performances - purdue university · web viewx x o o o o o 3. understands the major theories of...

MAPPING GUIDE FOR THE TEACHER OF READING

Standard #1: The reading teacher understands the central concepts, tools of inquiry, and dynamics of the reading process and creates learning experiences that make reading meaningful for the individual student.

Standard #1 Knowledge

The reading teacher:

Evidence That Students Can Meet the Standards/Performances

(i.e., Classroom Performance, Live, Video [e.g., microteaching, student teaching, early field experience]; Lesson Artifacts [e.g., lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, end-of-course teacher tests]; On-Demand Tasks [e.g., simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)

1.understands reading as the process of constructing meaning through the interaction of the reader’s prior knowledge, the information suggested by the written language, and the purpose for reading.

X X O O O O O Evidence that Standard #1 is met comes from multiple class assignments: (a) classroom instruction, readings, research, essays, videos, and tutoring; (b) student-constructed lesson plans, an emergent literacy case study of a kindergarten child, and an artifact analysis of the case study that aligns it with INTASC Principles; and (c) practicum experiences.In EDCI 362 Literacy in the Elementary School I, EDCI 422 The Teaching of English in Secondary Schools, and EDCI 434 The Teaching of English in Junior High/Middle School, all lessons are planned for classrooms and therefore include specific adaptations to address diversity issues. Purdue students also interact systematically with public school students in an extensive practicum under the guidance of their Purdue instructor and their classroom Mentor Teacher. During the practicum

2.understands cultural, linguistic, and ethnic diversity.

X X O O O O O

3.understands the major theories of language development.

X

X represents Elementary programO represents Secondary program

they not only plan and teach lessons but also administer various literacy and attitude assessments that are developmentally appropriate for different grade levels. Teaching is followed by the Mentor Teachers’ written feedback to Purdue students and the students’ own reflection on their instruction and the teaching experience.The students also reflect on all their practicum experiences (for both EDCI 362 and EDCI 363) in a Theory Into Practice (TIP) journal that requires reflection on theory, instruction, and children’s learning. In EDCI 363 Literacy in the Elementary School II, Purdue students make systematic assessment reports to evaluate their tutees’ literacy strengths, needs, and learning. In this process, they learn to administer the DRA and Running Records and use their results to employ dynamic goal setting for ongoing instruction. In all lessons planned for either EDCI 362 or EDCI 363, the lesson plan format requires: (a) alignment between goals (Indiana Language Arts Standards), instruction, and assessment; (b) consideration of cultural

4.understands the impact of a student’s affective domain in the reading process.

X O O O O O O

5.understands the cueing systems (phonological, syntactic, semantic, and pragmatic) of language.

X X O O O


Standard #1 Knowledge(continued)




6.understands the interrelationship of reading, writing, listening, speaking, viewing, representing, and thinking.

X X O O O O O O and linguistic diversity and special needs; and (c) a variety of instructional strategies for before, during, and after reading.In Block III, EDCI 361 Social Studies in the Elementary School is integrated with EDCI 362. As a part of that integration, the Purdue students consider different reading levels by leveling books selected for an integrated literature unit that is shared between EDCI 361 and EDCI 362. The students work in teams of two or three to construct an extensive unit with lessons, activities, and assessments that are aligned with Indiana Language Arts and Social Studies Standards. The lessons are required to address the regular classroom, including diverse and special needs populations. They also participate in literature circles using books centered on a social studies topic. Through the literature circle activity, the Purdue students recognize how multiple

7.understands the concept of emergent literacy.

X X O O

8.possesses an awareness of reading research that informs instruction.

X X O O

9.knows classic and contemporary literature for children and young adults.

X X X O O O O


3

perspectives are brought to the reading process through participants’ prior knowledge.Secondary Education students have parallel experiences with literature circles, integrated lesson planning, and multiple perspectives on the reading process in ENGL 492 Literature in the Secondary Schools, EDCI 422, EDCI 434, and literature course electives.

Class readings, discussions, and paper assignments in EDCI 311 Media for Children, ENGL 301 Ways of Reading, ENGL 492, EDCI 422, and required literature coursework in the English Department stress an appreciation of cultural, linguistic, and ethnic diversity as reflected in classic and contemporary literature.

10. understands that goals, instruction, and assessment must be aligned.

