advising information and program guidelines for reading specialist

2016-2017

MANSFIELD UNIVERSITY | Retan Center

Advising Information and Program

Guidelines for Reading Specialist Candidates

at Mansfield University

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Purpose

This document is intended to provide structure and guidance to the Mansfield University graduate student

who is pursuing a master’s degree with advanced certification as a reading specialist/literacy coach. This

document is not intended to substitute for the MU graduate catalog or other university directives or documents.

The information in this packet is also available to you electronically on Desire to Learn (D2L,

https://mansfield.desire2learn.com/) each time that you take a course in the reading specialist core. You are

strongly encouraged to refer to this document frequently throughout the program and to utilize it as you reflect on

the meaning each program-related course and experience holds for your future work. In addition, this document

should be used as the anchor for your professional portfolio. Use it to organize the products of your coursework

in accordance with the 2010 IRA Standards for Reading Professionals (available on the ILA/IRA site at). It is

suggested that you download and maintain an electronic of this file from session to session for this purpose and

that you update it frequently as you complete assignments, projects, and fieldwork. Artifacts are collected for

formative assessment and grading purposes throughout your coursework, and in your portfolio for summative

assessment purposes.

MU Teacher Education Unit Conceptual Framework

The goal of "reflective decision-making" is the guiding concept

in the framework of the Mansfield University Teacher Education

Program. As reflective decision-makers, graduates of our program will

be able to provide effective instruction to their students and use their

skills in assessment, reflection, and self-evaluation to make positive

changes in their own teaching and curricula. To become reflective

decision-makers, students must develop and engage

thinking skills (Elder, 2010) and positive dispositions (Danielson,

2007; Wright, 2002), the two central elements that form the core of

the conceptual framework.

These elements also serve to strengthen four essential

functions in teaching, as presented by Charlotte Danielson (2007):

Planning and Preparation, Classroom Environment, Instruction, and

Professionalism. The materials used to create this framework are

developmentally appropriate teaching and learning, diversity, and

technology. The use of these materials ensures that students are the

focus, that their current needs, strengths, and differences are being

considered, and that their future success is the intended outcome as

the faculty plan how best to prepare them.

At the undergraduate level, teacher candidates have gained knowledge

and skills relevant to each domain as they progressed through the program, with each course and field

experience designed to cultivate their thinking skills and positive dispositions in the larger context of reflective

decision- making. Advanced teacher education programs continue the focus on reflective decision-making to

prepare graduates with the knowledge, skills, and dispositions to be effective teachers and dynamic leaders.

The graduate programs are guided by state, national, and international standards. Through coursework,

reflection, fieldwork, and internships or practicums, advanced teacher education graduates successfully

demonstrate the competencies and standards identified by various professional associations.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for

Supervision and Curriculum Development

Elder, L. (2010). Reason to live. retrieved March 20, 2010, from

http://www.timeshighereducation.co.uk/story.asp?sectioncode=21&storycode=410303&c=1

Wright, I. (2002). Challenging students with the tools of critical thinking. The Social Studies, 93(6), pp. 257-261.

http://www.timeshighereducation.co.uk/story.asp?sectioncode=21&storycode=410303&c=1

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Program Overview and Professional Standards:

Mansfield University offers a 33 credit hour sequence of courses leading to recommendation to the

state of Pennsylvania for K-12 advanced certification as a reading specialist and the conferral of a masters

degree from the university. Passing scores on the Reading Specialist Praxis test must be obtained to complete

the certification.

Reading specialists perform a wide variety of roles in both public and private settings. They work

with students as diagnostic-prescriptive teachers and offer in-classroom assistance for readers experiencing

difficulties. Increasingly, they serve as reading/literacy coaches that work with members of school faculties.

The courses in the Mansfield University sequence are designed to prepare candidates for such a wide variety

of professional settings and responsibilities. We endorse the 2010 Standards for Reading Professionals of the

International Reading Association (IRA, now ILA).

Premises of the Program: The reading specialist program at Mansfield University is built on a conceptual framework that proceeds from an

interactive and constructivist definition of reading, "Reading is a process of constructing meaning from text." (Au,

Mason, & Scheu, 1995) Implicit in this deceptively simple definition is the active participation of readers in

constructing meaning, applying many forms of knowledge, and varying readers' strategies to texts and tasks.

Schema theory provides a useful means of explaining the dynamic interaction between readers' prior knowledge

and information derived from texts. (Rummelhart, 1980; Anderson & Pearson, 1984). Reading specialists must

make many informed, reflective decisions that are grounded in accepted theory, research, and practice, adapt

instruction to meet the learning needs and abilities of their students, and as they assume leadership roles in their

buildings as literacy coaches.

