Internet Explorer 7, 8, and 9 are no longer supported. Please use a newer browser.
Concourse works best with JavaScript enabled.
University of St. Francis logo

www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Reading Teacher Practicum
REND and MSED-651

  • Template 2015
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/29/2019

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Provides multiple opportunities to plan and participate in professional and practical literacy activities in order to promote life-life learning and a professional literacy model to colleagues and students.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will develop a deep understanding of the procedures necessary for developing and implementing research-based instructional plans that serve to remediate students with reading disabilities.

Serving the Community

Candidates will have the opportunity to share information about the field of reading with the general public and with colleagues in the field of education.

Finding Our Professional Selves

Candidates will explore and utilize educational resources that assist teachers in staying current with developments in reading education. Additionally, this course will provide the impetus for active teacher research in the classroom.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

1. Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement ( IRA Standard 1.3; NBPTS 1,2,3)

1a. Use multiple sources of information to guide reading instruction and philosophies

1b. Show fair-mindedness, empathy and ethical behavior in reading instruction and philosophies

 2. Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum (IRA Standard 2.1; NBPTS 2)

2a. Set classroom instructional goals and objectives in the area of literacy

2b. Evaluate the curriculum to ensure that classroom instructional literacy goals and objectives are met

2c. Implement the curriculum based on students’ prior knowledge, world experiences and interests

 3. Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development and social culture (IRA Standard 6.1; NBPTS 4,5)

3a. Demonstrate an awareness of the factors that influence adult learning, organizational change, professional development, and school culture

 4. Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors (IRA Standard 6.2; NBPTS 4,5)

4a. Display positive reading and writing behaviors, including knowledge of community roles to support student learning in the content areas

4b. Promote student understanding of the value of reading in multi-literacies

4c. Identify specific goals about literacy instruction and carry out a plan for professional growth

 5. Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs (IRA Standard 6.3; NBPTS 5)

5a. Recognize the importance of professional development in literacy

5b. Develop a plan for personal professional development and its application to instructional practices

 6. Understand and influence local, state, or national policy decisions (IRA Standard 6.4; NBTS 5)

6a. Informed about literacy professional issues (specifically the Core Standard Initiative)

6b. Advocate for needed organizational and instructional changes to promote effective literacy instruction

Materials

All required materials are supplied within the course.

Assignments

Professional Discourse, Participation and Reflection
Candidates will respond to weekly discussion and reflection prompts.

  • Course outcomes 1,2,3,4,5,6
  • Standards IRA 1.3, 2.1, 6.1, 6.2, 6.3, 6.4; NBPTS 1,2,3,4,5

Formative Assessment
Candidates will administer and analyze two formative assessments

  • Course outcomes 2,4,6
  • Standards IRA 2.1, 6.2, 6.4; NBPTS 2,4,5

Teacher Study Group
Candidates will research a topic, plan for and reflect on a proposed study group.

  • Course outcomes 3,4,5,6
  • Standards IRA 6.1, 6.2, 6.3, 6.4; NBPTS 4,5

Differentiated Lesson
Candidates will utilize assessment data to develop, implement and reflect on a differentiated lesson.

  • Course outcomes 3,4,5,6
  • Standards IRA 6.1, 6.2, 6.3, 6.4; NBPTS 4,5

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing

Course Evaluations | IDEA Surveys

USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

Allington, R.L., & Walmsey, S.A. (Eds.). (1995). No quick fix: Rethinking literacy programs in America’s elementary schools. New York: Teachers College Press; Newark, DE: International Reading Association.

Barr, R., Kamil, M. L., Mosenthal, P., & Pearson, P. D. (2010). Handbook of reading research (Vol. IV). New York: Longman.

Duffy, G.G. (2004). Teachers who improve reading achievement: What research says about what they do and how to develop them. In D.S. Strickland & M.L. Kamil (Eds.).

Improving Reading Achievement Through Professional Development (pp. 3-22). Norwood, MA: Christopher-Gordon.

Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. doi:10.3102/00028312038004915

Lyons, C.A., & Pinnell, G.S. (2001). Systems for change in literacy education: A guide to professional development. Portsmouth, NH: Heinemann.

Shanahan, T., & Neuman, S. B. (1997). Literacy research that makes a difference. Reading Research Quarterly(32), 202-210.

Snow, C.E., Griffin,P., & Burns M.S. (Eds.). (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco : Jossey-Bass.

Strickland, D.S., & Kamil, M.L. (2004). Improving reading achievement through professional development. Norwood, MA: Christopher-Gordon.