X X O O O O O


4

Standard #1 Dispositions




1.appreciates the scope and the depth of language development and its role in the reading process.

X X O O O Please see pages 1-2.

2.values the importance of aligning goals, instruction, and assessment.

X X O O O O O

3.believes literacy is vital to personal, social, and cultural growth.

X X O O O O O

4.believes reading is both a dynamic and developmental process rather than a mastery of facts.

X O O O O

5.appreciates that students bring multiple perspectives to the reading process through their prior knowledge.

X X X O O O O

6.appreciates cultural, linguistic, and ethnic diversity among students and how they affect the reading process.

X X O O O O O


5

7.appreciates the cultural, linguistic, and ethnic diversity reflected in classic and contemporary literature.

X O O O O O O O O


6

Standard #1 Performances




1.links appropriate major concepts, assumptions, tools of inquiry, and ways of communicating in the teaching process.

X X O O O O O Please see pages 1-2.

2.provides students with opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually.

X X O O O O O

3.combines goals, instruction, and assessment to expand the student’s prior knowledge.

X X O O O O O

4.develops a variety of literacy activities and experiences for different reading levels and purposes.

X X O O O O

5.demonstrates an understanding of the social nature of reading and provides opportunities to share reactions to a variety of reading materials.

X O O O


7

6.demonstrates an understanding of the need for a variety of strategies to use before, during, and after reading.

X O O O O O

7.demonstrates an understanding of the need to provide a variety of genres and text structures to promote each student’s progress and success.

X X O O O

8.uses reading resources that represent the diversity of students, a changing American society, and the world at large, including but not limited to culture, gender, race, ethnicity, abilities, and belief systems.

XO

X X X O O O


8


(continued)




9.evaluates past and current research on reading to determine effective strategies for students.

X O O O

10. uses knowledge of cueing systems to help students construct an ongoing understanding of text.

X X O O O


9

Standard #2: The reading teacher understands how students learn and develop reading strategies and can provide learning opportunities that support their reading development.





1.understands how students construct knowledge of reading, acquire specific reading skills, develop habits of mind, and knows how to use instructional strategies that promote student learning in reading.

X X O O O Evidence that Standard #2 is met comes from the same multiple class assignments, student-constructed products, and practicum experiences discussed in Standard #1. In addition, EDPS 235 Learning and Motivation and EDPS 265 The Inclusive Classroom address developmental progressions and individual variations as they affect reading acquisition. EDCI 285 Multiculturalism and Education focuses intensively on issues of equity in the classroom and the importance of becoming familiar with and valuing students’ cultural backgrounds, language differences, and communication styles in relation to learning.

2.understands how the student’s physical, social, emotional, moral, and cognitive development relate to reading development.

X X O O O

3.understands expected developmental progressions and individual variations within each domain (physical, social, emotional, moral, and cognitive), and how these variations affect reading acquisition.

XO

XO

X X O O


10

4.understands the particular problems that surround learning to read and the importance of matching appropriate research-based strategies with the individual learner.

X O O

5.understands cultural differences in relationship to learning styles, verbal and nonverbal communication styles, and language differences.

XO

X X O O O


11





1.values high expectations for all students and the importance of equitable learning opportunities.

XO

X X O O O O O Please see page 6.

2.believes that equity in the classroom fosters an appreciation of students as individual readers.

XO

X X O O O

3.values the importance of communicating with, observing, and getting to know students and their cultural backgrounds.

XO

X X O O O O O

4.values cultural differences in relationship to learning styles, verbal and nonverbal communication styles, and language differences.

XO

X X O O O O O O


12





1.assesses individual and group reading performance in multiple ways in order to design effective instruction to meet the student’s developmental reading needs.

X X O O O O Please see page 6.

2.uses instructional strategies that help students make connections between texts and the students’ prior knowledge.

X X O O O O

3.provides opportunities for active reading engagement.

X X O O O O

4.encourages students to reflect on their prior knowledge and to assume responsibility for improving their reading skills.

X O O O O

5.encourages discussion, listening, and responding to group interaction, and elicits samples of student thinking orally and in writing.

X X O O O O O


13

6.provides many opportunities to read developmentally appropriate material.

X X O O O O

7.sets reading goals that challenge students to think and apply knowledge using developmentally appropriate strategies and materials.