The course content and experiences in the reading specialist program are based on the following

propositions:

A reading specialist is a specifically prepared professional who is responsible for the literacy performance

of readers in general, or struggling readers in particular, who believes that reading specialists should have some responsibility for improving literacy achievements of all students in the school. A shift in the way

reading specialists perform their role has changed; it is no longer a diagnostic, prescriptive model but

instead a collaborative model designed with other professionals to improve classroom success and

individual strategies. (IRA’s Commission on the Role of the Reading Specialist, May 2002).

Reading specialists function in many roles, including remedial teacher, staff developer, supervisor, and

mentor. Reading specialists in exemplary schools, in addition to providing direct instruction to students, spend a great deal of their time serving as a resource (i.e. “coach”) to classroom teachers (IRA’s Position

Statement on the Role and Qualifications of the Reading Coach in the United States, 2004).

Reading/literacy coaches fulfill a leadership role by modeling quality literacy instruction in teachers’

classrooms and helping teachers improve their own instruction. Coaches disseminate literacy-related research findings and lead literacy inquiry groups and professional development sessions to help teachers transfer what they learn about new practices into their instruction. Coaches are prepared to face the challenge of initiating and maintaining a relationship of collaboration and support with classroom teachers

and work to establish a safe environment where teachers can strive to improve their practice without fear of

negative criticism or evaluation. By working with a range of teachers and administrators to incorporate

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research, assessment data and best practices, literacy coaches are key figures in their school’s literacy

programs. (IRA’s Standards for Middle and High School Literacy Coaches, 2006)

Literacy is not a merely a static, quantifiable attainment of sub-skills. Literacy is lifelong developmental

process that intertwines reading, writing, listening, speaking and viewing with thinking as an individual makes meaning of the texts and contexts they encounter in the world (Werner-Burke, 2012)

A comprehensive literacy program is based on building confidence and motivation, providing direct

instruction in reading and writing, and granting ample opportunities for independent reading and writing. (Cooper & Kiger, 2005)

Reading, writing, listening, and speaking are integrally related. Developing writing abilities with an

emphasis on process, and thinking of oneself as an author is particularly helpful to overall reading growth. (Tompkins, 2003; Anderson, Hiebert, Scott, & Wilkinson, 1985; Calkins, 2000)

Assessment of reading-related abilities is a continuous process. It requires careful observation, interaction,

and analysis of students' abilities over time with respect to their literacy attitudes, understandings, and strategies. (Simmons, 2000)

Sound assessment focuses on readers' strengths and needs and considers evidence from a wide variety of

informal and formal sources. One of the primary goals of assessment is to guide reflection and self- evaluation. (Farr, 1997)

There are wide ranges of differences in reading teachers and their students. Teachers should be

knowledgeable, caring, and skilled professionals who are committed to continuous growth and capable of adapting instruction to meet the unique strengths and needs of their students. (National Reading Panel, 2000)

Reading is a holistic process that requires skills to be applied in context and in combination. Excessive

attention to isolated skills can be detrimental to overall literacy development. Explicit instruction in the following areas, when taught in context and adapted for the individual learner, can help students develop

their independence and confidence in reading (Merritt and Crawley, 2004)

Phonemic awareness is one of the best predictors of early reading success. Effective instruction in

phonemic awareness provides an important underlying foundation for learning to read. (Ehri and Nunes (2002)

Word identification is an important (but not sufficient) condition for adequate reading comprehension. Word identification is based on a strong basic sight vocabulary and use of strategies that attend to graphophonic, semantic, syntactic, and pragmatic language cues. (Adams, 1990)

Vocabulary and background knowledge are related in theory and instruction. Reading is an active, personal

process. Students should be encouraged to express their personal responses to what they read and to bring

to bear their prior knowledge in constructing meaning from text. Encouraging predictions helps to activate

prior knowledge. Readers’ vocabularies can be developed and extended through concept development,

classification, and other background knowledge-based activities. (May & Rizzardi, 2002)

Fluency can especially be promoted through guided oral reading practice. Developing readers’ fluency provides a bridge between word identification and comprehension and aids successful reading. (Rasinski, 2004)

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Comprehension Strategies can be developed through quality instruction. Reading comprehension is the

centrally important aspect of all successful reading. Teachers should promote comprehension by giving students ample opportunities to read interesting text at appropriate reading levels and by modeling and

teaching reading comprehension strategies. (Pressley, 1998; Sarroub & Pearson, 1998) Mature readers

employ varied, effective strategies as they read. Beginning readers and struggling readers benefit when they

can gain insights into the strategies used by good readers. (Christie, et al., 1997) Students benefit from

gaining strategies for reading and learning from expository texts. Instruction in text-based study strategies

should focus on knowing how, when, and why to use the strategies. (Harvey, 1998)

