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NEBRASKA DEPARTMENT OF EDUCATIONTeacher Preparation Content Program Review

Institution: Chadron State College

Date Submitted: Summer 2012

Contact Person: Ann Petersen

Phone: 308-432-6337 Fax: 308-432-6429

Email: [email protected]

Content Group/Area: Reading SpecialistAnd/orEndorsements and Grade level: Reading Specialist (7-12)

Program Level: X Initial AdvancedIs the program offered at more than one site? Yes X No

If yes, lit the sites at which the program is offered:

_________________________________________________________________________________

_________________________________________________________________________________

Type of Certificate: X Teaching Administrative Special Services

Accreditation Status: X NCATE X State TEAC Regional

Specialty Program Area Recognition ( if applicable):

Program Report Status: X Initial Review Rejoinder Response to Condition

XXX

X

X X X

X X X X

X X X

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Section 1: Contextual Information

Introduction

Institutional Overview

Chadron State College, which began as a Nebraska State Normal School in 1911, remains the only four-year institution of higher education in western Nebraska. In 1964 the institution enhanced its mission and the name was changed to Chadron State College (CSC). The college has experienced numerous changes and continual growth over their millennium.

Though small in number, early graduates represented education to a young, rugged, and rural society. Today, the college prepares students for much more than teacher education. The institutional role, mission, and objectives cover comprehensive college curricula, which includes basic and advanced programs. Teacher education remains, however, a central component. In 2010, for example, almost 30% of our student-body pursued degrees in teaching. These students are primarily from Chadron State’s expansive rural service region, which encompasses 26 counties and approximately 34,700 square miles.

Total institutional enrollment, as of fall 2010, now stands at 2,759 students, of which 64% are full-time. The majority of these students, approximately 61%, are Nebraskans. Traditional students, students under 23 years of age and single, make up the majority of the enrollment. Generally, students are first-generation and are from small rural high schools with graduating classes of 100 students or less. Non-traditional students, students over 23 years of age or married, comprise 41% of our full-time undergraduate enrollment, the majority of which are women.

Due to the expanse of our coverage area, Chadron State offers its courses, via interactive telecommunications, to two locations, Scottsbluff and North Platte, Nebraska, in addition to face-to-face instruction at these sites.

Institutional Charge, Vision and Mission Statements

Statutory charge. Priorities for Nebraska State Colleges, as established by the state legislature and reported in the 2006 Coordinating Commission for Postsecondary Education Comprehensive Statewide Plan for Postsecondary Education, are:

First instructional priority is the provision of baccalaureate general academic, occupational, and education degree programs;

Second instructional priority is to provide master's programs in education and other disciplines authorized by statute or by the Commission;

Third priorities are applied research, public service activities, and continuing education activities that serve their geographic service areas.

The Commission further defines CSC’s programmatic service as a Master's (comprehensive) College/University I Carnegie classification. Chadron State College's programmatic service area includes baccalaureate level liberal arts, occupational degree programs and professional degree programs in education.

The primary focus of Chadron State College's educational programs is high quality, comprehensive undergraduate programs leading to baccalaureate degrees in arts and sciences, business, and teacher education, all of which are enhanced by a coherent general education program.

Chadron State College’s new baccalaureate degree programs will reflect the needs of its service area and the priorities of the State College Board of Trustees.

Chadron State College offers the Master of Education, the Master of Organizational Management, and the Master of Business Administration degrees. http://www.ccpe.state.ne.us/PublicDoc/CCPE/

http://www.ccpe.state.ne.us/PublicDoc/CCPE/

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Like Peru and Wayne State Colleges (the other two institutions within the Nebraska State College system), Chadron State is a regional institution dedicated to teaching, scholarship, and community service, and serves a defined, geographical region.

Institutional vision and mission statements. The vision and mission as established by the faculty, professional staff, and administration at Chadron State College are:

Vision Chadron State College aspires to be a premiere institution of higher education in the western high plains states, innovatively pursuing excellence in teaching, scholarship, and service.

MissionChadron State College will enrich the quality of life in the region by providing

educational opportunities, research, service, and programs that contribute significantly to the vitality and diversity of the region.

The vision and mission set the focus for the future of the institution and aid in the development of the strategic plan which will guide us into a continuous state of improvement, and is designed to meet the needs of the region we serve.