X X O O O O

8.responds to students as individual readers and provides them with equitable opportunities to participate in learning activities.

X X O O O O


14

Standard #3: The reading teacher understands how students differ in their approaches of learning to read and creates instructional opportunities that are adapted to diverse learners.





1.understands approaches to learning to read, including different learning styles, multiple intelligences, and performance models.

X X O O O O Evidence that Standard #3 is met comes from the same multiple class assignments, student-constructed products, and practicum experiences discussed in Standard #1. As a support for the adaptive instruction required in lesson plans for EDCI 362 Literacy in the Elementary School I, practicing special education teachers are invited to speak to Purdue students about classroom inclusion strategies and Purdue students are required to visit Shared Information Services (SIS) to adapt lessons for the gifted child. In addition, EDPS 265 The Inclusive Classroom and EDCI 285 Multiculturalism and Education focus respectively on areas of exceptionality (e.g., learning disabilities, physical or mental challenges) and the gifted and talented child, and on issues of diversity (e.g., the influence of individual experiences and linguistic, cultural, family, and community values on literacy learning). In addition, classroom readings, discussion, and

2.knows about areas of exceptionality in learning; such as learning disabilities, visual and perceptual difficulties, special physical or mental challenges, and gifted and talented.

XO

XO

XO

X

3.knows about the process of second language acquisition and strategies that support students whose first language is not English.

X X


15

projects in EDCI 285, multicultural literature coursework, EDCI 311 Media for Children, and to a lesser extent in EDCI 361 Social Studies in the Elementary School, support Purdue students in valuing and appreciating diversity, understanding how one’s own cultural background affects interactions with others and textual interpretations, and appreciation of how culture may impact student learning, students’ use of language, and students’ self-expectations. Being able to use technology to locate and use educational research and to promote student learning is addressed in EDCI 270 Introduction to Educational Technology and Computing.

4.understands how learning to read is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.

XO

X X O O O

5.understands cultural and community diversity and its role in the teaching of reading.

XO

X X O O O O


16





1.values a climate of respect in the classroom.

XO

X X O O O O O O Please see page 9.

2.values and appreciates the diversity students bring to the classroom, including but not limited to culture, gender, race, ethnicity, abilities, and belief systems.

XO

X X O O O O O

3.values how one’s own cultural background and perspective affect interactions with students, students’ interactions with each other, and textual interpretations.

XO

X O O O O O O O

4.appreciates the impact culture has on how students learn, what students expect of themselves, and how students use language.

XO

X X O O O O O O O


17





1.creates a learning community in which individual differences are respected.

XO

X X X O O O O O Please see page 9.

2.sets goals that are developmentally appropriate and reflect the diverse needs of learners.

XO

XO

XO

X X X O O O O O

3.provides relevant reading opportunities.

X X O O O O

4.identifies and designs reading instruction appropriate to students’ stages of development, learning styles, strengths, and needs.

X X O O O O

5.identifies when and how to access appropriate services or resources to meet exceptional learning needs.

XO

XO

X X O O O O O

6.provides instruction that connects students’ reading experiences with their families, cultures, and communities from multiple perspectives.

X X X O O O O


18

Standard #4: The reading teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.





1.understands research-based instructional strategies of reading, writing, listening, and speaking.

X X O O O O O Evidence that Standard #4 is met comes from the same multiple class assignments, student-constructed products, and practicum experiences discussed in Standard #1. In addition, EDPS 235 Learning and Motivation and EDPS 265 The Inclusive Classroom address several of the knowledge aspects of Standard #4. Specifically, these courses address understanding human motivation and behavior (including supportive strategies) and appropriate developmental expectations through course readings, discussions, and projects. ENGL 301 Ways of Reading requires students to critically examine methods for constructing meaning from text, while ENGL 391 Composition for English Teachers, ENGL 492 Literature in the Secondary Schools, EDCI 422 The Teaching of English in Secondary Schools, and EDCI 434 The Teaching of English in Junior High/Middle School require students to articulate pedagogies and develop instructional strategies to encourage critical reading, writing, and problem solving in the secondary English classroom.

2.understands the role of child development as it influences reading acquisition.

X

3.understands exceptionality and learning styles and how to design flexible curriculum to meet individual needs based on student strengths.