Motivation is an important catalyst to student achievement. Classrooms should be literate environments -

inviting places that entice and encourage students to engage in literacy experiences. Self-selected reading and writing experiences are especially valuable to overall reading growth. (Routman, 1999) Exposing

students to high quality, enjoyable literature is one of the keys to overall reading growth. Reading growth is

fostered by success, delight, and a positive attitude. (Cullinan, 1994) Children's interests represent

tremendous instructional potentials. Teachers should capitalize on their students' interests and address

issues of motivation in designing instruction. (Templeton, 1995)

Children who are reading up to grade level in the primary grades do not automatically become proficient

readers in later grades. (Biancarosa & Snow, 2004) Even with the best instruction early on, differences magnify as students develop from year to year. Some teens need special instruction to comprehend basic ideas in print. Others need extensive opportunities with comfortable materials so they learn to read smoothly and easily.

And almost all students need to be supported as they learn unfamiliar vocabulary, manage new reading and

writing styles, extend positive attitudes toward literacy, and independently apply complex learning strategies to

print. The need to guide adolescents to advanced stages of literacy is not the result of any teaching or learning

failure in the preschool or primary years; it is a necessary part of normal reading development (Moore, Bean,

Birdyshaw & Rycik, 1999)

Support during and beyond the early and intermediate years is essential. When intervention is needed, it is

not implemented from the perspective of remediating deficiencies of the student. Instead, the focus is on modifying and re-arranging the elements of instruction, including the learning environment, to best fit each learner’s strengths and needs (Blanton & Wood, 2009). Certified, experienced reading specialists serving in

the role of literacy coaches in the middle and secondary setting and modeling best practices in collaboration with classroom teachers will increase the quality and effectiveness of content area teaching (Werner-Burke,

2012)

Required Courses: The required courses for this program are delineated on the following page in chart

form for easier reference and for planning purposes.

Please note:

*ELE 5530 and ELE 5531 must be taken concurrently, in the same summer. Three of the four core reading courses (ELE 5523, ELE 5524, ELE 5528 and ELE 5529) must be completed prior to starting

ELE 5530, ELE 5531, and ELE/ED 5553.

If a candidate can provide evidence of having successfully completed SPE 5501 (with a grade of B or better)

via coursework at the undergraduate level, SPE 5501 may be waived and ED 5500 is the first

course that may be substituted. If it is demonstrated that more than one of these courses or

their equivalent has been met at the undergraduate level, RS candidates may select additional

substitutions with advisor approval.

(PLEASE check the course catalog to see what pre-requisites apply!)

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Program: Masters with Reading Specialist

ED 5500 is tentatively scheduled for SUMMER 2017.

Required Courses: Reading Core S.H. Grade Date

Completed

Tentatively

offered

Prefix Number Course Name

ELE

5523

Foundations of Reading

Instruction

3

FALL 2016

ELE

5524

Diagnosis of Reading Difficulties

3

SPRING 2017

ELE

5528

Dev. And Rem. Reading Mid. and

Sec. Schools

3

FALL 2017

ELE

5529

Remediation of Reading

Difficulties

3

SPRING 2017

*ELE

5530

Reading and Study Practicum

(Elementary)

3

SUMMER 2018 Face to face, onsite

*ELE

5531

Reading and Study Practicum

(Secondary)

3

SUMMER 2018 Face to face, onsite

**ELE/ED

5553

Applications in Literacy Coaching

3

SPRING 2018

Required Courses: Masters Level Foundations

SPE 5501 Educating Children with Exceptional

Learning Needs

3 FALL 2016

SPE 5543 Assessment and Behavior Management

3 FALL 2017

SPE 5544 High Incidence Disabilities 3 SPRING 2017

SPE 5530 Diverse Cultural and Linguistic Learners

3 SUM 2017

**Pre-requisites, advisor and instructor approval may apply…please check with your advisor before

scheduling! NOTE: Offering times may change based on demand.

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Conceptual Framework and Standards Alignment:

The reading specialist program is designed in accordance with the IRA/ILA standards for Reading

Professionals (2010). The six IRA/ILA standards, which serve as the RS program SLOs at MU, are

closely aligned with the PDE-RS Guidelines and the four domains in the Danielson framework as depicted

below.

IRA Standard

Crosswalks to PDE and Danielson

Standard 1: Foundational Knowledge- Candidates understand the theoretical and evidence-based foundations

of reading and writing processes and instruction.