Institutional Strategic Plan

Chadron State College has four outcome initiatives and twenty accompanying actions to achieve the initiatives set forth in the plan. The strategic plan for 2011 and beyond is as follows:

1. Initiative One: Streamlined, Relevant, High-Impact Learning Experiences Action (1) Revise Essential Learning Program (General Studies) Action (2) Create integrated and interdisciplinary programs Action (3) Implement experiential learning for college seniors Action (4) Expand student literacy to all areas of technology and media Action (5) Create co-curricular experiences that emphasize leadership, engagement,

civic responsibility and positive human interaction Action (6) Refine and redefine course delivery models Action (7) Promote standards of quality for courses and teaching Action (8) Establish a technology-supported, collaborative and creative teaching and learning

center to provide appropriate resources and tools to create high-impact learning experiences

2. Initiative Two: Competitive, Customer-focused Delivery of Services in

Support of Teaching and Learning

Action (9) Develop a campus-wide definition and process for student advising and schedule building

Action (10) Initiate a review of internal service gaps and establish a plan to improve communication and timely completion of services

Action (11) Review all campus services for relevance and efficiency

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Action (12) Initiate a review of internal service gaps with respect to academic computing services

Action (13) Establish a deliberate collaborative process to improve communication and effective teamwork across all areas of the college

3. Initiative Three: Optimal Use of Limited Human and Physical Resources

Action (14) Based on the campus-wide review of services for relevance and efficiency (#11above) reallocate human resources more effectively according to mission-critical processes and functions as opposed to historical silos

Action (15) Implement a system of assessment and accountability for ensuring quality of mission critical functions

Action (16) Differentiate and streamline the role and responsibilities of faculty and staff Action (17) Initiate a digital document and self-service plan for process flow improvement,

accountability, document storage and retrieval, and paper reduction

4. Initiative Four: Increased Revenue

Action (18) Re-allocate one or more existing personnel lines to focus exclusively on market development

Action (19) Develop internal support for grant-writing Action (20) Build on fundraising momentum developed during the Vision

2011Comprehensive CampaignLink to Strategic Plan

Education Unit Mission/Philosophy

Chadron State College’s professional preparation programs are designed to produce “Visionary Leaders for Lifelong Learning”.

Mission

The mission of the Chadron State College Education Unit, founded on educating Visionary Leaders, is committed to creating diverse educational environments that are thoughtfully structured to provide opportunity for the success of all learners, now and for the future.

To accomplish the mission, CSC provides teacher, administrator, and counselor candidates with deliberate and appropriate educational experiences. Knowledge, skills, and dispositions are developed through extensive classroom and field-based interactions. Candidates have opportunities to develop their own professional philosophy and teaching style while learning to meet the needs of learners in authentic educational settings. This is accomplished with a vision that embraces tradition, innovation, and the strength of diversity, always with an eye to the future.

Philosophically, Education Unit faculty members act upon a set of beliefs that reflect the importance placed on the preparation of qualified professional educators who will meet the learning needs of all children in P-12 educational settings. To this end, unit faculty members are dedicated to the development of Visionary

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Leaders. The Education Unit believes the educator’s role is to facilitate learning. This facilitation is accomplished by creating opportunities for all learners to actively engage and participate in their learning environment, and to process knowledge delivered through methods appropriate to their individual learning style. The model is based, to a great extent, on the constructivist theory of learning.

Description of the Education Unit – Organization and Structure

The Education Unit is comprised of the Education Department and other campus departments providing teacher certification endorsement coursework at the initial and advanced levels. Campus departments offering endorsements are: Applied Sciences; Business; Counseling, Psychology, and Social Work; Education; English and Humanities; Health, Physical Education, and Recreation; Library Services; Mathematical Sciences; Music; Physical and Life Sciences; Social and Communication Arts; and Visual and Performing Arts. Link to CSC Organizational Chart

The CSC Department of Education houses the initial programs for Elementary Education, Early Childhood Education, Early Childhood Unified Education, and Special Education, as well as advanced programs in Reading Specialist, Educational Administration, and Curriculum and Instruction. (Curriculum and Instruction is not an endorsement program but rather an advanced, professional master’s degree.) The Education Department holds the major responsibility for providing professional teacher education curriculum.

The Education Unit is led by the unit head, the Academic Dean for Professional Licensure. The responsibilities of the academic dean include administrative oversight for program licensures and education programs. The dean serves as Chair of the Teacher Education Committee which includes teacher educators from each of the departments providing endorsement areas, and faculty teaching the professional teacher education programs. This committee is at the frontline for recommendation of policy, curriculum and procedures, and, also reviews assessment data and makes recommendations for change in curriculum, program and assessment processes. Membership of the Teacher Education Committee also includes one student and two public school representatives.

At Chadron State College, curricular changes at the initial and advanced levels are initiated within the departments and then presented to the Teacher Education Committee for advisement input. Initial level curriculum changes for all programs are presented to the Faculty Senate’s Academic Review Committee for final approval. Advanced level/ graduate program changes are presented to the Faculty Senate’s Graduate Council, for final approval. The major function of these committees is to see that changes align with CSC and Nebraska State College System policies.

The Education Unit offers teacher education programs to distant, outreach sites located in North Platte and Scottsbluff, Nebraska, and in Sheridan, Wyoming. The predominant initial education program at these sites is Elementary Education, where candidates may complete their entire pre-service curriculum. These programs operate cooperatively with the community colleges in their corresponding locations. At the advanced level, distant, outreach programs are also offered in North Platte and Scottsbluff, Nebraska, for the School Counseling program. Through a combination of on-line delivery and face-to-face delivery, students may complete these programs at the distance sites, enabling Chadron State to better meet the needs of the region.