X X O O O O O

4.understands strategies that meet the needs of students; such as introducing and implementing grouping practices, sequencing and pacing, a variety of instructional materials, and appropriate technology.

XO

X X O O O O O


19

5.understands language acquisition and its relationship to reading development.

X

6.understands the reciprocal relationship between reading and writing.

X X O O O O O

7.knows how to locate and use educational research using professional journals, libraries, media centers, and information technology to promote student learning.

XO

X X O O O O O

8.knows how to support students as they develop reading independence.

X X O O O O


20





1.believes instruction must be current, knowledge based, and supported by research.


2.values development of critical thinking, problem solving, and performance capabilities.

X X O O O O O

3.appreciates the principles of child development.

X X O O O O O

4.values the importance of using appropriate and varied instructional techniques and materials.

X X O O O O O

5.values the importance of adapting teaching strategies to meet student needs.

X X O O O O O

6.values the importance of connecting reading to the lives of students.

X X O O O O O O O O O

7.believes that the reading curriculum impacts students’ postsecondary opportunities and lifelong learning.

X X O O O O


21





1.models effective teaching and reading practices.


2.provides multiple paths to knowledge using varied teaching methods and learning styles.

X X O O O O O

3.assists students in assuming responsibility for their own learning and becoming lifelong learners.

X X O O O O O

4.monitors and adjusts instructional strategies in response to learner feedback.

X X O O O O O

5.provides opportunities for students to develop critical thinking skills through reading and writing.

X X O O O O O

6.articulates the rationale for instructional decisions and can communicate them to parents and students.

X O O O O O


22

7.utilizes professional journals, libraries, media centers, and information technology to find relevant education research that informs instruction.

X X O O O O O


23

Standard #5: The reading teacher uses an understanding of individual and group motivations and behaviors to create a learning environment that fosters an interest and growth in all aspects of literacy.





1.knows about human motivation, behavior, and literacy development and uses this knowledge to develop strategies for organizing and supporting individual and group work in the classroom.

X X X O O O O O Evidence that Standard #5 is met comes from the same multiple class assignments, student-constructed products, and practicum experiences discussed in Standard #1. In addition, readings and discussions in EDPS 235 Learning and Motivation address the relationship between intrinsic motivation and reading and the value of positive peer relationships. Along with the attention given to classroom groupings and varied instruction in EDCI 362 Literacy in the Elementary School I, EDPS 265 The Inclusive Classroom also addresses these issues in relation to analyzing the classroom environment and enhancing student interaction, motivation, and active learning. EDPS 430 Creating and Managing Learning Environments, ENGL 391 Composition for English Teachers, ENGL 492 Literature in the Secondary Schools, EDCI 422 The Teaching of English in Secondary Schools, and EDCI 434 The Teaching of English in Junior High/Middle School also include readings, discussion, and projects promoting student understanding of how to create a positive classroom climate with openness, mutual respect, and support.

2.understands the importance of grouping students in a variety of ways and the influence of grouping on individual behavior and perceptions.

X X O O O O O

3.understands the principles of effective classroom management and their influence on student reading acquisition.

X X O O O O

4.understands the appropriate expectations for students at each developmental level.

XO

X O O O O O


24





1.values the importance of intrinsic motivation to students becoming lifelong readers.

XO

X O O O O Please see page 15.

2.values the role of students in others’ learning and the importance of positive peer relationships.

XO

X X O O O O O

3.values a well-managed classroom in which a risk-free environment contributes to the continual improvement of the individual student’s reading.

X X X O O O O

4.believes students can be increasingly responsible for their own literacy development.

X X O O O O


25





1.engages students in varied reading opportunities that are both individual and cooperative, analyzes the classroom environment, and makes adjustments to enhance student interaction, motivation, and active learning.

XO


2.develops group expectations for student interaction and creates a positive classroom climate of openness, mutual respect, and support.

X X O O O O O

3.manages time and resources for the active and equitable engagement of all students in their literacy development.

X X O O O O O

4.provides literacy experiences that develop responsibility for using language to learn.

X X O O O O O


26

5.establishes a reading community characterized by positive interaction, discourse, and independent and collaborative student work.

X X X O O O O


27

Standard #6: The reading teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active engagement, collaboration and support interaction in the classroom.