1.1 Understand major theories and empirical research that

describe the cognitive, linguistic, motivational, and

sociocultural foundations of reading and writing

development, processes, and components, including word

recognition, language comprehension, strategic knowledge,

and reading–writing connections.

1.2 Understand the historically shared knowledge of the

profession and changes over time in the perceptions of

reading and writing development, processes, and

components.

1.3 Understand the role of professional judgment and

practical knowledge for improving all students’ reading

development and achievement.

PDE RS Guidelines

I. Knowing the Content

IA. Historical perspective, methodologies and

theories of language and reading acquisition and

development

I.B. Phonemic, morphemic, semantic, syntactic,

and pragmatic systems of language and their

relation to the reading and writing processes

Danielson Domains

1 – Planning and Preparation 2 – The Classroom Environment

3 - Instruction

Standard 2: Curriculum and Instruction – Candidates use instructional approaches, materials, and an integrated,

comprehensive, balanced curriculum to support student

learning in reading and writing.

2.1 Use foundational knowledge to design or implement an

integrated, comprehensive, and balanced curriculum.

2.2 Use appropriate and varied instructional approaches,

including those that develop word recognition,

language comprehension, strategic knowledge, and

reading–writing connections.

2.3 Use a wide range of texts (e.g., narrative, expository,

and poetry) from traditional print, digital, and online

PDE RS Guidelines

I.C. Classic and contemporary literature,

textbooks, and curriculum materials that are

appropriate for various age levels and mediums

II. B., IIC.

Danielson Domains

1 – Planning and Preparation 3 – Instruction

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Standard 3: Assessment and Evaluation - Candidates

use a variety of assessment tools and practices to plan

and evaluate effective reading and writing instruction.

3.1 Understand types of assessments and their purposes,

strengths, and limitations.

3.2 Select, develop, administer, and interpret assessments,

both traditional print and electronic, for specific purposes.

3.3 Use assessment information to plan and evaluate

instruction.

3.4 Communicate assessment results and implications to a

variety of audiences.

PDE RS Guidelines II.D. Selecting, developing and administering assessments that involve multiple indicators of

student progress and maintain records of

information

Danielson Domains

1 – Planning and Preparation 3 – Instruction

Standard 4: Diversity. Candidates create and engage

their students in literacy practices that develop

awareness, understanding, respect, and a valuing of

differences in our society.

4.1 Recognize, understand, and value the forms of

diversity that exist in society and their importance in

learning to read and write.

4.2 Use a literacy curriculum and engage in instructional

practices that positively impact students’ knowledge,

beliefs, and engagement with the features of diversity.

4.3 Develop and implement strategies to advocate for

equity.

PDE RS Guidelines

IA, IB II.C. Selecting, implementing and adapting

effective instructional strategies, curriculum

resources and technologies in collaboration with

other educators to meet the needs of diverse

learners

Danielson Domains 1 – Planning and Preparation 2 – The Classroom Environment

3 – Instruction

4 – Professional Responsibilities

Standard 5: Literate Environment - Candidates create

a literate environment that fosters reading and writing

by integrating foundational knowledge, instructional

practices, approaches and methods, curriculum

materials, and the appropriate use of assessments.

5.1 Design the physical environment to optimize students’

use of traditional print, digital, and online resources in

reading and writing instruction.

5.2 Design a social environment that is low risk and

includes choice, motivation, and scaffolded support to

optimize students’ opportunities for learning to read and

write.

5.3 Use routines to support reading and writing instruction

(e.g., time allocation, transitions from one activity to

another; discussions, and peer feedback).

5.4 Use a variety of classroom configurations (i.e., whole

class, small group, and individual) to differentiate

instruction.

PDE RS Guidelines II. Performances II.A. Managing the instructional environment

II C, II D

Danielson Domains

2 – The Classroom Environment

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Standard 6: Professional Learning and Leadership -

Candidates recognize the importance of, demonstrate,

and facilitate professional learning and leadership as a

career-long effort and responsibility.

6.1 Demonstrate foundational knowledge of adult

learning theories and related research about organizational

change, professional development, and school culture.

6.2 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.

6.3 Participate in, design, facilitate, lead, and evaluate

effective and differentiated professional development

programs.

6.4 Understand and influence local, state, or national

policy decisions

PDE RS Guidelines

II. B. Planning of instruction in collaboration with other professionals at a variety of instructional

levels

III. Professionalism

The professional education program provides

evidence that Reading Specialist Certification

candidates demonstrate knowledge and

competencies that foster professionalism in

school and community settings including:

III.A. Reading local, state, national, and

international publications and belong to

professional organizations.

