaching of reading and reading practices during the past 100 years. Educators gain an understanding of the influences of psychology on reading theory as well as knowledge of topics in the psychology of reading and how theory has influenced current reading practices and assessments. Educators review current theories for teaching reading to English language learners and investigate the research foundations of reading instruction used in their K-12 building. In small groups, educators analyze a basal reading series to determine how publishers approach the development of reading.

RDG 684 Program Analysis and Design methods

Educators examine contemporary and historical models for literacy learning and reading. Participant investigate family literacy strategies and programs, research reading programs, conduct and review literacy research, examine policies at the national, state and local levels, explore and create staff and program development programs, study and employ text selection criteria and processes, and interpret student assessments for reading and language arts. Educators create advocacy strategies based on course investigations.

RDG 689 Literacy Leadership methods Educators examine essential leadership qualities, contextual factors, and needs of students and adult learners while initiating and implementing literacy policies and programs. Educators analyze literacy initiatives and the change process using a variety of theoretical lenses, including cultural, sociological and psychological. Educators consider pragmatic and pedagogical considerations for literacy leaders as they design collaborative initiatives designed to enhance sustainability and student achievement.

RDG 692 Research Methods and Design (Prerequisite—completion of all other classes in the program)

This course focuses on the elements and processes of literacy research and academic writing, Educators study literacy research methods, review existing literacy research studies, and consider their own literacy concerns to design individual action research studies to be conducted in K-12 schools. Educators design and pilot data collection instruments and develop Chapters 1, 2 and 3 and the appendices of the Literacy Research Thesis for their own study in this course.

RDG 694 Reading Research Practicum (Prerequisite—RDG 692) methods

During this course, literacy researchers implement their literacy research plans and collect data to understand the effects on learners. Educators engage in professional development through coaching and mentoring to support implementation of the instructional programs and practices being studied. Literacy researchers work with K-12 students to implement instructional initiatives and interventions, analyze and interpret data collected, and make recommendations for future initiatives and interventions based on findings. Educators complete Chapters 4, 5, and 6, as well as the abstract, table of contents, and tables and figures of the Literacy Research Thesis.

1.2.29.05 Reading Specialist Standards (BR)

Content Guidelines/Standards Matrix

College/University Spring Arbor University Code

BR Source of Guidelines/Standards

Michigan State Board of Education, 2000 Program/Subject Area Reading Specialist

Directions: List required courses on matrix and provide additional narrative to explain how standards are met. If electives are included, they should be clearly indicated. Adjust size of cells as needed. Levels of proficiency for Sections 2.0 through 5.0 are identified as follows: A – Awareness The reading specialist recognizes/recalls the existence of different aspects of literacy and related teaching strategies. The reading specialist is cognizant of the different aspects of literacy development and related teaching procedures. B – Basic Understanding The reading specialist articulates knowledge about literacy development and related instructional and assessment strategies. The reading specialist demonstrates proficiency in using the knowledge at a fundamental level of competence acceptable for teaching. C – Comprehensive Understanding The reading specialist is able to apply broad, in-depth knowledge of the different aspects of literacy development in a variety of settings. (This level is not intended to reflect mastery; all teachers are expected to be lifelong learners.) Spring Arbor University application Note: Actual assignments in the course narratives for each standard are in bold type. More information on each of these assignments can be found examining the syllabus for each course.


# Standard/Guideline

Narrative Explaining how Required Courses and/or Experiences Fulfill the Standards for

K-12, Graduate Degree Programs 1.0 Standards for the Structure of

Programs for Preparing Reading Specialists The reading education program will:

1.1 embody a philosophy consistent with the Michigan Curriculum Framework, 1996, Content Standards and Benchmarks, Teaching and Learning Standards, Assessment Standards, and Professional Development Standards;

All BR courses address MDE standards for Reading Specialists, the National Board of Professional Teaching standards, and the SAU School of Education’s conceptual framework as described in the narrative of this application. Content standards and benchmarks (GLECS and HSCES) as well as national Core Curriculum standards are addressed during Content-Area Lesson Plan development in RDG 680, Content Area Literacy

1.2 maintain an articulated and coordinated curriculum, involving content, pedagogy, and attitudes, that is aligned with state standards and standards from relevant national professional associations (Michigan Curriculum Framework, 1996, English/Language Arts Content Standards and Benchmarks; International Reading Association standards; and the national Primary Literacy Standards for Kindergarten through Grade Three – Reading and Writing);

During development of this program, matrices for BR standards and the courses comprising the MAE in Reading program were created to insure that each standard was addressed in two or more program courses. A similar grid of learning activities (assignments and experiences) was developed to insure wide and varied investigations and applications of learning across courses. Care was taken when developing and reviewing course syllabi to insure that experiences and assignments were scaffolded, not duplicated, within the program. Standards documents from relevant professional and state organizations were consulted and appropriate standards included in specific courses.

1.3 promote curriculum integration, cross-disciplinary applications of concepts and processes, and coordination of academic preparation with career applications;

Educators in the BR masters program work in K-12 classrooms and schools to investigate, develop, and evaluate literacy instruction, materials, programs, and outcomes across grade levels and subject areas. Cross-disciplinary applications of principles, strategies, and materials enables educators to apply, synthesize and evaluate knowledge in their professional arenas.


# Standard/Guideline


K-12, Graduate Degree Programs 1.4 provide multiple school-based

experiences in environments where effective practices are modeled and supported, including experiences with diverse populations (e.g., English as a second language, dialect, cultural, ethnicity, social class, geographic location); and

Course assignments (see syllabi and standards explanations in this grid) are designed to accomplish this objective through rich field experiences in K-12 classrooms and schools. Nine of the 13 courses in the BR program include field research and field-based applications of learning.

1.5 require a system of demonstration and documentation (e.g., a comprehensive portfolio) of teaching and learning processes and reflective practices.

Creation of an electronic personal resource tool-box in Delicious.com across many courses in this program enables educators to locate, organize and access appropriate resources for literacy learning to use during and after completion of the BR program. Students complete an Application of Learning Reflection paper at the end of each course in the MAE in Reading program to describe, illustrate and reinforce professional development.

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Level of Proficiency


K-12, Graduate Degree Programs 2.0 Standards for Professionalism in

Reading Reading educators demonstrate professional practices when they:


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K-12, Graduate Degree Programs 2.1 respect the worth, contributions,

abilities, and language of all learners; C Educators address this standard in all RDG courses. This standard is part of the SAU School of Education conceptual framework embedded in professional skills and dispositions. In RDG 656 (English Language Learners), educators read and discuss articles on family literacy with examples from different cultural backgrounds and reflect on what counts as literacy in blog. They also interview English Language Learner and investigate home literacy practices as part of the case study.

2.2 help students understand their own and others’ cultures, literacy abilities, and language;

C In RDG 678 (Children and Young Adult Literature), educators use text sets to design instruction that guides student exploration of these elements. In RDG 656 (English Language Learners), educators create a Case Study targeted reading instructional plan, with directions for implementation & evaluation.

2.3 develop students’ effective use of oral, written, and visual literacy in their daily lives;

C In RDG 624 (Elementary Reading), educators create a Targeted Instructional Plan to address specific identified needs of case study student in these areas. In RDG 628 (Teaching Writing), educators create instructional plans that include experiences with these multiple forms of literacy. In RDG 656 (English Language Learners), educators implement and evaluate a writing activity with the case study student or group. In RDG 679 (Adolescent Literacy), educators create a detailed Classroom Literacy Plan of classroom contents and approaches to promote secondary student reading and writing. Educators identify and indicate how different purposes will be served by this model. In RDG 680 (Content Area Literacies), educators create a subject or topic-specific text set in a selected content area with instructional plans to use it with students.


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K-12, Graduate Degree Programs 2.4 develop students’ critical thinking

skills through oral, written, and visual texts and foster their lifelong use;

C Educators address this standard in all RDG courses through instructional plans and course-specific recommendations and presentations. In 679 (Adolescent Literacy), educators use student responses to the literacy survey to create an annotated bibliography of texts at a variety of reading levels and in multiple genres, including digital, that feature student interests expressed in the survey. From the annotated bibliography, educators select one text and create Text Response Assignments leading to expressive, analytic, and critical responses to the text. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students

2.5 promote students’ appreciation of and engagement in a wide variety of media and genre;

C In 679 (Adolescent Literacy), educators use student responses to the literacy survey to create an annotated bibliography of texts at a variety of reading levels and in multiple genres, including digital, that feature student interests expressed in the survey. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set of a variety of genres in a selected content area with instructional plans to use it with students. In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection.


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K-12, Graduate Degree Programs 2.6 involve, support, and communicate

with parents on an ongoing, collaborative basis to promote and sustain literacy development;

C In RDG 624 (Elementary Reading), educators create a Targeted Instructional Plan to address specific identified needs of case study student in these areas. Case study results and the instructional plans are shared with the family and the targeted instructional plan includes family involvement. In RDG 679 (Adolescent Literacy), educators create a Parent involvement plan to invite family members to share their literacy experiences and contribute to their child’s classroom and home literacy learning. Educators also create an Adolescent Literacy Learning Manifesto for secondary classrooms that includes plans for sharing with stakeholders. In RDG 684 (Program Analysis and Design), educators survey staff, teachers, and families to determine their impressions of students’ literacy learning and achievement. Based upon survey results, educators develop and implement a student-family literacy night/program to address literacy practices, assessment and data.