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The Education Unit also offers secondary level, post-baccalaureate certification course programs at these distant, outreach sites and on the main campus. Initial and advanced program course delivery may be offered and received via interactive television (ITV), on-line, or through face-to-face instructional formats.

The Unit

The Teacher Education Unit offers certification programs aligned with state and national standards. Chadron State College offers twenty-eight initial endorsement programs, four initial supplemental endorsements, and four advanced endorsements. The following endorsements are currently in the phase-out stage: Specialist -Superintendent, secondary field -Industrial Education Technology, supplemental - Skilled and Technical Science Education, and supplemental - Driver Education. Certification programs offered through the Unit are:

Initial Level Programs (Bachelor of Science Degree (BS))

Secondary Education (7-12) o Art (K-12)o Basic Business (6-12) (4-9)o Biology (7-12)o Business Marketing and Information Technology Education (6-12)o Chemistry (7-12)o Coaching (7-12)o Earth Science (7-12)o Educational Library Media (K-12)o English (7-12)o Family and Consumer Sciences Education (7-12) (4-9)o Health (7-12)o Health and Physical Education (K-12)o History (7-12)o Industrial Technology Education (6-12)o Language Arts (7-12) (4-9)o Mathematics (7-12) (4-9)o Music (K-12)o Natural Science (7-12) (4-9)o Physical Education (K-6) (7-12)o Physical Science (7-12)o Physics (7-12)o Social Science (7-12) (4-9)

o Theatre (7-12)o Vocal Music (K-8)

Middle Grades (4-9) Elementary Education (K-8) Early Childhood (B-3) Early Childhood Unified Education (B-3) Mild/Moderate Disabilities (K-12)

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Advanced Level Programs (Masters of Science Degree (MS))

Educational Administrationo School Principal; (K-12) (K-6) (4-9) (7-12) Endorsemento Special Education Coordinator; (K-12) Non-endorsement

School Counseling; (K-12) (K-6) (7-12) Curriculum and Instruction; Non-endorsement

o Secondary Educationo Elementary Fieldo Elementary Generalist

Reading Specialist; (K-12) Endorsement (non-degree seeking)

In the 2010-2011 academic year, at the initial level, education majors numbered 604. Of these, 125 were part-time students. At the advanced level, 164 of the 180 students were enrolled part-time. For the 2010-2011 academic year 82 students graduated at the advanced level. This represented approximately 55% of the institutions advanced degrees granted.

Unit Field Experience Requirements

All initial level candidates must complete 100 - 125 clock hours of classroom observation/participation within a classroom setting prior to their student teaching capstone experience; this number varies between Secondary and Elementary level programs, respectively. Pre-service field experience hours are required at all levels throughout the program, culminating with the student teaching field experience. Field experiences and their respective hourly requirements are listed below.

EDUC 131: Introduction to Teaching -- 10 clock hours of classroom observation PSYC 231: Educational Psychology -- 15 clock hours of classroom observation EDUC 300/320: Education Observation & Participation:

o EDUC 300: 75 clock hours for secondary candidates, and o EDUC 320: 100 clock hours for elementary candidateso EDUC 480/490: Student Teaching – 40 hours per week, over 16 weeks (1

semester)

See Chadron State College General Catalog for written evidence.

At the advanced level, the endorsement for Educational Administration requires 250 hours of field experience. The School Counseling endorsement program requires 450 hours of field experience for K-6 endorsement; 450 hours of field experience for 7-12 endorsement; and 900 hours for K-12 endorsement. See Chadron State College Graduate Catalog for written evidence.

Program Transition/Gateway Points: Admission, Retention and Exit

(Initial and Advanced Programs)

Initial Level Gateways. At the initial level candidates are provided basic information about program gateways (transition points) and assessments. The information is outlined and available online, in the Teacher Education Handbook and the CSC General Catalog 2011-2013 as well as in several education courses, e.g., EDUC 131: Intro to Teaching; EDUC 300/320: Observation & Participation. Five (5) transition points (gateways) serve as a guide for the candidates. A summary of these transitions/gateways is below.

https://csc.rsmart.com/access/content/group/360bcee5-5f9a-459b-9dda-3f6819d62d72/Additional%20Evidence/csc_general_catalog1113.pdf

https://csc.rsmart.com/access/content/group/360bcee5-5f9a-459b-9dda-3f6819d62d72/Additional%20Evidence/Teacher%20Education%20Handbook%20rev%203262012MS.docx

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https://csc.rsmart.com/access/content/group/360bcee5-5f9a-459b-9dda-3f6819d62d72/Additional%20Evidence/GraduateCatalog_2011-2013_2Mar2011.pdf

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Gateway 1: Admission to Chadron State College

Chadron State College admits all graduates of accredited Nebraska high schools and qualified out-of-state students. Upon admission to CSC students must: (1) complete the ACT or SAT exam and have official scores sent directly to the CSC Admissions Office; (2) have official high school/college transcripts sent; (3) submit application form and fee. Advisors are assigned to all students who gain entry into the college. Candidates enrolling in teacher education programs of study have, as their primary advisors, faculty from either the Education Department (Elementary and Special Education programs) or the department responsible for the endorsement (Middle Grades and Secondary Education programs).