1.understands the teacher’s role as a communicator.

X X O O O O O Evidence that Standard #6 is met comes from the same multiple class assignments, student-constructed products, and practicum experiences discussed in Standard #1. In addition, EDPS 265 The Inclusive Classroom, EDCI 311 Media for Children, ENGL 391 Composition for English Teachers, ENGL 492 Literature in the Secondary Schools, EDCI 422 The Teaching of English in Secondary Schools, and EDCI 434 The Teaching of English in Junior High/Middle School employ class readings, experiences with media, and discussions to investigate a variety of media communication tools. EDCI 285 Multiculturalism and Education and multicultural literature courses examine the influence of cultural, linguistic, and ethnic diversity in the learning and reading process through readings, discussions, and projects such as The Cultural Palooza. EDCI 361 Social Studies in the Elementary School and EDCI 362 Literacy in the Elementary School I use the integrated literature unit for students’ demonstration of their sensitivity to cultural and gender biases as they evaluate these aspects in the literature they choose.

2.understands how cultural, linguistic, and ethnic diversity foster effective communication in the classroom.

XO

X X O O O O O

3.knows effective verbal and nonverbal communication strategies.

X X O O O O O

4.understands the use of a variety of media communication tools.

XO

X O O O O O O O


28





1.values the power of language for fostering self-expression through reading, speaking, writing, listening, viewing, representing, and thinking.

X X O O O O O O O O O O O O Please see page 18.

2.appreciates that active listening facilitates student learning.

X X O O O O O

3.appreciates the influence of cultural, linguistic, and ethnic diversity in the learning and reading process.

X X O O O O O

4.values the various ways people communicate.

X X O O O O O O O O O


29





1.models effective communication skills for students.


2.supports and expands learner expression in reading, speaking, writing, listening, viewing, representing, and thinking.

X X O O O O O

3.communicates continually with students about literacy strengths and weaknesses and means of literacy improvement.

X O O O O O

4.encourages students to become reflective about their own literacy practices.

X X O O O O O

5.communicates the study of reading in ways that demonstrate and foster sensitivity to students’ cultural and gender differences.

X X X O O O O

6.uses a variety of media communication tools to enrich learning opportunities.

XO

X O O O O O


30

Standard #7: The reading teacher plans and manages instruction based upon knowledge of literacy, individual students, community, and curriculum goals.





1.understands that environment fosters interest and growth in all aspects of literacy.

X X O O O O O O O Evidence that Standard #7 is met comes from the same multiple class assignments, student-constructed products, and practicum experiences discussed in Standard #1. In addition, EDCI 270 Introduction to Educational Technology and Computing uses class instruction and projects to develop Purdue students’ knowledge regarding instructional and information technologies that support learning, including literacy learning. EDCI 362 Literacy in the Elementary School I specifically addresses students’ understanding of how the academic standards of other curriculum areas and reading instruction interact through course readings, discussion, and peer presentations of content reading strategies. Further, due to the integration of social studies and literacy in Block III, EDCI 361 Social Studies in the Elementary School and EDCI 362 support students’ understanding and application of integrating the academic standards of literacy with a content discipline.

2.understands how to use texts and books to stimulate interest, promote reading growth, and foster appreciation for the written word.

X X O O O O O O O

3.understands how to increase the motivation of learners to read widely and independently for information, pleasure, and personal growth.

X X O O O O O O O

4.understands instructional and information technologies that support literacy learning.

XO

X X O O O O O O


31

For Secondary English Education students, the courses listed above address state and national literacy standards and include course readings, discussion, curriculum planning, peer presentations, and class projects that encourage students to differentiate literacy instruction for various educational levels and learning styles.

5.understands the importance of real-world applications and has knowledge in generating questions that help students think and read critically.

X X O O O O

6.knows effective strategies that encourage the home-school connection in the literacy development of children.

X X O O O O O

7.knows when and how to adjust instructional plans based on student knowledge and response.

X X O O O O O


32

Standard #7 Knowledge(continued)




8.knows the Indiana academic standards for English/Language Arts, specifically those that apply to Reading.

X X O O O O O

9.has an understanding of how the academic standards of other curriculum areas affect reading instruction.

X X O O O O


33





1.appreciates the necessity for long- and short-term planning to meet students’ individual learning styles and literacy needs.