2.7 work with community members and community organizations to develop and further literacy goals;

C In RDG 684 (Program Analysis and Design), educators survey staff/teachers/parents to determine their impressions of students’ literacy learning and achievement. Based upon survey results, educators develop and implement a student-family literacy night/program to address literacy practices, assessment and data. Educators also research local/state community literacy support organizations to create an annotated guide to share with local professionals, parents, and other stakeholders. In RDG 689 (Literacy Leadership), educators collaboratively develop a school-wide Response to Intervention (RTI) plan.


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K-12, Graduate Degree Programs 2.8 promote collegiality with other literacy

professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction;

C In RDG 689 (Literacy Leadership), educators model and videotape themselves teaching a comprehension strategy to address literacy need within a colleague’s classroom. The classroom teacher observes the lesson and completes an observation feedback form. Both teachers discuss what worked, difficulties, challenges and what important lessons both learned from the experience. In RDG 682 (History and Psychology of Reading), educators conduct a group Theoretical Framework Analysis of two journal articles. The group collaborates to determine the theoretical framework for the research. The group reports the Theoretical Framework Analysis for each article via the WIKI. In RDG 678 (Children and Young Adult Literature), educators Identify issues represented in literature and share ideas about how to use the texts to address issues and problems in society via discussions, WIKI posts and blogs as they create annotated bibliographies and standards-based thematic units.

2.9 engage regularly in reflective practice with an emphasis on inquiry-based teaching;

C Educators address this standard in all RDG courses via the final Application of Learning Reflection paper. Instructions are included in each syllabus. The rubric is included as a separate document in the syllabus folder accompanying this application. In RDG 692 (Literacy Research Methods and Design), educators develop a personal research plan to investigate literacy issues in K-8 classrooms. In RDG 694 (Reading Research Practicum), educators implement a research plan and analyze data to inform instruction. In Chapter 6 of the Thesis, educators discuss the implications of the research and findings on their professional practice.


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K-12, Graduate Degree Programs 2.10 pursue knowledge of reading and

learning processes by reading professional journals and publications;

C Educators address this standard in all RDG courses during Content Knowledge acquisition through readings, web reviews, discussions, WIKI posts, and blogs. In RDG 682 (History and Psychology of Reading), educators create a Synthesis Paper using eight primary sources of historical research in reading.

2.11 participate in local, state, national, and international professional organizations that promote improvement of literacy, e.g., Michigan Reading Association (MRA), Michigan Council of Teachers of English (MCTE), International Reading Association (IRA), National Council of Teachers of English (NCTE), National Association for the Education of Young Children (NAEYC), Whole Language Umbrella (WLU), etc;

C Educators address this standard in all RDG methods courses through investigation of professional standards from these organizations and the creation of K-12 literacy instruction designed to meet those standards. In RDG 684 (Program Analysis and Design), educators research local/state community literacy support organizations to create an annotated guide to share with local professionals, parents, and other stakeholders.


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K-12, Graduate Degree Programs 2.12 participate in professional and public

discourse and take informed stands on literacy issues;

C In RDG 679 (Adolescent Literacy), educators create an Adolescent Literacy Learning Manifesto for secondary classrooms that includes plans for sharing with stakeholders In RDG 684 (Program Analysis and Design), educators survey staff, teachers, and families to determine their impressions of students’ literacy learning and achievement. Based upon survey results, educators develop and implement a student-family literacy night/program to address literacy practices, assessment and data. Educators also research local/state community literacy support organizations to create an annotated guide to share with local professionals, parents, and other stakeholders. In RDG 689 (Literacy Leadership), educators create a Response to Intervention School-wide Project based on typical grade level needs and assessment data from educators’ individual school, including how the information will be communicated with stakeholders.

2.13 make presentations at local, state, regional, and national meetings and conferences; and

C In RDG 684 (Program Analysis and Design), educators research local and state literacy support organizations to create an annotated guide to share with local professionals, parents, and other stakeholders. In RDG 694 (Reading Research Practicum), educators present their research study and findings in public forums, including professional meetings, building staff meetings, school board meetings, conferences, and via on-line venues.

2.14 write for publication. B

In RDG 684 (Program Analysis and Design), educators research local/state community literacy support organizations to create an annotated guide to share with local professionals, parents, and other stakeholders. In RDG 694 (Reading Research Practicum), educators write a thesis reporting their research study, findings, and recommendations in APA 6th edition format.


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K-12, Graduate Degree Programs 3.0 Standards for Knowledge about

Content and Curriculum in Reading Reading specialists know the following and understand their implications for instruction and assessment.

3.1 Meaning and Communication

3.1.1 Theoretical Base and Philosophical Principals The reading educator will:

3.1.1.1 understand reading as “the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation” (Michigan Definition of Reading, 1984);

C Educators address this standard in all RDG methods courses through the creation of K-12 literacy instruction incorporating opportunities for all three of these components. In RDG 682 (History and Psychology of Reading), educators consider the behaviorist perspective that reading is visual, the psycholinguist view by Fran Smith, schema theory by Pearson, Rosenblatt’s transactional theory, critical literacy by Freire, or Pearson’s new situation model to determine which theory of reading comprehension was the basis for how they were taught to read and decide which theory they feel is strongest today. Educators discuss examples of instruction that reflect the theory.

3.1.1.2 demonstrate understanding of the integrated nature of the English language arts (listening, reading, speaking, writing, viewing, and visually representing), and understand that students need to have opportunities to integrate their use of reading, writing, listening, speaking, viewing, and visually representing;

C Educators address this standard in all RDG methods courses through the creation of K-12 literacy instruction incorporating opportunities for the development and use of all of these literacy skills. In RDG 656 (English Language Learners), educators use and evaluate key elements of Sheltered Instruction (SDAIE), Content Based Instruction (CI), SIOP & Differentiated Instruction in lesson plan development, including language objectives and interactions for students at different levels of English proficiency to create a targeted instructional plan for the case study student or group.


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K-12, Graduate Degree Programs 3.1.1.3 understand the social, cultural, and

dynamic nature of language, particularly the reciprocal relationship between language, culture, and individual identity, and how language choices advance and constrain people; and perceive the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition; and

C In RDG 656 (English Language Learners), educators read and discuss articles on family literacy with examples from different cultural backgrounds and reflect on what counts as literacy in blog. They also interview English Language Learner and investigate home literacies as part of the case study. In RDG 682 (History and Psychology of Reading), educators compare and contrast the theoretical stances of Krashen and Cummins to determine how their second language acquisition theories impact the role of reading in the development of spoken language, listening, and writing.

3.1.1.4 understand the major theories of language development, cognition, and learning.

C In RDG 682 (History and Psychology of Reading, educators research and write a Synthesis Paper on historical trends and theoretical perspectives, implications for practice and needs for future research on specific topic in reading. Educators also survey classroom teachers to determine what research they use to direct their instruction.

3.1.2 Knowledge Base The reading educator will:

3.1.2.1 understand the symbolic system of written language including the phonemic, morphemic, semantic, syntactic, and pragmatic sub-systems of language and their relationships to the reading process;

C In EDU 624 (Elementary Reading), educators use multiple assessments and inventories targeting these sub-systems of language to evaluate and design instruction to address the learning strengths and needs of the case study student.

3.1.2.2 understand the influence of students’ culture and language on their reading acquisition, reading comprehension, and instructional needs;

C In RDG 624 (Elementary Reading), educators conduct a case study to gain information about multiple factors influencing a child’s literacy development and performance. In RDG 656 (English Language Learners), educators review and discuss current research and theories of the processes of first and second


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K-12, Graduate Degree Programs language acquisition and the difference between language acquisition and language learning for social and academic purposes through a Comprehensible Input blog assignment. They also read and discuss articles on family literacy with examples from different cultural backgrounds and reflect on what counts as literacy. They interview English Language Learners and investigate home literacy practices as part of the case study.

3.1.2.3 understand emergent literacy, the stages of literacy development on a continuum, (including knowledge of letters and their sounds, phonemic awareness, reading words, accuracy and fluency, self-monitoring and self-correction strategies, comprehension and reading habits), and the experiences that support it;

C In RDG 624 (Elementary Reading), educators conduct a case study to gain information about the child’s current developmental levels and instructional needs. In RDG 682 (History and Psychology of Reading), educators analyze Basal Reading Series for phonics, word recognition, comprehension, and vocabulary development instruction.

3.1.2.4 understand how contextual factors in the classroom can influence student learning and reading (e.g., grouping procedures, reading across the curriculum, types of reading tasks, assessment);

C In RDG 656 (English Language Learners), educators explore, compare and contrast articles and text discussions of vocabulary development theory and activities and view videos on vocabulary development to discuss instructional strategies in blog. In RDG 680 (Content Area Literacies), educators use research studies and normative articles on some aspect of content-area literacy to create an APA bibliography with a detailed annotation for each article reviewed. They create a three- to five-minute podcast to explain the key points found to a professional audience. Educators also create (and describe plans to disseminate) an instructional guide for facilitating literacy learning.

3.1.2.5 recognize the importance of giving learners opportunities in all aspects of literacy (e.g., as readers, writers, thinkers, reactors, responders);

C Educators address this standard in all RDG methods courses through the creation, implementation, and assessment of instructional plans. In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature


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K-12, Graduate Degree Programs collection.