Transfer students work through the START Office (Student Transition and Registration Team) to have their transcripts evaluated for CSC General Studies program requirements. Following the evaluation, the candidate is assigned an advisor. Transfer students who have completed an Associate’s Degree from an accredited institution are given credit for the CSC General Studies program requirements with the exception of six (6) credit hours of upper division level courses (Ethics and a global and social/cultural awareness course). An evaluation is then conducted related to the teacher education program core competencies as described in the conceptual framework document.

Gateway 2: Pre-Admission to Teacher Education Program

Pre-Admission program requirements, students/candidates must: (1) complete EDUC 131: Introduction to Teaching with at least a grade of “C” or better; (2) submit the Education Dossier; (3) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (4) submit application form, including a record of the above listed documents.

Gateway 3: Admission to Teacher Education Program (Candidacy)

Prior to admission to the Teacher Education Program and enrollment in EDUC 300 or 320: Observation & Participation, students/candidates must: (1) pass standardized basic skills proficiency test (Praxis I/PPST) with minimum scores of 170 in reading, 172 in writing, and 171 in mathematics; (2) submit application form; (3) complete coursework with at least a 2.5 grade point average on a four-point scale; (4) earn a “C” or above in English composition and oral communication (ENG 135, ENG136, and CA 125) or equivalent courses; (5) earn a grade of “C” or above in all professional education core coursework; and (6) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”. Students/Candidates who meet all pre-requisites may register for EDUC 300 or 320 Observation & Participation (field experience 75-125 hours). At this point students are fully admitted into the Education Program and officially become “candidates.”

Gateway 4a: Admission to Semester I of the Professional Year (Block)

Prior to admission to Semester I of the Professional Year (Block), the candidates must: (1a) elementary-level candidates must complete Elementary endorsement area and at least 50% of another endorsement(s) and/or a supporting minor(s); (1b) secondary-level candidates must complete Professional Education coursework and at least 75% of secondary content endorsement; and (1c) middle-level candidates must complete all of the professional education courses and at least 15 of the 18 required credit hours for the first content area of specialization, and at least 12 of the 18 credit hours of the second specialization; All candidates must (2) complete EDUC 300 or 320 with a grade of “C” or above (75/125 hours of verified field experience); (3) earn a GPA of 2.50 for all coursework and in each endorsement and/or supporting minor; (4) complete 90 credit hours and must meet residency requirements; (5) present five (5) faculty recommendations; (6) be recommended by the department faculty of the endorsement(s) area(s); (7) submit a revised Education Dossier; (8) submit proof of a current background check and a notarized

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statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (9) submit the Application to the Professional Year form.

Gateway 4b: Admission to Semester II of the Professional Year (Teacher Internship)

Prior to placement in Semester II of the Professional Year (Teacher Internship/student teaching), candidates must: (1) complete Semester I of the Professional Year (Block) with a grade of “C” or above in all courses; and (2) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement.”

Gateway 5: Graduation, Certification and Entry to the Profession

Upon graduation, candidates will have met all the teacher certification requirements for Nebraska licensure. These requirements are: (1) submission of the Application for Graduation to the Registrar’s Office; (2) completion of the Teacher Intern (student teaching) experience with a minimum GPA of 2.5 (State of Nebraska requirement); (3) complete all CSC degree requirements; and (4) submit application for a teaching certificate. (See Initial Gateway Table.)

Advanced Level Gateways. At the advanced level candidates are provided the gateway information online in the CSC Graduate Catalog 2011-2013 and at the CSC Graduate website http://www.csc.edu/graduate/index.csc). The candidates must proceed through the following four (4) transition (gateway) points:

Gateway 1: Admission to Graduate Study

Chadron State College admits all candidates for the Master of Education degree who hold a Bachelor’s degree in Education from accredited colleges and universities. In addition the candidate must: (1) have earned an undergraduate GPA of 2.75 or have completed 12 graduate hours at CSC with a GPA of 3.25 or higher; and (2) submit an application for admission to graduate study. (The Graduate Record Examination (GRE) is required for the Masters of Education in Curriculum and Instruction, Science focus).

Gateway 2: Admission to Graduate Status (filing Plan of Study)

Admission to Graduate Status requires completion of a Plan of Study within the first 9-18 hours of graduate coursework. Candidates must maintain a 3.00 GPA or higher.

Gateway 3: Application for Oral Examination

Application must be made for the Oral Examination for the Master’s Degree. The candidate must: (1) submit the application form; (2) complete the majority of coursework and practicum requirements as described by each department and college policy; (3) maintain a minimum GPA of 3.00 for all program coursework; (4) meet all college requirements for credit hours and residency; and (5) be enrolled in course work necessary to complete the degree. The student must complete the degree program within a period of seven years from the year the student completed his or her graduate course applicable toward their degree.