X O O O O O Please see page 21.

2.values the importance of continuous, spontaneous adjustments and revisions in planning due to students’ diverse needs, attitudes, and changing classroom situations.

X X O O O O O

3.believes in the value of collaboration to plan effective instruction.

X X O O O O O

4.believes that reading theories need to be applied to reading instruction.

X X O O O O

5.believes the critical evaluation of emerging reading research is important to reading instruction.

X X O O O O

6.appreciates that reading and writing are valuable, lifelong activities.

X X O O O O O O O


34

7.values the importance of using resources beyond the classroom in planning instruction.

X X O O O O O


35





1.matches teaching strategies to goals, objectives, and student needs based on multiple and varied assessments.


2.selects and creates literacy lessons that are appropriate for curriculum goals, standards, and proficiencies as well as for the varied learning styles and developmental levels of students.

X X O O O O O

3.selects and creates, individually and collegially, tasks that integrate reading with other subject areas.

X X O O O O

4.creates, plans, and implements differentiated, purposeful instructional activities.

X X O O O O O

5.reflects on students’ daily learning experiences and adjusts plans in response to student needs.

X O O O O O


36

6.plans ways to communicate the rationale for instruction to students and families.

X X O O O O O

7.uses the resources and personnel of the school media center, public libraries, and other information centers to plan instruction.

X X O O O O O


37

Standard #8: The reading teacher understands and uses formal and informal assessments to evaluate and ensure the continuous intellectual, social, and physical development of the learner.





1.knows how to select and construct appropriate assessment tools.

X X O O O O O Evidence that Standard #8 is met comes from the same multiple class assignments, student-constructed products, and practicum experiences discussed in Standard #1. In addition, Purdue students in EDCI 363 Literacy in the Elementary School II specifically reflect on students’ daily learning and adjust instructional plans in response to student needs. EDPS 235 Learning and Motivation and EDPS 430 Creating and Managing Learning Environments both examine measurement theory and related issues such as validity, reliability, and bias through course readings, class discussion, and project assignments. Besides the instruction provided in EDCI 362 Literacy in the Elementary School I, which focuses on the home and its impact on language development and early literacy assessment, EDPS 430 values the impact of various-age students’ home experiences in assessment through readings and class discussions. Students also discuss and learn to use a variety of formal and informal assessments in EDPS 430, ENGL 391 Composition for English Teachers, ENGL 492 Literature in the Secondary Schools, EDCI 434 The Teaching of English in Junior High/Middle School, and EDCI 422 The Teaching of English in Secondary Schools.

2.has knowledge of measurement theory and other related issues such as validity, reliability, bias, and scoring concerns.

XO

X

3.understands how to use multiple sources of assessment data to help students progress as readers, writers, listeners, speakers, and viewers.

X X O O O O O

4.understands the advantages and limitations of different types of assessments.

XO

X X O O O O O


38





1.values ongoing assessment to monitor student learning, identify student strengths and weaknesses, and promote student growth.


2.believes students’ errors are opportunities for learning and growth.

X X O O O O O

3.appreciates the collaboration of families, colleagues, and other professionals in developing appropriate methods of observation and evaluation.

X X O O O O O

4.values students’ home experiences in the assessment of learners.

X X O O O O O


39





1.uses a variety of formal and informal assessments.

X X X O O O O O Please see page 25.

2.uses a variety of data collected through observations, classroom interactions, and analysis of student work to assess student learning and to inform teaching practice.

X X O O O O O

3.involves learners in self-assessment.

X O O O O O

4.elicits and uses information about students’ experiences, learning behavior, needs, and progress from families, other colleagues, and the students themselves.

X O O O O O

5.maintains student performance records and can communicate the information to students, families, and colleagues.

X O O O O O


40

6.evaluates a student’s ability to use language to communicate, solve problems, and think clearly.

X X O O O O O

7.uses developmentally appropriate assessments.

X X O O O O O

8.uses assessment that is ongoing, performance based, and integrated into daily instruction.

X X O O O O O


41

Standard #9: The reading teacher is a reflective practitioner who is committed to and actively seeks professional growth.





1.understands the history and philosophy of reading instruction.