3.1.2.6 analyze oral, written, and visual texts to determine style, voice, and language choices, and to evaluate appropriateness to context, purpose, and audience; and

C In RDG 628 (Teaching Writing), educators analyze their own and student writings and create lessons that guide students in analysis and evaluation. In RDG 678 (Children and Young Adult Literature), educators prepare an Annotated Bibliography and review of texts grouped by genre. In RDG 679 (Adolescent Literacy), educators create Text Response Assignments designed to help students develop capacity in these areas.

3.1.2.7 recognize the importance of responding personally, analytically, and critically to a variety of written texts;

C Educators address this standard in all RDG methods courses through the creation, implementation, and assessment of instructional plans involving student response. In RDG 628 (Teaching Writing), educators create instructional plans that include opportunities for responses to texts, including the students’ and teachers’ own writings. In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection. In RDG 679 (Adolescent Literacy), educators create a Text Response Assignment from an annotated bibliography of texts at a variety of reading levels and in multiple genres, including digital, that facilitates student response in a variety of modes. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use


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K-12, Graduate Degree Programs it with students.

3.1.2.8 Be familiar with the work of literacy leaders and relevant research from both reading and general education and how it has contributed to literacy education, and know the instructional implications of research in special education, psychology, and other fields that deal with the treatment of students with learning/reading disabilities.

C In 680 (Content Area Literacies), educators use research studies and normative articles on some aspect of content-area literacy to create an APA bibliography with a detailed annotation for each article reviewed. They create a three- to five-minute podcast to explain the key points found to a professional audience. In RDG 692 (Literacy Research Design), educators review published literacy research studies and theoretical and normative literacy texts to create an annotated bibliography and review of related literature.

3.2 Literature and Understanding The reading educator will:

3.2.1 Be familiar with classic (works which have been widely recognized over time for their excellence) and contemporary children’s and young adults’ literature, easy-reading fiction, and nonfiction at appropriate levels;

C In RDG 678 (Children and Young Adult Literature), educators prepare an Annotated Bibliography and review of texts grouped by genre.

3.2.2 identify key issues and recurring themes in classic and contemporary literature in a variety of cultural contexts;

C In RDG 678 (Children and Young Adult Literature), educators create an Annotated Bibliography and Review of chosen genre study, including annotations explaining how some texts relate to and/or illustrate diversity. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students.


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K-12, Graduate Degree Programs 3.2.3 use oral, visual, and written texts to

explore and address important issues and problems in communities beyond the classroom;

C In RDG 678 (Children and Young Adult Literature), educators Identify issues represented in literature and share ideas about how to use the texts to address issues and problems in society via discussions, WIKI posts and blogs as they create annotated bibliographies and standards-based thematic units. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students.

3.2.4 respect and cultivate students’ choices and enthusiasm for reading a wide variety of materials;

C Educators address this standard in all RDG methods courses through the creation, implementation, and assessment of instructional plans. In RDG 679, (Adolescent Literacy) use information from a literacy survey about student interests in specific topics and multiple literacies to design instructional plans addressing those interests. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students.

3.2.5 investigate through literature and other texts various examples of distortion and stereotypes;

C In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection.

3.2.6 draw parallels and contrasts and develop critical thinking through the use of key ideas, concepts, and varied perspectives found in multiple texts; and

C In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection. In RDG 680 (Content Area Literacies), educators create a subject/topic-


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K-12, Graduate Degree Programs specific text set in a selected content area with instructional plans to use it with students.

3.2.7 use conclusions based on understanding of differing views presented in text to support an opinion.

C In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students.

3.3 Genre and Craft of Language The reading educator will:

3.3.1 describe and use mechanics, including figurative and descriptive language, spelling, punctuation, and grammar, that facilitate understanding in all the language arts;

C In RDG 628 (Teaching Writing), educators use rubrics to analyze their own and student writing convention use, assess a student writing collection, and address these topics in annotated instructional plans.

3.3.2 explore and describe how characteristics of both narrative and informational genre and elements of expository text structure can be used to convey meaning,

C In RDG 628 (Teaching Writing), educators use their own writings and other mentor texts to illustrate characteristics of genre text structures in annotated instructional plans. In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection.

3.3.3 explore and describe how textual aids are used to convey meaning; and C

In RDG 628 (Teaching Writing), educators use their own writings and other mentor texts to illustrate the use of textual aids in annotated instructional plans. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students.


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K-12, Graduate Degree Programs 3.3.4 identify and use aspects of the craft of

the speaker, writer, and illustrator to formulate and express their ideas artistically.

C In RDG 628 (Teaching Writing), educators create mentor texts and annotated instructional plans to engage students in these aspects in their own writings. In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection.

3.4 Skills and Processes

3.4.1 The reading educator will understand the importance of creating a literate environment that fosters interest and growth in all aspects of literacy by:

3.4.1.1 using texts to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation for learners to read widely and independently for information, pleasure, and personal growth;

C In RDG 678 (Children and Young Adult Literature), educators research one author and prepare an Author Study Presentation (with a critical discussion of one book by that author) that includes suggestions for using the author’s works in K-8 education. In RDG 679 (Adolescent Literacy), educators use information about student interests gathered via a literacy survey to design instructional plans addressing those interests. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students.

3.4.1.2 serving as a model for reading and writing as valuable, lifelong activities; C

Educators address this standard in all RDG methods courses via discussions of personal reading preferences and the sharing of personal writings and assignments. In RDG 628 (Teaching Writing), educators create personal mentor texts for annotated instructional plans to model their engagement with the writing process and explore the reading-writing connection with students.


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K-12, Graduate Degree Programs 3.4.1.3 providing opportunities for learners to

select from a variety of written materials, to read extended texts, and to read for many authentic purposes;

C In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection. In RDG 679 (Adolescent Literacy), educators use student responses to a literacy survey to create an annotated bibliography of texts at a variety of reading levels and in multiple genres, including digital, that feature student interests expressed in the survey. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students.

3.4.1.4 providing opportunities for creative and personal responses to literature; C

In RDG 628 (Teaching Writing), educators create annotated instructional plans to elicit student responses to literature in traditional and digital modes. In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students.

3.4.1.5 promoting the integration of language arts in all content areas; C

In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. Educators also select a content-area subject and identify reading and writing skills and genres and the Common Core Standards and MDE subject GLCE’s or HSCE’s that apply to the selected field. They present their findings and instructional recommendations in a Subject-specific Genre and Standards Report.


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K-12, Graduate Degree Programs 3.4.1.6 using instructional and information

technologies to support literacy learning; and

C In RDG 679 (Adolescent Literacy), educators will create a detailed Classroom Literacy Plan of classroom contents and approaches to promote secondary student reading and writing that includes the uses of technology.

3.4.1.7 implementing effective strategies to include parents as partners in the literacy development of their children.

C In EDU 624 (Elementary Reading), educators use data from case study investigations to create individualized instructional plans that include home-family components. In RDG 679 (Adolescent Literacy), educators will create a Parent involvement plan to invite family members to share their literacy experiences and contribute to their child’s classroom and home literacy learning. In RDG 684 (Program Analysis and Design), educators survey staff, teachers, and family members to determine their impressions of students’ literacy learning and achievement. Based upon survey results, educators develop and implement a student-family literacy night/program to address literacy practices, assessment and data. Educators also research local/state community literacy support organizations to create an annotated guide to share with local professionals, parents, and other stakeholders. In RDG 689 (Literacy Leadership), educators create a Response to Intervention School-wide Project based on typical grade level needs and assessment data from educators’ individual school, including how the information will be communicated with stakeholders and how parents will be involved.

3.4.2 The reading educator will articulate the developmental nature of the language arts and:


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K-12, Graduate Degree Programs 3.4.2.1 recognize that students progress

through the pre-emergent, developing, and fluent stages at different rates;

C In EDU 624 (Elementary Reading), educators use assessments and inventories to determine case study students’ current developmental stages and design targeted instruction to scaffold them into new developmental stages. In RDG 656 (English Language Learners), educators use assessments and inventories to determine ELL case study students’ current developmental stages and design targeted instruction to scaffold them into new developmental stages.

3.4.2.2 identify stages of oral language (listening and speaking), reading, writing, and spelling development;

C In EDU 624 (Elementary Reading), educators use assessments and inventories to determine case study students’ current developmental stages. In RDG 656 (English Language Learners), educators conduct a writing assessment and develop a reading comprehension lesson plan, including implementation & evaluation, for the Case Study.

3.4.2.3 understand the processes of second language acquisition and the implications for developing oral language, reading, and writing proficiency.

C In RDG 656 (English Language Learners), educators assess the oral language and reading level of the ELL who is the focus of the case study and apply language acquisition theories to a classroom setting.

3.4.3 The reading educator will describe the nature of the writing process (i.e., prewriting, drafting, revising, editing, and publishing) and teach strategies for each step of the process.

C In RDG 628 (Teaching Writing), educators use the writing process for their own and student writings and teach strategies for each iterative stage in annotated instructional plans.


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K-12, Graduate Degree Programs 3.4.4 The reading educator will explain that

readers need to have and use a variety of word identification approaches and strategies involving phonemic awareness, phonics, sight words, spelling, structural analysis, context clues, and prior knowledge.