III.B. Collaborating with other educators, allied

professionals and wider community, as well as

serving as a resource to teachers, administrators,

community and allied professionals.

III.C. Communicating with parents to make them

effective partners in the literacy development of

their children

III.D. Integrity and ethical behavior, professional conduct as stated in the Pennsylvania’s Code of

Professional Practice and Conduct for Education:

and local, state, and federal laws and regulations

Danielson Domains

4 – Professional Responsibilities

Program Assessments and Their Relationship to the Unit’s Syste m:

The reading specialist program assessments are based on the 2010 ILA/IRA Standards and aligned with the

unit assessment plan. Both the unit and the reading specialist program require Praxis II tests, and a portfolio

that includes a demonstration of candidates’ abilities to positively influence P-12 student learning and work

collaboratively with other educational professionals.

Because the reading specialist program is an advanced program and most of the other Mansfield University

teacher education programs are initial programs, there are important assessment differences. The portfolio

required in the reading specialist program includes different artifacts and assessment procedures than

portfolios required for initial programs and the state required Praxis II tests vary from program to program. A

variation on the P-12 learning requirement in the initial program has been developed for reading specialist

assessment. The initial program portfolios are organized around the Danielson Framework, and the reading

specialist portfolio is organized around the 2010 IRA Standards. In the portfolio, candidates must present

evidence of proficiency in working as a literacy leader with faculty and staff, as well as working effectively

with students. The other reading specialist assessments are unique to the reading specialist program. For that

reason, all reading specialist program assessments have also been aligned with the Danielson Framew

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Frequently Asked Questions

QUESTION: Is there a special order in which the courses must be taken? ANSWER: The ELE 5523 and ELE 5528 courses are considered introductory level graduate courses. If

possible, it is desirable that students take at least one of those two courses before attempting either ELE 5524

or ELE 5529. The two clinical courses, ELE 5530 and ELE 5531, are offered concurrently in the same

summer (presently in even numbered summers only). Students may take the clinical courses if they have

completed at least three of the four core reading courses, however it is strongly recommended that all of the

core courses be completed prior to the clinical experience. Because this is an advanced certification program,

students must have completed student teaching in their initial program prior to taking the clinical reading

courses. Clinic must be successfully completed and there are no substitute experiences for the summer

practicum.

QUESTION: How many credits may be transferred into the Reading Specialist graduate degree program?

ANSWER: Mansfield University academic policy permits up to six credits of graduate coursework to be

transferred from other accredited colleges and universities and applied to graduate degrees. Students must

apply for transfer credit consideration and courses are evaluated for their applicability to the graduate degree

program. A Request to Transfer Graduate Credit(s) form is available in the Forms List section of the

Academic Records website. The two supervised reading clinical practicum courses, ELE 5530 and ELE 5531,

must be taken from Mansfield University and cannot be transferred from elsewhere.

QUESTION: Must I complete all four graduate SPE prefix courses required in the graduate program

(three special education courses and one English Language Learner course) if I previously

completed similar courses as a part of my undergraduate teacher preparation program?

ANSWER: The Pennsylvania Department of Education (PDE) mandates that all approved teacher education

certification programs in Pennsylvania require three courses which prepare teachers to effectively meet

students’ special learning needs in inclusive settings and one course in effectively meeting the learning needs

of English Language Learners (sometimes called the PDE 3+1 courses). Accordingly, the Mansfield

University reading specialist graduate degree program requires the following graduate 3+1 courses: SPE 5501,

SPE 5530, SPE 5543, and SPE 5544. When students have previously completed undergraduate or graduate

courses that address the 3+1 competencies, other graduate courses will be substituted into the students’

programs. The minimum degree requirements remain at 33 credits. If it is demonstrated that one of the

required SPE prefix courses or their equivalents was previously met, ED 5500, Methods and Materials of

Research will be required as a substitute course. If more than one SPE prefix course was previously

completed, additional courses from the following list maybe selected by with prior advisor approval: ED 5554,

ED/ELE 5570, ED/ELE 5592, ELE 5503, and any of the Children’s Literature courses, currently: ED/ELE

5560, 5561, 5562, 5565, 5567, 5568, and 5569).

QUESTION: If I take a semester off and don’t take any class during this time, will I need to apply to be re-

admitted to the graduate program?

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ANSWER: If you are planning to take a semester off, you must register for ED-5600: Continuous Enrollment

to remain active in your current program. If you take a semester off without enrolling in ED -5600, you program

will become inactive and you will need to reapply through the online admissions process. (There is

no application for readmits.) If you are separated from Mansfield University for more than one semester,

when you return for classes you will be readmitted under the most current program requirements and these

can change. Why? Students who did not continuously register for coursework are considered “No Shows” and

automatically withdrawn from the university. This is due to our continuous enrollment policy.