Gateway 4: Application for Graduation and Conferring of Degree

Candidate must: (1) complete and submit application for graduation; (2) prepare and present a professional portfolio document in the area of concentration; (3) complete all requirements successfully as stated on the plan of study; and (4) pass a final oral examination.

See Advanced Programs Gateway Table.

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http://www.csc.edu/graduate/index.csc


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Key Program Assessments

Initial Level Key Assessments. Consistent with each program gateway (cited above) are specific program key assessments. Table for Key Assessments for Initial Programs-Attachment C as well as the CSC Assessment Plan for Initial Programs are presented in each endorsement folio. As the tables illustrate, the key assessments cover content knowledge; pedagogical and professional knowledge, skill and dispositions; and effects on student learning. Multiple assessments are applied for each assessment target.

Advanced Level Key Assessments. Advanced level assessments for the Educational Administration, School Counseling, and Curriculum and Instruction are presented in the Table of Key Assessment Advanced Programs- Attachment C. The assessments address content knowledge, pedagogical and professional knowledge, skills and disposition, and effects on student learning. Multiple assessments are applied to each key area for these programs in the CSC Assessment Plan for Advanced Programs.

Explanation of the Conceptual Framework -Developing Visionary Leaders for Lifelong Learning

The term “visionary,” in the context of the model, implies a forward looking, far-seeing, positive, and open-minded approach to learning. The Education Unit at Chadron State College prepares candidates to provide visionary leadership within the high plains educational settings and to educational environments beyond this region. The model supports and compliments the Chadron State College Vision and Mission.

The model for “Developing Visionary Leaders for Life Long Learning” is depicted by three interlocking circles, each representing an interrelated area of the curriculum, for the initial level: General Studies, Specialty Studies, and Professional Studies. The General Studies curriculum is designed to provide candidates with a broad liberal studies background, while the Specialty Studies curricula is comprised of the content coursework in each teaching endorsement area offered at Chadron State College. The Professional Studies curriculum is comprised of those core education courses taught by Education Department faculty. These Professional Studies courses emphasize the pedagogical knowledge, skills, and dispositions candidates use to effectively teach P-12 students. At the graduate (advanced) level, the “Visionary Leader” model continues to build on the pedagogical knowledge, skills, and dispositions developed for the candidate’s academic and professional career. The General Studies represents the core master’s program (research and inquiry); Specialty Studies describes the specialized content necessary for the degree; and the Professional Studies encompasses the practical and field based learning’s demonstrated by the candidate. At the advanced level, Specialty and Professional Studies often are blended into the same courses and experiences.

The Professional Studies circle of the model embraces the seven components that make up the conceptual framework for the Unit. These components are: Assessment, Communication, Human Relations/Diversity, Methodology/Technology, Professionalism, Thinking Skills, and Leadership. These seven components are interwoven throughout the unit’s professional preparation programs and form the basis

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of the constructivist approach in preparing candidates to become Visionary Leaders. The seven components are introduced and developed within the first three years of the initial candidate’s educational program, and serve as the basis for each of the unit’s key assessments. Advanced level candidates receive their introduction to the components during the EDCI 631 Introduction to Graduate Studies course. Following are the seven components of the Visionary Leader Model and their respective student outcome statements. (The colors of each conceptual framework component will be used throughout the folio to visually link CSC’s Conceptual Framework to key assessment data displays.)

Assessment. Successful candidates will understand both formal and informal strategies to assess the learner’s intellectual, social, and physical development. The candidate will be able to design and assess learning activities utilizing the data collected from those assessment measures to make instructional and/or curricular decisions to improve student learning.

Communication. Successful candidates will demonstrate effective communication skills with all constituents, while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications.

Human Relations/Diversity. Successful candidates will develop and maintain a physically inclusive and emotionally safe classroom environment conducive to effective learning, which encourages the voicing of student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.

Methodology/Technology. Successful candidates will demonstrate the active willingness to model and use skills and knowledge to promote learning activities that are consistent with identified learning objectives, using varied methodological and technology driven modalities. Similarly, candidates are constructing their own beliefs about effective teaching practices.

Professionalism. Successful candidates will demonstrate conduct befitting a professional educator, to include the following dispositions: regular self-reflection; positive ethical behavior; respectful attitude; proper mode of dress; effective classroom management skills; appropriate knowledge of subject matter; and seeks the opportunity to grow professionally.

Thinking Skills. Thinking skills apply to all subjects and to student learning at all levels. Candidates at all levels will recognize and demonstrate activities that elicit critical thought beyond recall and comprehension.

Leadership. Successful candidates recognize and demonstrate leadership traits that promote the engagement of individuals in a professional and ethical manner to lead toward common goals.