C In EDU 624 (Elementary Reading), educators use assessments and inventories to determine case study students’ current word identification approaches and strategies and design instruction to increase their range of approaches and strategies. In RDG 656 (English Language Learners), educators use assessments and inventories to determine ELL case study students’ current developmental stages and design targeted instruction to build capacity in these areas.

3.4.5 The reading educator will articulate the relationships among print-sound code, word identification, fluency, and comprehension; and describe characteristics of fluent readers.

C In EDU 624 (Elementary Reading), educators use assessments and inventories to determine case study students’ current performance in these categories and design instruction to increase student competencies in these areas. In RDG 656 (English Language Learners), educators use assessments and inventories to determine ELL case study students’ current developmental stages and design targeted instruction to build capacity in these areas.

3.4.6 The reading educator will list and describe a variety of strategies for learning vocabulary for various types of text materials.

C In EDU 624 (Elementary Reading), educators use assessments and inventories to determine case study students’ current vocabulary acquisition and design instruction to increase their repertoire. In RDG 656 (English Language Learners), educators review resources and articles on vocabulary development and view videos on vocabulary strategies for ELL’s and discuss in a Compare and Contrast Sources of Vocabulary assignment and blog vocabulary strategies. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students for multiple purposes.


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K-12, Graduate Degree Programs 3.4.7 The reading educator will know a

variety of ways to promote comprehension, including, but not limited to, using comprehension strategies that support interactions with a variety of texts; modeling a variety of questions; connecting prior knowledge with new information; and using various aspects, such as written conventions, text structures, and genres.

C Educators address this standard in all RDG methods courses via scaffolded instruction included in course-specific lesson and unit plans. In 680 (Content Area Literacies), educators create (and describe plans to disseminate) an instructional guide for literacy learning based on content-specific genre requirements and standards with support from relevant research. In RDG 692 (Literacy Research Design), educators review published literacy research studies and theoretical and normative literacy texts to create an annotated bibliography and review of related literature.

3.4.8 The reading educator will know multiple, meta-cognitive fix-up strategies for monitoring comprehension.

C In EDU 624 (Elementary Reading), educators use assessments and inventories, including running records, to determine case study students’ comprehension monitoring strategies and design instruction to expand their repertoire. In RDG 692 (Literacy Research Design), educators review published literacy research studies and theoretical and normative literacy texts to create an annotated bibliography and review of related literature.

3.4.9 The reading educator will know a variety of study strategies such as locating and using a variety of print, nonprint, and electronic reference sources; varying reading rate according to purpose(s) and difficulty of the material; and techniques for effective time management, organizing and remembering information, and test taking.

C In RDG 679 (Adolescent Literacy), educators create a detailed Classroom Literacy Plan of classroom contents and approaches to promote secondary student reading and writing. Educators will identify and indicate how different purposes will be served by this model. In 680 (Content Area Literacies), educators use research studies and normative articles on some aspect of content-area to create an APA bibliography with a detailed annotation for each article reviewed. They create a three- to five-minute podcast to explain the key points found to a professional audience. Educators also create (and describe plans to disseminate) an instructional guide of strategies for literacy learning based on content-specific genre requirements and standards with support from relevant research.


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K-12, Graduate Degree Programs 3.4.10 The reading educator will recognize

the value of learning through genuine inquiry and strategies for guiding students to set their own goals, select appropriate resources for investigating topics, organize and interpret data to draw inferences, and present their conclusions.

C In RDG 679 (Adolescent Literacy), educators create a detailed Classroom Literacy Plan of classroom contents and approaches to promote secondary student reading and writing. Educators will identify and indicate how different purposes will be served by this model. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms.

4.0 Standards for Pedagogy: Instruction and Assessment Reading educators will demonstrate knowledge about pedagogy in reading in the two strands listed below.

4.1 Instruction

4.1.1 The reading educator will plan and implement instructional practices that:


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K-12, Graduate Degree Programs 4.1.1.1 use the elements of effective

communication in a variety of situations and model appropriate communication behaviors (e.g., ways word usage can influence communication; relationships among components of the communication process; writing with developing fluency for multiple purposes; and use of effective listening and speaking behaviors);

C Educators address this standard in all RDG methods courses through course-focused lesson and unit plans. In RDG 628 (Teaching Writing), educators use their own writings, student writing, and other mentor texts to explore these elements of communication in annotated instructional plans.

4.1.1.2 are developmentally appropriate, based on learning theory, and supported by current research;

C Educators address this standard in all RDG methods courses through course-focused lesson and unit plans. In 624 (Elementary Reading), educators use a case study assessment and inventory data to design appropriate research and theory-based targeted instructional plans. In 656 (English Language Learners), educators plan and implement instructional developmentally appropriate comprehension strategies based on learning theory by selecting, implementing, evaluating and applying strategies that support reading comprehension development for an individual or small group of English-language learners in Case Study Comprehension Lesson Planning, Implementation & Evaluation.


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K-12, Graduate Degree Programs 4.1.1.3 organize curriculum in ways that

include a range of teaching approaches and strategies that integrate English language arts and knowledge from various disciplines and represent principles of authentic instruction (higher order thinking, deep knowledge, substantive content, and connections to the world beyond the classroom);

C In RDG 679 (Adolescent Literacy), educators create a detailed Classroom Literacy Plan of classroom contents and approaches to promote secondary student reading and writing and indicate how different purposes are served by this model. Educators also create a Literacy Learning Manifesto for the Secondary Classroom to address the goals of this standard. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. Educators also select a content-area subject and identify reading and writing skills and genres and the Common Core Standards and MDE subject GLCE’s or HSCE’s that apply to the selected field. They present their findings and recommendations in a Subject-specific Genre and Standards Report.

4.1.1.4 include a variety of teaching methodologies and techniques (e.g., lectures, demonstration, group discussions, cooperative learning, small group activities, whole class instruction, individualized activities), and ways to assess one’s effectiveness in using them to teach reading, writing, listening, speaking, and visually representing;

C Educators address this standard in all RDG methods courses through course-focused lesson and unit plans. In RDG 679 (Adolescent Literacy), educators create a detailed Classroom Literacy Plan of classroom contents and approaches to promote secondary student reading and writing and indicate how different purposes are served by this model. Educators also create a Literacy Learning Manifesto for the Secondary Classroom to address the goals of this standard. In RDG 656 (English Language Learners), educators use and evaluate key elements of Sheltered Instruction (SDAIE), Content Based Instruction (CI), SIOP & Differentiated Instruction in lesson plan development, including language objectives and interactions for students at different levels of English proficiency to create a targeted instructional plan for the case study student or group. They also complete a Comprehensible Input assignment (a self evaluation) and a Case Study writing activity evaluation and comprehension lesson evaluation. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with detailed instructional


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K-12, Graduate Degree Programs plans to use it with students.

4.1.1.5 create learning environments which promote an understanding of differences in language use within personal, professional, and community environments, including issues which relate to culture, race, gender, class, religion, ethnicity, heritage, regional background, and/or environmental background;

C In RDG 656 (English Language Learners), educators evaluate language environments of school setting and Comprehensible Input. In RDG 679 (Adolescent Literacy), educators create a detailed Classroom Literacy Plan of classroom contents and approaches to promote secondary student reading and writing and indicate how different purposes are served by this model. Educators also create a Literacy Learning Manifesto for the Secondary Classroom to address the goals of this standard.

4.1.1.6 include selecting instructional technology, materials, and resources; using technology as a component of instruction; and creating opportunities for students to access and use a variety of sources of reading information, such as computers and other technology;

C In RDG 628 (Teaching Writing), educators create a digital writing strategies collection and create digital writing experiences for students through annotated lesson plans In RDG 679 (Adolescent Literacy), educators create a Text Response Assignment from an annotated bibliography of texts at a variety of reading levels and in multiple genres, including digital, that facilitates student response in a variety of modes.. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students.

4.1.1.7 empower all learners who possess a range of capacities and abilities, such as different learning styles and multiple intelligences; modify lessons to meet student needs; and create an inclusionary environment;

C In RDG 656 (English Language Learners), educators use assessments and inventories to determine ELL case study students’ current developmental stages and design targeted instruction to build capacity in these areas. In RDG 679 (Adolescent Literacy), educators create an Adolescent Literacy Learning Manifesto for secondary classrooms that address diverse learning needs. Educators also create a detailed inclusionary Classroom Literacy Plan of classroom contents and approaches.


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K-12, Graduate Degree Programs In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with diverse learners. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms. In RG 694 (Literacy Research Practicum), educators create recommendations for literacy teaching based on the findings of their research studies. These action plans and rationale are reported in Chapter 6 of the thesis.

4.1.1.8 enhance learner motivation through activities that are appropriate, creative, and practical; demonstrate the relevance, purpose, and function of subject matter; provide meaningful learning experiences; actively involve students in the learning process; and support the connection between teacher expectations and student performance; and

C Educators address this standard in all RDG methods courses through course-focused lesson and unit plans. In EDU 624 (Elementary Reading), educators use information gained through case study assessments and inventories to design targeted, personally engaging instructional plans to address student learning needs In RDG 628 (Teaching Writing), educators use choice and student interests in annotated instructional plans to engage students in writing. Rubric use during analysis of teacher and student writings highlights. expectations and guides performance In RDG 656 (English Language Learners), educators use assessments and inventories to determine ELL case study students’ current developmental stages and design targeted instruction to build capacity in these areas. In RDG 679 (Adolescent Literacy), educators create a detailed Classroom Literacy Plan of classroom contents and approaches to


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K-12, Graduate Degree Programs promote secondary student reading and writing and indicate how different purposes are served by this model. Educators also create a Literacy Learning Manifesto for the Secondary Classroom to address the goals of this standard. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms.

