CUED 7800: Lab and Field Experience in Education - Tennessee ...

CUED 7800: Lab and Field Experience
in Education
(3 hour – Reading Specialist Endorsement Program)
Instructor: Deborah K. Setliff, Ph.D.
Office: Bartoo Hall Room 201
Office Phone: 931-372-3087
Email: dsetliff@tntech.edu
Office Hours: Monday & Tuesday………….3:00 – 6:00 PM
Wednesday & Thursday.......1:30 – 3:30 PM
Prearranged Appointment
Course Description: 75-hour practicum dealing with responsibilities as a
Reading Specialist in educational settings. Independent Study format
TTU Conceptual Framework: Conceptual Framework Statement:
Required Readings:
The graduate of the teacher education program at
TTU will be a competent, caring professional who
can work effectively in a diverse, technological
society. Candidates will demonstrate:
an appropriate level of
scholarship,
effective communication,
skills of reflection that promote
self-evaluation and growth,
respect for diversity, and
skills of collaboration with
other professionals, families,
and community.
Tennessee State Standards for Reading Specialist Endorsement
Scroll down to Reading Specialist section (pp. 37-1 – 37-8) when printing pages
use pages 242 – 249
http://tennessee.gov/education/lic/doc/accttchlicstds.pdf
International Reading Association Position Statement on the Role of the Reading
Specialist:
http://www.reading.org/Libraries/Position_Statements_and_Resolutions/ps1040_
specialist.sflb.ashx
Dole, J.A., Liang, L.A., Watkins, N.M., Wiggins, C.M. (2006, October) The state
of reading professionals in the United States. The Reading Teacher, 60,(2), 194-
198.
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http://www.reading.org/Publish.aspx?page=/publications/journals/rt/v60/i2/abstra
cts/rt-60-2-dole.html&mode=redirect
Middle and High School Literacy Coaches: A National Survey:
http://www.reading.org/Publish.aspx?page=JAAL-52-4-
Blamey.pdf&mode=retrieve&D=10.1598/JAAL.52.4.4&F=JAAL-52-4-
Blamey.pdf&key=D46E136F-DA11-4D2E-B8E3-C216EC63AD5C
What Matters for Elementary Reading Coaches?
http://www.reading.org/Publish.aspx?page=RT-63-7-
LAllier.pdf&mode=retrieve&D=10.1598/RT.63.7.2&F=RT-63-7-
LAllier.pdf&key=E45B50EE-2BA9-446B-B25D-148068CCA309
What reading teachers need to know? Summary of new Reading Standards
http://www.reading.org/General/Publications/ReadingToday/RTy_AugustSept_20
10/RTY_10AugSept_Standards_Reading.aspx
Tennessee’s Reading Curriculum Standards – link to this document at
http://www.state.tn.us/education/ci/english/reading.shtml
Recommended Memberships:
Tennessee Tech University Council of International Reading Association (TTU-
IRA) http://orgs.tntech.edu/ira/
Tennessee Reading Association http://www.tn-reading.org/
International Reading Association – http://www.reading.org
Course Objectives:
Based on Tennessee Licensure Standards: Reading Specialist Pre-K – 12
1. Candidates demonstrate an understanding of the written language as a
symbolic system and the interrelation of reading and writing, and listening
and speaking.
a. Apply knowledge about research-based teaching practices that
enable all students to become proficient and motivated readers,
writers, speakers, and listeners.
b. Understand how school practices, such as grouping procedures,
school curriculum and assessments, influence student learning and
align goals, instruction and assessment.
2. Candidates demonstrate an understanding of how literacy development
differs from learner to learner.
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a. Create instruction to address the strengths and needs of individual
learners, respecting the cultural, linguistic, and ethnic diversity of
the learners.
b. Demonstrate knowledge of federal, state, and local programs
designed to help students with reading and writing problems
including students with disabilities and English language learners.
c. Collaborate with colleagues to ensure that all students learn to
read.
3. Candidates create an environment that fosters interest and growth in all
aspects of literacy.
a. Provide opportunities for learners to select from a variety of written
materials, using texts and trade books to stimulate interest,
promote reading growth, and increase the motivation for learners to
read widely and independently for pleasure and for information.
b. Promote integration of language arts in all content areas and use
technologies to support reading.
c. Include opportunities for children to hear literature read aloud.
d. Implement effective strategies to include parents as partners in the
literacy development of their children.