Candidate Proficiencies Aligned with Professional and State Standards

In applying the seven components of the Visionary Leader model with their associated outcomes, candidates meet the professional standards for the Nebraska Department of Education and National Council for Accreditation of Teacher Education preparing educators and other professional school personnel for initial and advanced programs. The matrix shown in Section II will illustrate the alignment of the Nebraska Standard to the individual endorsements offered at Chadron State College.

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Chadron State College

Master of Education: Curriculum and Instruction – Reading

Program OverviewThe Curriculum and Instruction program at the Master’s Degree level prepares candidates to build upon their undergraduate preparation as teachers. The program is a blend of theoretical and practical knowledge that can be immediately applied to the classroom setting. Candidates may choose the broad General Education Options OR a Field Concentration Option in a specific Subject Area described below.

Course #

Title Spr 11

Sum 11

Fall 11

Spr 12

Sum 12

Fall

12

Spr

13

Sum13

Fall

13

Spr

14

Sum14

Fall

14EDCI 631

Introduction to Graduate Studies

O O C/O O O C/O

O O C/O

O O C/O

EDCI 633

Educational Philosophy O O O O O O O O O O O O

EDCI 635

Curriculum Development O O O O O O O O O O O O

EDCI 638

School Law O O O O O O O O O O O O

EDUC 539

Adv Methods of Perf Assessment

O O O O O O O O

SPED 530

Char of Behav & Emotion Disabilities

O O O O

Reading Field OptionTake ONE of the following courses in consultation with your advisor:

READ 400

Topics in Reading Hyb Hyb

Hyb

Hyb

READ 430

Read/Write M-Sec School Reading

O O

READ 500

Special Topics in Reading C C C C C C C C C C C C

READ 530

Read/Write M-Sec School Reading

O O

READ 531

Improv Reading Elem. Schools

O O

READ 532

Read in Content Field O O

READ 533

Appr/Tech Teach Reading O O

READ 535

Reading/At-Risk Student O O

READ 600

Independent Study C C C C C C C C C C C C

READ 634

Linguistic Foundations O O

READ 635

Diagnosis and Corrections O O

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READ 636

Practicum in Reading C/O C/O C/O

C/O

READ 638

Seminar in Reading/Writing Issues

O O

Field of Concentration: 9-12 credit hours of classes in field of your choiceElective, Scholarly Project, or Thesis: 3-6 credit hours

C=Campus; O=Online; Hyb= Choice of either on Campus or Online formatPlease contact: Dr. Ann Petersen, 308-432-6337, [email protected] or Dr. Patti Blundell, 308-432-6469, [email protected] for additional program information.

Please contact Kristal Kuhnel in the Graduate Office for application and registration information, 308-432-6214, [email protected]

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New Program Rule 24 Matrix Revised Program Table of Alignment of Standards and Assessments

Name of Institution: Chadron State CollegeDate Submitted:

Endorsement: Reading Specialist Grade Levels: PreK-12, K-8, 7-12Total Hours Required by Rule 24: 30 Program Hours Required by Institution: 30 Endorsement Type: Subject

Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

(For additional lines in each section, please go to the end of the row and press the tab key.)

006.50D Certification Endorsement Requirements:

This endorsement requires a minimum of 30 graduate semester hours in reading and related courses. In addition, this endorsement requires clinical experiences appropriate for the endorsement level.006.50D1 Additional Requirements: An applicant for this endorsement shall have a regular teaching certificate and two years of teaching experience.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

REQUIRED COURSES

COUN 534 (3)——TEST AND MEASUREMENTS GPA; EXAMINATIONS

GPA; EXAMINATIONS

X X X

COUN 637—ADVANCED HUMAN DEVELOPMENT GPA; EXAMINATIONS

GPA; EXAMINATIONS

X

ENG 538 (3)—ADOLESCENT LITERATURE GPA; EXAMINATIONS CURRENT

LITERATURE READING & ANALYSIS;

GPA; EXAMINATIONS

X

READ 530 (3)—READING IN THE MIDDLE/SECONDARYSCHOOLS

GPA; EXAMINATIONS CURRICULUM UNIT; CLASS

PRESENTATIONS-MULTIMEDIA;

MULTIMEDIA ANALYSIS;

CURRENT

GPA; EXAMINATIONS CURRICULUM UNIT;

X X X X

14 Rule24 March2007 Version

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LITERATURE READING & ANALYSIS

READ 531 (3)—IMPROVEMENT OF INSTRUCTION IN READING GPA; EXAMINATIONS MULTIMEDIA

ANALYSIS; CURRENT


IMPROVEMENT PLAN ANNOTATED

BIBLIOGRAPHY CLASSROOM READING

IMPROV PLAN

GPA; CLASSROOM READING


BIBLIOGRAPHY

X X X X X

READ 635 (3)—DIAGNOSIS AND CORRECTION GPA; WORD ATTACK EXAM; CLASS



CURRENT LITERATURE READING & ANALYSIS;