4.1.1.9 teach students how to use the inquiry process, including the resources appropriate for investigating particular questions and/or topics and a variety of means for presenting conclusions.

C In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms.

4.1.2 The reading educator will accommodate individual learning styles, intelligences, and needs by recognizing how differences among learners influence their literacy development and creating programs to address the strengths and needs of individual learners, including students with learning disabilities and students who are gifted.

C Educators address this standard in all RDG methods courses through course-focused lesson and unit plans. In EDU 624 (Elementary Reading), educators use information gained through case study assessments and inventories to design targeted, personally engaging instructional plans to address student learning needs. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to


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K-12, Graduate Degree Programs investigate the implications of focused literacy interventions in K-12 classrooms.

4.1.3 The reading educator will plan and implement literacy instruction that:

4.1.3.1 engages students in interpreting and evaluating ideas presented through oral, written, and visual forms, as well as the language, style, and voice in which those ideas are presented;

C In RDG 628 (Teaching Writing), educators use mentor texts and digital opportunities in annotated instructional plans to explore and evaluate presentations. In RDG 679 (Adolescent Literacy), educators create a Text Response Assignment from an annotated bibliography of texts at a variety of reading levels and in multiple genres, including digital, to direct student attention to the literary elements of this standard.

4.1.3.2 teaches students how the craft of literacy expression enhances their understanding and appreciation of varied texts; and teaches students how the techniques and devices of expression influence a reader’s, listener’s, or viewer’s responses;

C In RDG 628 (Teaching Writing), educators create annotated instructional plans that involve students in explorations of craft and techniques in mentor texts. In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection.

4.1.3.3 teaches students to monitor their own word identification through the use of graphophonemic, syntactic, and semantic relationships (e.g., letter/sound correspondence, phonemic awareness, structural analysis, and context) to identify unfamiliar words;

C In EDU 624 (Elementary Reading), educators use information gained through case study assessments and inventories to design targeted, personally engaging instructional plans to address student learning needs and help students learn to monitor their own literacy strategies when they encount4er unfamiliar words. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms.


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K-12, Graduate Degree Programs 4.1.3.4 teaches students how to use multiple

strategies to determine the meaning of unfamiliar words and concepts in texts; employs effective techniques and strategies for the ongoing development of students’ independent vocabulary acquisition;

C In EDU 624 (Elementary Reading), educators use information gained through case study assessments and inventories to design targeted, personally engaging instructional plans to help student expand their vocabulary. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms.

4.1.3.5 provides direct instruction and models of when and how to use multiple comprehension strategies in a variety of texts, and ensures that students can use various aspects of text, including conventions of written English, text structure, and genres, to gain comprehension;

C In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms.

4.1.3.6 teaches students strategies for monitoring their own comprehension and how to use monitoring and fix-up strategies to identify and overcome difficulties when constructing and conveying meaning across a wide range of situations;

C In EDU 624 (Elementary Reading), educators use information gained through case study assessments and inventories to design targeted, personally engaging instructional plans to help students use monitoring and fix-up strategies for comprehension. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to


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K-12, Graduate Degree Programs investigate the implications of focused literacy interventions in K-12 classrooms.

4.1.3.7 teaches students how to use the writing process (prewriting, drafting, revising, editing, and publishing) to construct texts for multiple purposes in a variety of genre;

C In RDG 628 (Teaching Writing), educators create annotated instructional plans that engage students in all aspects of the writing process.

4.1.3.8 guides students to refine their spelling knowledge through reading and writing;

C In RDG 628 (Teaching Writing), educators address spelling conventions and correctness through the use of mentor texts and analysis of student writing in annotated instructional plans. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms.

4.1.3.9 teaches students how to use effective listening strategies and elements of effective speaking;

C In RDG 628 (Teaching Writing), educators create conferencing experiences and direction for effective communications during writing conferences in annotated instructional plans. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms.


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K-12, Graduate Degree Programs 4.1.3.10 assists students in selecting and

using various methods of interpersonal, small-group, and public discourse to explore an idea; and


4.1.3.11 teaches students how to apply individual, shared, and academic standards according to the purpose of the communication context.

C In RDG 628 (Teaching Writing), educators create opportunities for rubric-guided analysis of students’ own writing and the writing of peers in annotated instructional plans. In RDG 678 (Children and Young Adult Literature), educators create Standards-based Interdisciplinary Lesson Plans featuring self-selected focus genre(s) and author(s) from the annotated literature collection.

4.2 Assessment

4.2.1 The reading educator will apply current principles of assessment and evaluation that include:

4.2.1.1 using assessment practices based on learning theories and research in literacy;

C In EDU 624 (Elementary Reading), educators use widely disseminated and validated assessments and inventories to identify case study student learning needs In RDG 682 (History and Psychology of Reading, educators research and write a Synthesis Paper on historical trends and theoretical perspectives, implications for practice and needs for future research on specific topic in reading.


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K-12, Graduate Degree Programs 4.2.1.2 employing assessment practices that

are aligned with literacy goals, curriculum, and instruction;

C In all RDG methods courses through course-focused lesson and unit plans In RDG 684 (Program Analysis and Design) educators write a case study report of their school’s policies regarding literacy goals over the last 3-5 years in response to state and national literacy mandates, district assessment data and changing student/community needs in order to determine future literacy resources. In RDG 678 (Children and Young Adult Literature), educators create formative and summative assessments related to goals and objectives of literature- and standards-based unit plans.

4.2.1.3 using a variety of classroom assessment techniques in planning for and supporting instruction, such as performance assessment, portfolios, rubrics, checklists, anecdotal records, and projects;

C Educators address this standard in all RDG methods courses through course-focused lesson and unit plans. In EDU 624 (Elementary Reading), educators use data from multiple assessments, inventories, student work collections, and archival evidence to identify and create targeted lessons to address case study student learning needs. In RDG 628 (Teaching Writing), educators guide annotated collections of student work and include the use of rubrics to guide and assess writing in annotated instructional plans. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans and assessments.


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K-12, Graduate Degree Programs 4.2.1.4 using information from a balance of

formal and informal assessments, including standardized tests; state assessments, such as the Michigan Educational Assessment Program (MEAP), the Michigan Literacy Progress Profile (MLPP); and classroom assessments for a variety of formative and summative evaluation purposes;

C In EDU 624 (Elementary Reading), educators use data from multiple assessments, inventories, student work collections, and archival evidence to identify and create targeted lessons to address case study student learning needs. In RDG 684 (Program Analysis and Design) educators write a case study report of their school’s policies and initiatives regarding literacy goals over the last 3-5 years in response to state and national literacy mandates, district assessment data and changing student/community needs in order to determine future literacy resources. They also interview a district administrator in charge of state and local programs and a reading recovery teacher or reading specialist to gather assessment information.

4.2.1.5 selecting, creating, and correctly interpreting results of developmentally appropriate tools and various measurements used for assessment and evaluation;

C In EDU 624 (Elementary Reading), educators use data from multiple assessments, inventories, student work collections, and archival evidence to identify and create targeted lessons to address case study student learning needs. In RDG 684 (Program Analysis and Design) educators write a case study report of their school’s policies and initiatives regarding literacy goals over the last 3-5 years in response to state and national literacy mandates, district assessment data and changing student/community needs in order to determine future literacy resources. They also interview a district administrator in charge of state and local programs and a reading recovery teacher or reading specialist to gather assessment information.

4.2.1.6 assessing exceptional needs and abilities; C

In EDU 624 (Elementary Reading), educators use data from multiple assessments, inventories, student work collections, and archival evidence to identify and create targeted lessons to address case study student learning needs.


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K-12, Graduate Degree Programs 4.2.1.7 communicating effectively with

parents and students about learners’ progress and development;

C In EDU 624 (Elementary Reading), educators share case study findings about student literacy strengths and learning needs with parents. In RDG 656 (English Language Learners), educators share case study findings about second language student literacy strengths and learning needs with parents.

4.2.1.8 teaching students how to set goals and engage in self-reflection and assessment activities, and evaluating students’ abilities to perform these tasks at their developmental levels; and

C In RDG 628 (Teaching Writing), educators use rubrics to guide student assignments and self-assessment in annotated instructional plans. Student annotations of collected writings include self-identified goals for future development. In RDG 678 (Children and Young Adult Literature), educators design lessons to help students evaluate personal performances and the performance of others using rubrics

4.2.1.9 engaging in meaningful self-evaluation and reflecting on professional practice.

C Educators complete an Application of Learning Reflection paper at the end of each course in the MAE in Reading program to describe, illustrate and evaluate professional development and their use of professional practices. Instructions for this paper are included in each syllabus, and the rubric is included in the folder of syllabi for the program. In RDG 628 (Teaching Writing), educators evaluate and annotate the personal writings they create as mentor text to accompany writing lessons they create In RDG 694 (Literacy Research Practicum), educators analyze and interpret data to draw conclusions about the impact of identified professional practices. In RDG 678 (Children and Young Adult Literature), educators evaluate personal performances and the performance of others using rubrics to identify areas for professional growth related to course and program objectives.