4. Candidates communicate information about reading to students,
professionals, paraprofessionals, administrators, policy makers, and the
community and elicit their assistance.
a. Communicate with colleagues and paraprofessionals in assessing
student achievement and planning instruction and with students
about ways to improve their reading.
b. Involve parents in a meaningful way in supporting their students’
reading and writing.
c. Communicate information about literacy and data and interpret
research findings to colleagues and the wider community.
5. Candidates initiate and participate in ongoing curriculum development and
evaluation.
a. Plan and implement literacy programs to help students, including
those supported by federal, state, and local funding, and adapt
instruction to meet the needs of diverse learners.
b. Use multiple indicators to determine the effectiveness of the literacy
program.
6. Candidates participate in, initiate, implement and evaluate professional
development programs in the schools.
a. Provide professional growth and development experiences that are
research based and take into account school resources.
b. Evaluate the effectiveness of professional development.
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7. Candidates assist paraprofessionals in meeting students’ needs.
a. Provide professional development for paraprofessionals, observe
and evaluate them, and provide feedback and support.
8. Candidates continually pursue knowledge of literacy and use that
knowledge to assess and adapt their practices.
a. Reflect on their own practice, evaluating their programs and
instruction based on student learning and make appropriate
adjustments.
b. Interact with teachers, teacher educators, professional
organizations and researchers to improve their knowledge of
reading and the school’s progress in reading.
c. Work collaboratively with their colleagues.
d. Interact with teachers, teacher educators, professional
organizations and researchers to improve their own knowledge of
reading and to improve the school program.
************** In your practicum setting meet at least five objectives by doing
at least one activity under each chosen objective.
Course Activities:
75-hours planning and implementation of reading specialist objectives in an
educational setting (Pre-K – 12 th grade) Use log sheet to document your time.
Planning can take up to 15 hours.
Powerpoint Presentation and Handout of your experience to share with your
colleagues at a convenient time on the TTU campus at the end of the semester.
Include your setting of practicum, activities, evaluations, and reflections of
experience making the connection with your chosen objectives clear to all.
Grading Scale:
A= 92-100
B= 84-91
C=74-83
D= 65-74
F=64 and below
Evaluation will be as follows:
75-hour completion of practicum (log sheet),
Online Site Evaluation Form, Mentoring
personnel evaluation 75 points
Powerpoint presentation and handout 25 points
Total Points 100 points
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Request for CUED 7800 Field Experience Evaluation: Field Experience II
(make sure your email address to your mentoring personnel is correct and active.
It is your responsibility to submit this form and to make sure that your mentoring
personnel has received and filled in their evaluation at the end of the course)
https://www2.tntech.edu/teachered/FMforms/FieldExp/default.asp
Site Evaluation Form:
(your responsibility to fill out after your practicum completed)
https://www2.tntech.edu/teachered/FMforms/SiteEval/default.asp
University Plagiarism Policy: Plagiarism, the use of another’s writing as one’s
own, is prohibited. The TTU Student Handbook, p. 28, item 2, explains the
penalties of such action.
Assigned Work: All work should be of highest quality. Candidates will
demonstrate their desire and ability to obtain an excellent grade by the thought,
depth, and time they put into their written assignments. Written material should
be neat, correctly punctuated and spelled correctly. Grammar should be used
correctly.
******Please note: Student work created during the scope of this course may
be displayed by TTU during accreditation, conference presentations,
workshops, and/or future classes.
Copyright and Fair Use: All projects created in this course should follow
appropriate copyright and fair use guidelines. Additional information is available
at: http://www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm
TTU Office of Disability Services: Students with a disability requiring special
accommodations should contact the Office of Disabilities (ODS). Accommodation
Requests (AR) should be completed as soon as possible, preferably by the first
week of the course. The ODS is located in the Rhoden University Center, Room
112; phone 372-6119.
Evaluation of CUED 7800 Spring 2011
______/75 points Evidence of 75 hours of practicum experience
Time Log
______/25 points Powerpoint/ Handout:
Evidence of five objectives obtained
Evidence of reflection in experience
Evidence of Setting/s
Evidence of evaluation of experience
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Nine
Principles for a
Reading and
Writing
Program
______/100 points Total Points
______ Grade
Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CUED 7800: Reading Time Log Spring 2011
Name:_________________Placement/s:__________________ Total Hours: 75
Mentoring Personnel Name:____________________ Position:______________
Mentoring
Personnel
Initials
Date Arrival Departure Total Time for
Visit
Accumulative
Time
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Mentoring Personnel Signature:_________________
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