COMPARISON/ANALYSIS OF INDIVIDUAL READING INVENTORIES

TECHNOLOGY AND MATERIALS EXPLORATION

CLOZE & ANALYSIS STRATEGY RESEARCH

PAPER

GPA; WORD ATTACK EXAM STRATEGY RESEARCH

PAPER CLOZE ANALYSIS IRI

COMPARISON/ANALYSIS

X X X X X

READ 636 (3)—PRACTICUM IN READING GPA; MULTIMEDIA

ANALYSIS; CURRENT


COMPARISON/ANALYSIS ASSESSMENTS

PRACTICUM PROJECT REPORT WITH ADMINISTRATOR APPROVAL/VERIFICATION

GPA; PRACTICUM PROJECT

REPORT;

X X X X X

SELECT 3 HOURSREAD 533 (3)—APPROACHES & TECHNIQUES FOR TEACHING

GPA; GROUP

GPA; CLASS

X X X


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READING

INGORREAD 535 (3)—READING AND THE AT-RISK STUDENT

HISTORICAL/CURRENT PRACTICE RESEARCH PROJECT

CLASS PRESENTATIONS-MULTIMEDIA;


RESEARCH PAPER; GROUP RESEARCH

REPORT

GPA; WORD ATTACK EXAM; MULTIMEDIA

ANALYSIS; CURRENT


ANNOTATED BIBLIOGRAPHY


PAPER-INCORP READ/WRIT METHODS

PRESENTATIONS/MULTIMEDIA

GROUP RESEARCH PROJECT REPORT/MULTIMEDIA FORMAT

GPA; WORD ATTACK EXAM ANNOTATED

BIBLIOGRAPHY PAPER

X X X

ELECTIVES-SELECT 6 HOURSEDCI 637 (3)—IMPROVEMENT OF INSTR IN THE LANGUAGE ARTS IN EL/MS

READ 532 (3)—READ IN THE CONTENT FIELD

READ 634 (3)—LINGUISTIC FOUND OF READINGINSTR

GPA; RESEARCH PAPER;

GPA; CLASS




STRATEGIES PAPER/ RATIONALE

GPA; RESEARCH

PROJECT/APPLICATION PAPER;

GPA;

GPA; RESEARCH PAPER

GPA; CLASS


STRATEGIES PAPER

GPA; RESEARCH

PROJECT/APPLICATION PAPER

GPA;

X

X

X

X

X

X

X

X

X X


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READ 638 (3)—SEMINAR IN READ ISSUES: ISSUES,TRENDS, & PROGRAMS

SPED 533 (3)—CHARACTERISTICS OF LEARNING DISABILITIES



GPA; CLASS



GPA; CLASS


X

X

X

X

X

X

X

Standard/Description

A. Demonstrate knowledge and understanding of the concepts, skills, and processes of reading and writing as defined in the Nebraska Content Standards from grade one through grade twelve;





READ 530—READING IN THE MIDDLE/SECONDARY SCHOOLS GPA; CLASS




IMPROVEMENT PLAN—USING STEP-UP (WRITE TOOLS) COLOR CODING

STATE & COMMON CORE STANDARDS REVIEW

CURRENT JOURNAL ARTICLE REVIEWS

INTEGRATED CURRICULUM UNIT

COMPARISON ANALYSIS OF IRIs

CURRICULUM UNIT INCLUDING STANDARDS (NE & COMMON CORE);

COMPARISON/ANALYSIS OF INDIVIDUAL READING INVENTORIES (IRIs)

IMPROVEMENT PLAN—USING WRITING (STEP-UP-TO-WRITING OR WRITE TOOLS) COLOR CODING

X X X X


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READ 531—IMPROVEMENT OF INSTRUCTION IN READING REPORT-EXPERIMENTATION WITH READING STRATEGIESCURRENT JOURNAL ARTICLE REVIEWSIMPROVEMENT PLAN

IMPROVEMENT PLAN X X X X

ENG 538—ADOLESCENT LITERATURE CURRENT LITERATURE REPORTS

GPA EXAMS

X X X

READ 535—READING AND WRITING WITH AT-RISK STUDENTS

WORD ATTACK EXAM; MULTIMEDIA

ANALYSIS; CURRENT



RESEARCH PAPER-INCORP READ/WRIT METHODS

EXAMSANNOTATED BIBLIOGRAPHYRESEARCH PAPER

X X X


B. Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction, including being able to refer to major theories in the foundational areas as they relate to reading. Candidates can explain, compare, contrast, and critique the theories;