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K-12, Graduate Degree Programs 4.2.2 The reading educator will plan and

implement literacy assessment that:

4.2.2.1 evaluates student print and non-print texts using appropriate assessments such as rubrics that represent rigorous standards and reflect the critical components of the Michigan English Language Arts Content Standards and Benchmarks;

C In RDG 628 (Teaching Writing), educators use standards-based rubrics to guide assessment in annotated instructional plans.

4.2.2.2 evaluates student use of the writing process to construct texts and to write fluently in a variety of genre;

C In RDG 628 (Teaching Writing), educators create annotated instructional plans designed to guide student writing through all process stages and across genres.

4.2.2.3 evaluates student abilities to use the print-sound code to decode and recognize words; to read with accuracy and fluency; to determine the meaning of unfamiliar words and concepts; to construct meaning from a variety of texts; and to use monitoring and fix-up strategies to overcome difficulties when constructing and conveying meaning across a wide range of situations as appropriate for different developmental levels;

C In EDU 624 (Elementary Reading), educators use multiple assessments, inventories, student work collections, and archival evidence to identify case study student literacyg abilities and needs. In RDG 656 (English Language Learners), educators use assessments and inventories to determine ELL case study students’ current literacy skills and design targeted instruction to build capacity in these areas.


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K-12, Graduate Degree Programs 4.2.2.4 assesses student abilities to

determine their purposes and audiences for communication and investigations; and to choose those elements of language, media, delivery, and genre which most effectively shape their print and non-print texts;

C In RDG 628 (Teaching Writing), educators use rubrics to guide and assess student writing in annotated instructional plans. In RDG 679 (Adolescent Literacy), educators create a Text Response Assignment from an annotated bibliography of texts at a variety of reading levels and in multiple genres, including digital, that facilitates student response in a variety of modes.

4.2.2.5 evaluates students’ collections of personal work and the critical standards they use to judge the merit and aesthetic qualities of each selection; and

C In RDG 628 (Teaching Writing), educators use rubrics to guide and assess student writing in annotated instructional plans. Student annotations and self-assessments provide insight into students’ use of critical standards.

4.2.2.6 enables students to document and evaluate the development of their communication abilities using individual, shared, and academic critical standards that require diverse examples of authentic texts for different audiences and purposes.

C In RDG 628 (Teaching Writing), educators use rubrics and student annotations and self-assessments to help students document and analyze their own writing performance.

5.0 Organizing and Implementing School and District Reading Programs The reading educator will:

5.1 understand the nature and multiple causes of reading disabilities and articulate principles for remediating reading difficulties;

C In EDU 624 (Elementary Reading), educators create individualized targeted instructional plans to meet case study student learning needs. In RDG 656 (English Language Learners), educators create individualized targeted instructional plans to meet case study ELL student learning needs.


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K-12, Graduate Degree Programs 5.2 be well-versed on individualized and

group instructional interventions targeted toward those students in greatest need or at low proficiency levels; and

C In EDU 624 (Elementary Reading), educators create individualized targeted instructional plans to meet case study student learning needs. In RDG 684 (Program Analysis and Design), educators explore Nettrekker’s (http://school.nettrekker.com/authenticate/ipauth/1?np=/home.ftl&pp=/ipauth_error.ftl) Read Aloud & Dictionary features or Vozme’s (http://vozme.com/index.php?lang=en) text-to-speech converter. They critique websites and provide strategies to support students through these tools.

5.3 understand how contextual factors in school can influence students’ learning and reading (e.g., grouping procedures, school programs, assessment).

C In RDG 679 (Adolescent Literacy, educators develop an instrument to survey adolescents about their literacy experiences and practices in and out of school, as well as their interests in specific topics and multiple literacies; administer the literacy survey to at least 20 adolescents; analyze and interpret the results. In RDG 692 (Literacy Research Design), educators review published literacy research studies and theoretical and normative literacy texts to create an annotated bibliography and review of related literature.

5.4 The reading educator will communicate information about reading to:

5.4.1 students concerning their strengths, areas that need improvement, and ways to achieve improvement;

C In EDU 624 (Elementary Reading), educators share information on case study student learning needs gathered from multiple assessments and inventories, as well as archival data on student performance, with the student as they share targeted instructional plans for that student. In RDG 628 (Teaching Writing), educators use rubrics and student annotations and self-assessments as well as conversations with individual student writers documented in conferencing reports to discuss personal performance and goals with students.


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K-12, Graduate Degree Programs 5.4.2 allied professionals and

paraprofessionals concerning the assessment of student achievement and instructional planning;

C In RDG 684 (Program Analysis and Design), educators conduct a Literacy Program Evaluation of the school’s current reading program. They may use a technology-based program, such as Rubistar to conduct this evaluation. They share findings with staff and other stakeholders. In RDG 689 (Literacy Leadership), educators will model and videotape teaching a comprehension strategy to address literacy need within a colleague’s classroom. The classroom teacher and para-pro will observe the lesson and complete the observation feedback form. Both teachers will discuss in a follow-up meeting what worked, difficulties, challenges and what important lessons both individuals learned from the experience.

5.4.3 parents in initiating cooperative efforts and programs to support students’ literacy development;

C In EDU 624 (Elementary Reading), educators share information on case study student learning needs gathered from multiple assessments and inventories, as well as archival data on student performance, with family members as they share targeted instructional plans for that student that include home-school collaborations. In RDG 628 (Teaching Writing), educators create an outreach plan and documents to explain research- and literature-based information about writing instruction to selected stakeholders (teaching colleagues, administrators, parents, policy-makers, and students) In RDG 679 (Adolescent Literacy), educators create a Parent involvement plan to invite family members to share their literacy experiences—favorite books, writers, experiences with reading and writing, etc. and contribute to their child’s classroom and home literacy learning. Educators also create an Adolescent Literacy Learning Manifesto for secondary classrooms that includes plans for sharing with stakeholders.

5.4.4 administrators, staff members, school board members, policymakers, the media, and the local community concerning practices, assessment,

C In RDG 628 (Teaching Writing), educators create an outreach plan and documents to explain research- and literature-based information about writing instruction to selected stakeholders (teaching colleagues, administrators, parents, policy-makers, and students).


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K-12, Graduate Degree Programs and data; and In RDG 684 (Program Analysis and Design), educators develop and

implement a student-family literacy night/program to address literacy practices, assessment and data. Educators also research local/state community literacy support organizations to create an annotated guide to share with local professionals, parents, and other stakeholders. In RDG 689 (Literacy Leadership), educators create and share a Response to Intervention School-wide Project based on typical grade level needs and assessment data from educators’ individual school In RDG 694 (Reading Research Practicum), educators present their research study and findings in public forums, including professional meetings, building staff meetings, school board meetings, conferences, and via on-line venues.

5.4.5 colleagues and the wider community to share interpretations of research findings.

C In RDG 628 (Teaching Writing), educators create an outreach plan and documents to explain research- and literature-based information about writing instruction to selected stakeholders (teaching colleagues, administrators, parents, policy-makers, and students). In RDG 684 (Program Analysis and Design), educators participate in a national, state, or local literacy blog. In RDG 694 (Reading Research Practicum), educators present their research study and findings in public forums, including professional meetings, building staff meetings, school board meetings, conferences, and via on-line venues.

5.5 The reading educator will serve in an active role in curriculum development by:

5.5.1 initiating and participating in ongoing curriculum development, alignment, and evaluation;

C In RDG 628 (Teaching Writing), educators create an outreach plan and documents to explain research- and literature-based information about writing instruction to selected stakeholders (teaching colleagues, administrators, parents, policy-makers, and students). In RDG 684 (Program Analysis and Design, educators prepare a meta-


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K-12, Graduate Degree Programs analysis of all components of their district’s literacy program, including an action plan based on findings. The plan could include a student-family literacy night or literacy program to address literacy needs or a newsletter/blog with literacy topics for stakeholders. In the plan, educators discuss possible technology resources to meet diverse needs. In RDG 689 (Literacy Leadership), educators create a Response to Intervention School-wide Project based on typical grade level needs and assessment data from educators’ individual school. In RDG 678 (Children and Young Adult Literature), educators Identify issues represented in literature and share ideas about how to use the texts to address issues and problems in society via discussions, WIKI posts and blogs as they create annotated bibliographies and standards-based thematic units.

5.5.2 adapting instruction to meet the needs of diverse learners to accomplish a variety of purposes;

C In all RDG methods courses through the creation, implementation, and assessment of instructional plans In RDG 679 (Adolescent Literacy), educators create an Adolescent Literacy Learning Manifesto for secondary classrooms that address diverse learning needs. Educators also create a detailed inclusionary Classroom Literacy Plan of classroom contents and approaches In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with diverse learners. In RDG 684 (Program Analysis and Design), educators explore Nettrekker’s (http://school.nettrekker.com/authenticate/ipauth/1?np=/home.ftl&pp=/ipauth_error.ftl) Read Aloud & Dictionary features or Vozme’s (http://vozme.com/index.php?lang=en) text-to-speech converter. They critique the tools and provide strategies to use them to support student literacy learning.