Continuous Enrollment Policy:

Graduate students who fail to enroll or register for any credit bearing course(s) will be classified as No Shows

or Abandons and will become inactive in the student system. Students with an inactive status will lose

privileges to the library and WebAdvisor. In order to reactivate their student status, students must reapply for

admission.

If a graduate student wishes to remain active in the program, but does not intend to take credit bearing

course(s), then s/he may schedule at no cost for ED-5600 Continuous Enrollment for a maximum of two

consecutive semesters. This program allows you to maintain active status within your respective program.

Graduate students will be eligible to enroll in the continuous enrollment course during the registration and

add/drop periods. If you are considering the continuous enrollment option, then it is suggested that you

contact your advisor. Should you have any questions or concerns, please contact the Office of Graduate

Admissions at 570-662-4812. NOTE: IT IS MU POLICY THAT YOU MUST COMPLETE YOUR

PROGRAM WITHIN 7 YEARS OF INITIAL ENROLLMENT.

Who is eligible for ED-5600: Continuous Enrollment?

You must have completed at least one semester of coursework.

You are not eligible for this course if you are a first-time student.

You are not eligible for this course if you are a readmit who is just returning to school.

You may register for the ED-5600: Continuous Enrollment course for the semester you are not planning to take coursework.

You must register for this course during the normal registration period or during the Add period.

You may register for this course for two continuous semesters only. If you try to register for a third consecutive semester, then you will be withdrawn from the university and must reapply for admission.

QUESTION: What paperwork is required to apply for the program and to receive Pennsylvania

certification?

ANSWER: When students begin studies leading to reading specialist certification and/or a graduate degree,

they apply through the Admissions Office of the university. Upon successful completion of the graduate

degree program and the PRAXIS reading specialist test, students must complete their certification application

online through the Pa Department of Education website at PA Department of Education. The online

application is available through the Teacher Information Management System (TIMS). A more complete

discussion of graduate degree program requirements, applications, and examinations is found in the graduate

catalog available from Graduate Admissions in South Hall (662-4806).

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QUESTION: Can I receive initial Pennsylvania certification as a reading specialist or must it only be an

added certification?

ANSWER: The reading specialist program at Mansfield University only provides an opportunity for students

to earn added Pennsylvania certification K-12 in reading. All students applying for the program must submit

evidence of prior teaching certification in Pennsylvania (Instructional I or II). Questions concerning

certification can be directed to Ms. Lori Cass, the certification officer for the university (662-4873).

QUESTION: If I successfully complete the program and receive certification, can I take a first teaching

job as a reading specialist or must I have classroom teaching experience first?

ANSWER: Students entering the program without prior teaching experience may find limited reading

specialist employment opportunities. Increasingly, some school districts will not consider hiring reading

specialists who lack prior classroom teaching experience (sometimes even specified as a minimum of three

years). In other school districts, it may be possible to obtain a first full-time teaching position as a reading

specialist. Mansfield University's faculty members strongly recommend that reading specialists first teach in

regular education or special education classroom positions. Today, many reading specialists work within

regular classrooms as resource teachers (rather than in pull-out situations) and there is no substitute for prior

classroom teaching experience.

QUESTION: Are there any Pennsylvania teaching tests that must be passed to receive reading specialist

certification?

ANSWER: All persons seeking added certification as a reading specialist are required to take a PRAXIS II

statewide reading specialist test. The Educational Testing Service (ETS) code number for the test is 0300.

The Praxis exam for the reading specialist certification is designed to assess the candidate’s understanding of

and ability to apply the theoretical and knowledge bases of reading, particularly in regard to diagnosis and

assessment. Web resources for the PA teaching examinations including study guides titled “Tests at a Glance”

can also be found at http://www.ets.org/praxis/. Students are encouraged to carefully prepare to take the

Praxis II test by devoting extensive study time and reviewing course materials.

QUESTION: Does this program lead to New York state reading specialist certification?