X O O Evidence that Standard #9 is met comes from the same multiple class assignments, student-constructed products, and practicum experiences discussed in Standard #1. In addition, EDCI 362 Literacy in the Elementary School I, EDCI 422 The Teaching of English in Secondary Schools, and EDCI 434 The Teaching of English in Junior High/Middle School discuss the history and philosophy of reading instruction and require students to employ action research in developing a case study. EDCI 496 Student Teaching in the Elementary School and EDCI 498F Supervised Teaching of English Education involve students in seminar discussions and encourage professional affiliations, participation in professional development activities, and collaboration with colleagues and the community to support student growth in literacy.

2.understands the process of learning and reflection and its connection to further learning.

X X O O O O O

3.understands that teacher reflection affects students’ learning.

X X O O O O O

4.understands the process of self-assessment.

X X O O O O O

5.is aware of professional resources.

X X O O O O O

6.is aware of the importance of action research.

XO

X O O O O O

7.has knowledge of reading research that informs instruction.

X X O O O


42





1.values the process of self-assessment, reflection, and lifelong learning.

X X O O O O O O O Please see page 28.

2.values feedback from colleagues, families, and the community.

X X O O O O O

3.is committed to ongoing professional development and refinement of teaching practices.

X X O O O O O

4.values professional affiliations.

X X X O O O O O


43





1.participates in professional development activities to improve student performance.

X O O O O O Please see page 28.

2.collects and evaluates information about the effects of instruction.

X X O O O O O

3.uses research to inform instructional planning.

X X O O O O O

4.collaborates with colleagues and community to promote student growth in literacy.

X X O O O O O

5.reads professional literature as a tool to improve student performance.

X X O O O O O

6.uses results of evaluation by administrators or peers to modify teaching strategies.

X X O O O O O


44

Standard #10: The reading teacher communicates and interacts with families, professional colleagues, and the community to support students’ learning and well-being.





1.has knowledge of community demographics.

X X X O O O O O Evidence that Standard #10 is met comes from the same multiple class assignments, student-constructed products, and practicum experiences discussed in Standard #1. In addition, EDPS 265 The Inclusive Classroom and EDPS 430 Creating and Managing Learning Environments both make students aware of community agencies, organizations, etc. that support the health and well-being of children through reading and class discussion. EDCI 285 Multiculturalism and Education and the new English as a New Language (number not yet assigned) value background and cultural diversity through readings, discussions, and community or elementary classroom experiences. In EDCI 496 Student Teaching in the Elementary School and EDCI 498F Supervised

2.is aware of community agencies, organizations, and businesses that support the health, well-being, and education of children.

XO

X X O O O O O

3.knows the importance of using the resources of the school to help individual students.

X X X O O O O O


45

Teaching of English Education, Purdue student teachers are expected to participate in school functions, interact and work with families to solve learning problems, and identify and use community resources to improve student learning. Finally, collaboration with colleagues is practiced in EDCI 362 Literacy in the Elementary School I and EDCI 422 The Teaching of English in Secondary Schools with Mentor Teachers on planning classroom learning and with peers in producing an integrated literature unit. The integrated literature unit also requires identification of community resources to enhance student learning. Collaboration with colleagues (both practicing teachers and peers) is practiced also in EDCI 363 Literacy in the Elementary School II and EDCI 434 The Teaching of English in Junior High/Middle School through jointly planning and implementing literacy tutoring experiences.

4.knows that factors in a student’s environment influence learning.

X X X O O O O O


46





1.values communication with students, families, and colleagues.


2.believes that student learning is enhanced by strong relationships and open communication with families.

X X X O O O O O

3.values the diversity of students’ backgrounds and cultures.

XO

X X O O O O O

4.values the role of community agencies, organizations, and businesses in supporting students’ learning.

X O O O O O

5.respects and values the privacy of students.

X X O O O O O

6.is sensitive to individual student behaviors and attitudes that might indicate learning difficulties.

X X O O O O O


47





1.participates in school functions that include interaction with families.

X X O O O Please see page 31.

2.works collaboratively with families to solve learning problems.

X X O O O

3.collaborates with colleagues in planning instruction for student learning.

X X X X O O O O O

4.identifies and uses community resources to foster and improve student learning.

X X O O O O O


48

performances - purdue university · web viewx x o o o o o 3. understands the major theories of...

Documents