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K-12, Graduate Degree Programs 5.5.3 supervising, coordinating, and

supporting all services associated with reading programs (e.g., needs assessment, program development, budgeting, evaluation, grant and proposal writing, etc.);

C In RDG 684 (Program Analysis and Design, educators prepare a meta-analysis of all components of their district’s literacy program, including an action plan based on findings. The plan could include a student-family literacy night or literacy program to address literacy needs or a newsletter/blog with literacy topics for stakeholders. In the plan, educators discuss possible technology resources to meet diverse needs. In RDG 689 (Literacy Leadership), educators create a Response to Intervention School-wide Project based on typical grade level needs and assessment data from educators’ individual school, including administrative processes and supervision details.

5.5.4 selecting and evaluating instructional materials, including those that are technology-based, to develop literacy;

C In all RDG methods courses through the creation, implementation, and assessment of instructional plans In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. In RDG 684 (Program Analysis and Design) educators write a case study report of their school’s policies regarding literacy goals over the last 3-5 years in response to state and national literacy mandates, district data and changing student/community needs in order to determine future literacy resources. In RDG 692 (Literacy Research Design), educators review published literacy research studies and theoretical and normative literacy texts to create an annotated bibliography and review of related literature.

5.5.5 using multiple indicators to determine curriculum effectiveness; C

In RDG 684 (Program Analysis and Design, educators prepare a meta-analysis of all components of their district’s literacy program, including an evidence-based assessments of effectiveness. In RDG 694 (Literacy Research Practicum), educators analyze data from triangulated sources and report the findings and their interpretations in Chapters 4 and 5 of the thesis.


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K-12, Graduate Degree Programs 5.5.6 planning and implementing programs

supported by federal, state, and local funding designed to help students with reading problems; and

C In RDG 684 (Program Analysis and Design, educators prepare a meta-analysis of all components of their district’s literacy program, including an action plan based on findings. In the plan, educators discuss possible technology resources to meet diverse needs. The meta-analysis may be used to prepare a grant proposal to secure needed literacy resources.

5.5.7 assisting in developing individual educational plans for students with severe learning problems related to literacy.

C In EDU 624 (Elementary Reading), educators use information on case study student learning needs gathered from multiple assessments and inventories, as well as archival data on student performance, to create targeted instructional plans for that student. In RDG 656 (English Language Learners), educators use assessments and inventories to determine ELL case study students’ current developmental stages and design targeted instruction to build capacity in these areas.

5.6 The reading educator will initiate, implement, evaluate, and participate in professional development programs that:

5.6.1 emphasize the dynamic interaction among prior knowledge, experience, and the school context;


5.6.2 are sensitive to school factors (e.g., class size, resources, community concerns);

C In RDG 628 (Teaching Writing), educators create and share an outreach plan specific to school contexts and needs. In RDG 679 (Adolescent Literacy), educators create an Adolescent Literacy Learning Manifesto for secondary classrooms that address diverse learning needs. Educators also create a detailed inclusionary context-specific Classroom Literacy Plan of classroom contents and approaches. In RDG 684 (Program Analysis and Design), educators survey staff,


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Standard/Guideline



K-12, Graduate Degree Programs teachers, and family members to determine their impressions of students’ literacy learning and achievement. Based upon survey results, educators develop and implement a student-family literacy night/program to address literacy practices, assessment and data.

5.6.3 support ongoing conversations with parents and community regarding literacy; and

C In RDG 628 (Teaching Writing), educators create an outreach plan and documents to explain research- and literature-based information about writing instruction to selected stakeholders (teaching colleagues, administrators, parents, policy-makers, and students). In RDG 684 (Program Analysis and Design), educators survey staff, teachers, and family members to determine their impressions of students’ literacy learning and achievement. Based upon survey results, educators develop and implement a student-family literacy night/program to address literacy practices, assessment and data.

5.6.4 use multiple indicators to judge professional growth. C

Educators address this standard in all RDG courses via the final Application of Learning Reflection paper. In RDG 694 (Reading Research Practicum), educators implement a research plan and analyze data to inform instruction. In Chapter 6 of the Thesis, educators discuss the implications of the research and findings on their professional practice.

5.7 The reading educator will interact with literacy research to:

5.7.1 apply literacy research in a variety of contexts and conduct literacy research with a range of methodologies (e.g., ethnographic, descriptive, experimental, or historical); and

B In all RDG methods courses via study of research to inform the creation of course-specific instructional plans. In RDG 684 (Program Analysis and Design), educators survey staff/teachers/parents to determine their impressions of students’ literacy learning and achievement. Educators also research local/state community literacy support organizations to create an annotated guide to share


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Standard/Guideline



K-12, Graduate Degree Programs with local professionals, parents, and other stakeholders. In RDG 692 (Literacy Research Design), educators review published literacy research studies and theoretical and normative literacy texts to create an annotated bibliography and review of related literature. In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms. In RDG 694, educators enact their research plan to conduct literacy research in K-12 classrooms and describe their contexts and methodologies in Chapter 3 of the thesis.

5.7.2 promote and facilitate teacher- and classroom-based research. C

In RDG 692 (Literacy Research Design), educators identify a research focus, describe the purpose, question, rationale, and significance of the focus, situate the problem, and design a research study, including instruments, methods and timelines for data collect and analysis to investigate the implications of focused literacy interventions in K-12 classrooms. In RDG 694, educators conduct, discuss, and share the results of their literacy research via a thesis and formal professional presentation.

5.8 The reading educator will supervise paraprofessionals by:

5.8.1 planning lessons, observing and evaluating their interactions with students and providing feedback on their performance;

C In RDG 689 (Literacy Leadership), educators will model and videotape teaching a comprehension strategy to address literacy need within a colleague’s classroom. The classroom teacher will observe the lesson and complete the observation feedback form. Both teachers will discuss in a follow-up meeting what worked, difficulties, challenges and what important lessons both individuals learned from the experience.


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Standard/Guideline



K-12, Graduate Degree Programs 5.8.2 providing professional development

and training; and C In RDG 628 (Teaching Writing), educators create an outreach plan and documents to explain research- and literature-based information about writing instruction to selected stakeholders (teaching colleagues and para-pros, administrators, parents, policy-makers, and students). In RDG 679 (Adolescent Literacy), educators create an Adolescent Literacy Learning Manifesto for secondary classrooms to be shared with colleagues, students, and their families. In RDG 680 (Content Area Literacies), educators create a subject/topic-specific text set in a selected content area with instructional plans to use it with students. They share the set and instructional plans in a narrated power point to a professional audience. In RDG 689 (Literacy Leadership), educators will model and videotape teaching a comprehension strategy to address literacy need within a colleague’s classroom. The classroom teacher will observe the lesson and complete the observation feedback form. Both teachers will discuss in a follow-up meeting what worked, difficulties, challenges and what important lessons both individuals learned from the experience.

5.8.3 providing emotional and academic support. C

In RDG 689 (Literacy Leadership), educators will model and videotape teaching a comprehension strategy to address literacy need within a colleague’s classroom. The classroom teacher observes the lesson and completes the observation feedback form. Both teachers discuss in a follow-up meeting what worked, difficulties, challenges and what important lessons both individuals learned from the experience.

5.9 The reading educator will know federal, state, and local programs designed to help students with reading difficulties.

C In RDG 684 (Program Analysis and Design), educators research local/state community literacy support organizations to create an annotated guide to share with local professionals, parents, and other stakeholders.


Attachment 5 Instructional Faculty

Institution: Spring Arbor University Date: July 2010 Specialty Program: Reading Specialist Certification/Endorsement CODE: BR Please include all faculty teaching the courses shown on the Summary of Course Requirements for Specialty Program (Application Attachment 3), including those who may be temporary or non-tenure stream.

Courses Faculty Member

Highest Degree in this Area,

Indicating Study Focus and Research Area

Professional Development

Experience in the Last

3 Years

Familiarity with K-12 Curriculum Framework and

MEAP Assessment Special Awards and Recognition

P-12 Collaborative Work

EDU 624 RDG 628 RDG 684 RDG 689 RDG 692 RDG 694

Kathleen A. Wilcox Ph.D. K-12 Educational Leadership, Michigan State University, 2005

Assessment Conference -Robert Marzano, May 2010 Michigan Alliance of Reading Professors standards conference, Jan. 2009 Professional Learning Communities Training, Spring Arbor University, 2008-2009 Orton Gillingham Training 2008 Language Essentials for Teachers of Reading & Spelling (LETRS), 2007 Teacher Reading Academy Training, 2007 Reading First Foundations Training, 2007

As a previous classroom teacher, worked on School Improvement teams for 16 years.