ANSWER: Mansfield's program leads to Pennsylvania certification only. Students desiring to obtain New

York state certification must contact New York state education officials (BOCES offices) to file the

appropriate New York state forms and to arrange to sit for appropriate Regents' examinations (if currently

required). There is a study guide available through New York BOCES for the reading specialist Regents'

examination that students who have taken the exam have reported finding helpful.

http://www.ets.org/praxis/

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Contact information for two local BOCES regional certification officers:

Betty DeNardo Charlene Sisco

SCT BOCES BOCES, Steuben-Allegany

Certification Officer Certification Officer

459 Philo Road 6985 Technology Way, PO Box 586

Elmira, NY 14903 Hornell, NY 14843-0586

(607)-739-3581 x2503 (607)-324-7880 x166

QUESTION: What should I do if I have questions not answered here? ANSWER: Another useful source of information is the graduate catalog available from the Graduate

Admissions in the ground floor of South Hall (662-4806). In addition, graduate students are assigned a

graduate advisor. Students with questions should direct them to their advisors. The Registrar’s Office offers

many of the required forms for routine procedures and special requests in an electronic format on their

website:

http://esd.mansfield.edu/registrar/

Information contained in this document is subject to change. Students are advised to consult the graduate

catalog for official policies and program requirements.

http://esd.mansfield.edu/registrar/

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PORTFOLIO PLANNING GUIDE:

This planning guide is intended to assist you in your efforts to provide evidence that you have developed

proficiency in all the areas delineated in the IRA Standards for Reading Professionals – Revised 2010. As you

complete assignments and activities in the reading specialist course sequence, add the items to the standards

and standard strands to which they most closely correspond. Your portfolio will use these standards as the

basis for its organization. Each artifact must be accompanied by a written reflective piece that clearly

articulates how the item meets both the reading specialist (w/students) and literacy coach (w/education

professionals) aspects of each standard strand. More information regarding the standards, including the

evidence that demonstrates competence, is available in print and online forms.

Each of the IRA Standards is described in a matrix that includes a range of levels linked to professional roles

of reading professionals. The standards descriptions listed in the planning guide below are those associated

with the role of Reading Specialist/Literacy Coach Candidates. However, because professional knowledge

and skills for the reading specialist/literacy coach role are built upon classroom teaching knowledge and skills,

candidates are encouraged to also review the descriptions of the standards pertaining to the roles of Pre-K and

Elementary Classroom Teacher Candidates, Middle and High School Content Classroom Teacher Candidates,

and Middle and High School Reading Classroom Teacher Candidates.

Portfolio Introduction

Your portfolio will consist of two categories: an introduction, and then the IRA Standards and subcategory

strands and the specific artifacts you have selected as demonstrating the strands. Each strand should have an

accompanying reflective piece that explains why you chose the work that you did to meet each strand and how

it does so. Organize your portfolio in a binder with a cover page and table of contents or electronically with a

linked table of contents.

Introduction: You will need to create a document to serve as the introduction to your portfolio. Use the first

person point of view as you discuss the following:

Your objective/purpose in organizing this portfolio (write for an outside audience, i.e. a potential

employer) and an overview of your professional training and experience An overview of how the document is organized and the different categories from which your artifacts

came (courses, clinic, classrooms or other education settings, etc. Two or more paragraphs that delineate your basic philosophic approach to teaching and learning

literacy across lifespan and developmental levels. Include the names of at least three (total) specific literacy researchers and theories that are the most influential in shaping and defining your approach

and explain the influence. Include your stance on the role and efficacy of assessment, and how you

would differentiate your work based on the diversity of your demographic and the availability of

technology.

Two or more paragraphs that outline the specific professional dispositions (attitudes, behavior, beliefs) you feel are the most vital for a reading professional when supporting students and helping them to achieve, and when collaborating with and providing support and feedback for classroom teachers and

administrators

Artifacts: Because the reading specialist program at MU is designed around the 2010 IRA Standards for

Reading Professionals, it is likely that the majority of your artifacts will come from coursework for the core

reading courses, and depending on when you entered the program, one or more special education courses.

MU-RS-14

You may choose to include items you created for classroom use, but be certain that you have refined the item

to reflect the reading specialist criteria (beyond the classroom teacher level). If you have no artifacts for a

given standard, you may create items, but you will need to demonstrate that you have collaborated with

other education professionals to design/select, implement, and evaluate activities purposefully with actual

students.

Examples:

materials for hands-on student use or use with

students position papers, guidelines, or essays

thinking/reading

logs assignments for

coursework reflections on course activities or outside readings and experiences

Making Connections: Reflective Pieces (Please set up your reflections with the following sub-headings.)

Identify the specific artifacts that demonstrate each aspect of the standard and where each artifact is drawn from

Align the artifact(s) with the standard strand by clearly explaining the connection, including why you selected these artifacts for this purpose and how all aspects of the strand have been met.

Address how proficiency has been demonstrated beyond the classroom teacher level:

how the standard has been met in terms of supporting students.

how the standard has been met in terms of collaborating with other education professionals

You may lose points if an artifact demonstrates a given standard component but the reflective piece does not

sufficiently connect the item and the standard. It is not possible to earn full points for a reflective piece if the

item itself is not of high quality or does not actually demonstrate what the reflection says it does. You may

choose to revise some of your previous work for this purpose.

Artifacts and reflective pieces will be graded according to the following rubric scale for each standard strand:

Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (0-1)

Note that while you should be adding to your portfolio throughout your program, grading points for the final

work will likely be divided between the two clinical courses; ELE 5530 and ELE 5531.

Use the following pages to organize your working documents, then the course syllabus for each of these

courses to polish and streamline your final product. You are encouraged to maintain and refine your folio

beyond your program and into your daily professional development.

MU-RS-15

Standard 1: Foundational Knowledge - Candidates understand the theoretical and evidence-based

foundations of reading and writing processes and instruction.

Reading Specialist/Literacy Coach

Candidates …

(Please also see related professional role

descriptions for Elementary and Secondary

Teacher Candidates)

List artifacts from your courses and

teaching experiences that demonstrate

proficiency in the areas listed on the left.

Be certain to note which of the two

categories (RS, Coaching)you are

addressing. Keep these artifacts for your

portfolio.

1.1 Understand major theories and empirical research that describe the cognitive, linguistic,

motivational, and sociocultural foundations of

reading and writing development, processes,

and components, including word recognition,

language comprehension, strategic

knowledge, and reading–writing connections.

1.2 Understand the historically shared knowledge of the profession and changes over time in the

perceptions of reading and writing

development, processes, and components.

1.3 Understand the role of professional judgment and practical knowledge for improving all

students’ reading development and

achievement.

Standard 2: Curriculum and Instruction - Candidates use instructional approaches, materials, and an

integrated, comprehensive, balanced curriculum to support student learning in reading and writing.


Candidates …

(Please also see related role descriptions for

Elementary and Secondary Classroom

Reading Teachers)





categories (RS, Coaching) you are


portfolio.

2.1 Use foundational knowledge to design or implement an integrated, comprehensive, and

balanced curriculum.

MU-RS-16

2.2 Use appropriate and varied instructional approaches, including those that develop

word recognition, language comprehension,

strategic knowledge, and reading–writing

connections.

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

digital, and online resources.

Standard 3: Assessment and Evaluation - Candidates use a variety of assessment tools and practices to

plan and evaluate effective reading and writing instruction.


Candidates …

(Please also see related role descriptions

for Elementary and Secondary Classroom

Reading Teachers)

List artifacts from your courses and teaching

experiences that demonstrate proficiency in

the areas listed on the left. Be certain to note

which of the two categories (RS, Coaching)

you are addressing. Keep these artifacts for

your portfolio.

3.1 Understand types of assessments and their purposes, strengths, and limitations.

3.2 Select, develop, administer, and interpret assessments, both traditional print and

electronic, for specific purposes.

3.3 Use assessment information to plan and evaluate instruction.

3.4 Communicate assessment results and implications to a variety of audiences.

MU-RS-17

Standard 4: Diversity. Candidates create and engage their students in literacy practices that develop

awareness, understanding, respect, and a valuing of differences in our society.


Candidates …



Reading Teachers)







portfolio.

4.1 Recognize, understand, and value the forms of diversity that exist in society and their

importance in learning to read and write.

4.2 Use a literacy curriculum and engage in instructional practices that positively impact

students’ knowledge, beliefs, and

engagement with the features of diversity.

4.3 Develop and implement strategies to advocate for equity.

Standard 5: Literate Environment - Candidates create a literate environment that fosters reading and

writing by integrating foundational knowledge, instructional practices, approaches and methods,

curriculum materials, and the appropriate use of assessments.


Candidates …


for Elementary and Secondary

Classroom Reading Teachers)







portfolio.

5.1 Design the physical environment to optimize students’ use of traditional print,

digital, and online resources in reading and

writing instruction.

MU-RS-18

5.2 Design a social environment that is low risk and includes choice, motivation, and

scaffolded support to optimize students’

opportunities for learning to read and write.

5.3 Use routines to support reading and writing instruction (e.g., time allocation, transitions

from one activity to another; discussions,

and peer feedback).

5.4 Use a variety of classroom configurations (i.e., whole class, small group, and

individual) to differentiate instruction.

Standard 6: Professional Learning and Leadership - Candidates recognize the importance of,

demonstrate, and facilitate professional learning and leadership as a career-long effort and

responsibility.


Candidates …



Reading Teachers)







portfolio.

6.1 Demonstrate foundational knowledge of adult learning theories and related research

about organizational change, professional

development, and school culture.

6.2 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.

6.3 Participate in, design, facilitate, lead, and evaluate effective and differentiated

professional development programs.

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

advising information and program guidelines for reading specialist

Documents