Michigan State University’s Continuing Education Scholarships for presentations (2004) Successfully completed Emerging Leaders Program, Michigan State University (2004) Invited to attend and participated in Lansing School District’s “Grow Your Own” Principal Academy (2004-2005) Richard L. Featherstone Endowed Scholarship in Educational Administration (2002) Lansing School District Hinman Award Scholarship (2001) Michigan State University Graduate Recruitment Fellowship Award (2000) Michigan State University’s Vice-Provost’s Lifelong

EDU 350 students placed at Heritage Academy School in Jackson, MI 2009-2010 EDU 350 students placed in Western School District at Parma Elementary. 2008-2009


Education Award (l994) Mildred Erickson Fellowship Awards (l990, l991, l992, l993, l994)

RDG 656 RDG 682 RDG 692 RDG 694

Bonita Miller, Associate Professor

Ph. D. Educational psychology - focus in reading. Research emergent literacy in Head Start classroom

M.A. Reading specialist, Research inventive to conventional spelling from K-2

Professional Learning Communities Training, Spring Arbor University, 2008-2009 TESOL training in Teaching Writing to 1.5’s SU06, LETRS Training, Fall 2007

MEA Presenter Fall 2007

Michigan Reading Assoc. presenter, Spring 2009

LETRS Training Fall 2007

Teach MLPP K-3 Assessments

Jan 2010-Outstanding Educator, Michigan Campus Compact Faculty Service Learning Award

Western Middle School Soar to Success Director, Spring 2002-08\

North East Elementary Hispanic Family Literacy Director, Fall 2008-present

RDG 628 RDG 679 RDG 680

Kathryn Bell, Associate Professor

Ph.D. Curriculum, Teaching and Educational Policy, Michigan State University, 2003 Study and Research Focuses: Teacher Education, Curriculum Development, Mentoring, Professional Development

Conference Presenter: Michigan Reading Association (Grand Rapids, MI 2009; Detroit 2010); National Council of Teachers of English Council for College Communication and Composition (New Orleans LA 2008); University Literacy Conference (Wayne RESA, Romulus, MI, 2007); California State University-Stanislaus, Graduate Administration program, 2007); SOE Future Teachers’ Conference (2007);

High School English and journalism teacher for 28 years K-12 Curriculum Director MELAF (Michigan English Language Arts Frameworks) Demonstration Site Leader and Curriculum Developer MLPP (Michigan Literacy Language Progress Profile) certified teacher trainer

2007-2008 Spring Arbor University Research Scholar Editorial Review Board, English Journal, National Council of Teacher of English and Michigan Reading Journal, Michigan Reading Association Journalism Education Association national Master Journalism Educator since 1992 Graduate School Dissertation Completion Fellowship, Michigan State University Dean's Scholar Award,

Director and Lead Instructor, Paragon Academy K-8 bi-weekly Professional Development Series for Teaching Writing (2009-2010) Author, Director and Lead Instructor/Facilitator, Michigan Department of Education Title III(A) Teacher Quality Professional Development two-year grant for teaching writing (2006-2008); Consultant Jackson Public School HS English Department (2008) Presenter, Hillsdale County Intermediate School District


Michigan Department of Education Instruction and Professional Development conference (Dearborn, MI, 2005, 2006, 2007); Training: Assessment Conference -Robert Marzano, May 2010 Michigan Alliance of Reading Professors standards conference, Jan. 2009 Professional Learning Communities Training, Spring Arbor University, 2008-2009 Office of Academic Technology training for on-line instruction, 2007-2010 Writing and Publishing Workshop with Dr. Quentin Schultz 2008; SAMPI Lesson Study training, Western Michigan University, 2007; LARC (Literacy Achievement Research Center) Literacy Conference, Michigan State University, 2007; One-on-one training with National Writing Project Director Dr. Paul LaMahiu, UC Berkley, (Indianapolis, 2007)

Michigan State University, College of Education Recruiting Fellowship, Michigan State University Kappa Delta Pi, International Honor Society in Education Community Service Award, Hillsdale High School Athletic Department Who's Who Among America's Teachers multiple nominee Golden Pen Nominee, Michigan Interscholastic Press Association Humanities Fellow, Kalamazoo College Newspaper Fund Fellow, University of Missouri National Merit Finalist

teacher- and prospective teacher training series, (2007) Michigan Literacy Progress Profile Teacher Trainer since 1994

RDG 679 RDG 680 RDG 656

Denise Acevedo, adjunct professor

Nova Southeastern Univ./Ed.D. – Higher Education Leadership with a minor in Adult Education

SAU Graduate faculty summit June 2009 completing a year-long study on how classroom safety (emotional et al.)

Gained working with colleagues and graduate students at SAU (full-time K-12 teachers)

Worked with P-12 school districts and Education Service Centers 18 & 20 in Texas for four years developing course curricula;


Texas A&M University-Kingsville/ M.Ed. Adult and Continuing Education with a dual minor in Guidance/Counseling & ESL MSU/B.A. – Journalism

impacts student learning, including reading; worked with Texas K-12 and higher education organizations to create reading curricula at the pre-college level; read current research-related case studies, etc. in the area of reading, literacy, multiple literacies and ESL literacy.

almost five years with Florida colleagues developing course curricula for schools and a College For Kids program I designed and created (at Santa Fe Community College, Gainesville, Florida).

EDU 624 RDG 684 RDG 689

Martha Allen, adjunct professor

EdD/Argosy University—Instructional Leadership: Research: Reading achievement and professional learning communities

Reading Recovery training PLC conferences Lucy Calkins training Susan Zimmerman – reading comprehension Debbie Miller – reading comprehension Reading Recovery state conference Write Steps training Collins writing training Dr. Ruby Payne conference Data Director training

Professional Learning Communities Chairperson of school improvement committee Identifying power standards and creating common assessments

K-5 teacher since 1990; Weekly Professional Learning Communities planning, Western district Curriculum Camp, Curriculum studies

RDG 678 EDU 624

Gretchen Gabler, adjunct professor

Ed.D. 2003 Eastern Michigan University Leadership and Counseling Dissertation: Full-Day Kindergarten and Developmentally Appropriate Practices: Perceptions From Classroom Teachers M.A. in Reading Instruction Michigan State University

SAU Graduate faculty summit June 2009 Adjunct Instructor for Spring Arbor University: EDU 350 Elementary and Middle School Reading Instruction 2004 - Present EDU 624 Elementary Reading 2009 – Present

Through on-going support to student teachers and EDU 350 students working throughout northern Michigan, I have been able to stay abreast of curriculum adjustment and addressing MEAP expectations at all elementary and middle school levels.

Advancement to Affiliate Instructor for Spring Arbor University 2009 – June 2010

Former K-8 teacher, principal Through on-going support oto student teachers and EDU 350 students working throughout northern Michigan I have been able to stay abreast of curriculum adjustment and addressing MEAP expectations at all elementary and middle school levels.

EDU 624 RDG 684 RDG 689

Gail Johnston, adjunct professor

National Board of Professional Teaching Standards – Middle Child/General Degree Eastern MI Univ./MA – Reading Specialist

Numerous professional development meetings on math, social studies, and science; district PD days

Very familiar - we use these at school and I have given the MEAP test many years.

Employee of the Year - Jackson Public Schools, Jackson, Michigan; Teacher of the Year - Duval Public Schools, Jacksonville, Florida

Works in pK-12 education, teaches for the university.


RDG 679 RDG 680

Carol Mowen, adjunct professor

PhD in K-12 Educational Administration, focus on curriculum development and research on the characteristics of effective middle schools.

SAU Graduate faculty summit June 2009 Advanced course design (3 credits), Educational Leadership (3 credits), Project Achieve character education training (ongoing), Writing Across the Curriculum training (ongoing), Christian Leadership Community training (2 credits)

Area of focus in Ph.D. program as well as with SAU

National Merit Scholar, Awarded June, 1980 Phi Beta Kappa, Awarded June, 1981 John Phillip Sousa Award, Awarded, June, 1981 Michigan State University Scholars Program, Awarded January, 1981 University of Michigan Scholars Program, Awarded August, 1983 Service Learning Grant for Urban Student Involvement, Awarded April 2000, Ruben Scholarship for Urban Private Music Instruction, Awarded May, 2001, $250.00 Nominee, Disney Teacher of the Year, 2002 and 2003 Nominee, USA Today’s Teachers of the Year, 2003 Post Commander’s Award of Excellence, Ft. Buchanan, 2005, 2006, 2007, 2008, 2009 Service award, United States Army, 2009 Alpha Sigma Lambda inductee

Curriculum designer, K-12 Mathematics, Grand Rapids Public Schools 1999-2001 Curriculum designer, K-12 Music, Grand Rapids Public Schools 1999-2001 Curriculum designer, K-12 Music, Napoleon Public Schools 2002-2003 Music educator in multiple grades, 1985 to present. Character education coordinator, Ft. Knox Public Schools, Macdonald School, 2010-2015.

EDU 530

Frank Cody, adjunct professor

Ohio St. Univ./Ph.D – Ed. Administration: Educational Goverance and School Organization; Curriculum Loyola Univ. Chicago/M.Div. – Divinity; M.A. – Philosophy; B.A. – Latin

SAU Graduate faculty summit June 2009 Keep abreast of it through

my reading. Taught K-12 during career.

Of late, none in education. Could go back into the past if desired.

Former K-12 superintendent

EDU 530 Aaron Metzcar, adjunct professor

Ed.D Organizational Leadership-Research Area: Servant Leadership and Effective Classroom Teaching M.Ed Education BSE Elementary Education

Professional Learning Community Workshop

Participating on a dissertation committee at Indiana Wesleyan University

Worked to align areas of curriculum MEAP Framework

Pre-graduation ceremony speaker for graduate students Presented research on Servant Leadership and Effective Classroom teachers at 2009 Greenleaf conference

K-12 Principal Licensure 2004 Current elementary principal at Jackson Christian


EDU 624 RDG 678 RDG 682

new adjunct faculty

SAU Application for State Approval of BR Specialty Program.docxSAU Application for State Approval of BR Specialty Program.docx

sau application for state approval of br specialty...

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