READ 533—APPROACHES & TECHNIQUES FOR TEACHING READING


GROUP HISTORICAL/CURRENT PRACTICE RESEARCH PROJECT


GROUP RESEARCH REPORT

GROUP RESEARCH REPORT & POWERPOINT/PREZI

X X X X

READ 535—READING AND WRITING WITH AT-RISK STUDENTS


ANALYSIS; CURRENT



RESEARCH PAPER-INCORP READ/WRIT

EXAMSANNOTATED BIBLIOGRAPHYRESEARCH PAPER

X X X


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METHODS

READ 635—DIAGNOSIS AND CORRECTION GPA; WORD ATTACK EXAM; CLASS







PAPER

INVENTORIES CURRENT



X X X X X

READ 634—LINGUISTIC FOUND OF READINGINSTR

HISTORY OF ENGLISH LANGUAGE

ANALYSIS OF PHONETIC SOUNDS/PRODUCTION

ANALYSIS PAPER

ANALYSIS PAPER X X X X

READ 636 (3)—PRACTICUM IN READING—PRACTICUM IN READING

GPA; MULTIMEDIA

ANALYSIS; CURRENT




PRACTICUM PROJECT REPORT WITH VERIFICATION

X X X X X


C. Demonstrate knowledge of reading research and histories of reading, including being able to recognize, summarize, and analyze seminal research studies and the history of reading methods and materials. Candidates are able to articulate how teaching practices relate to reading research;






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READ 635—DIAGNOSIS AND CORRECTION CURRENT LITERATURE ANALYSIS;

INDIVIDUAL READING INVENTORY COMPARISION/ANALYSIS


CLOZE RESEARCH PAPER WORD ATTACK &

EXAM

WORD ATTACK EXAMRESEARCH PAPERIRI ANALYSISCLOZERESEARCH PAPER

X X X X

READ 531—IMPROVEMENT OF IN STRUCTION IN READING



“TRY IT” METHODOLOGY ANALYSIS & REPORT


CLASSROOM READING IMPROV PLAN

CURRENT LITERATURE READING/ANALYSIS


“TRY IT” METHODOLOGY ANALYSIS REPORT

CLASSROOM READING IMPROVEMENT PLAN

X X X X X


GPA; GROUP




RESEARCH PAPER;GROUP RESEARCH REPOR

CURRENT LITERATURE READING/ANALYSIS


GROUP RESEARCH PROJECT/PAPER

X X X

READ 634--LINGUISTIC FOUND OF READINGINSTR

ANALYSIS OF WHOLE WORD VERSUS PHONICS APPROACHES REPORT

PHONICS PROGRAM COMPARISONS

PHHONICS PROGRAMS COMPARISONS

REPORT

X X X




ANTICIPATED USE REPORT



X X X X

Standard/Description20 Rule24 March2007 Version

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D. Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity, including being able to identify, explain, compare, and contrast the theories and research in the areas of language development and cultural and linguistic diversity, as they relate to reading instruction;





READ 531—IMPROVEMENT OF INSTRUCTION IN READING MULTIMEDIA ANALYSIS;




IMPROV PLAN


CURRENT LITERATURE READING & ANALYSIS

X X X X X

READ 535—READING AND THE AT-RISK STUDENT WORD ATTACK EXAM; MULTIMEDIA

ANALYSIS; CURRENT






X X X

READ 634—LINGUISTIC FOUND OF READINGINSTR


VIDEO REVIEW OF SPEECH/LANGUAGE DEVELOPMENT


ANALYSIS PAPER

VIDEO LANGUAGE/SPEECH REVIEW

ANALYSIS PAPER

X X X


E. Demonstrate knowledge of the major components of reading (including phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in effective reading, including being able to identify students’ strengths and needs in integrating the components (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) in fluent reading. Candidates can articulate the research that grounds their practice and recommendations;





READ 531—IMPROVEMENT OF INSTRUCTION IN READING GPA; EXAMINATIONS

“TRY IT” METHODOLOGY

X X X X X


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IMPROVEMENT PLAN “TRY IT”

METHODOLOGY ANALYSIS & REPORT



ANALYSIS & REPORT ANNOTATED

BIBLIOGRAPHY LITERATURE

ANALYSIS/REVIEWS

READ 530—READING IN THE MIDDLE AND SECONDARY SCHOOLS



VOCABULARY CURRENT

LITERATURE READING & ANALYSIS

CROSS-CURRICULUM UNIT

CROSS-CURRICULUM UNIT;

X X X


GPA; GROUP





REPORT

GROUP RESEARCH PRESENTATION

X X X X

READ 634—LINGUISTIC FOUNDATIONS OF READING HISTORY OF ENGLISH LANGUAGE


ORTON-GILLINGHAM REVIEW

ANALYSIS PAPER


ORTON-GILLINGHAMMATERIALS REVIEW

ANALYSIS PAPER

X X X

READ 635—DIAGNOSIS AND CORRECTION WORD ATTACK & EXAM

CURRENT LITERATURE ANALYSIS;

INDIVIDUAL READING INVENTORY

WORD ATTACK EXAM INDIVIDUAL READING

INVENTORY COMPARISION/ANALYSIS

CLOZE

X X X X X


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COMPARISION/ANALYSIS


CLOZE RESEARCH PAPER


ANALYSIS; CURRENT





PROJECT/INTERNSHIP

X X X X X







X X X


F. Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes, including being able to support classroom teachers and paraprofessionals in the use of instructional grouping options. Candidates are able to help teachers select appropriate options. They demonstrate the options and explain the evidence-based rationale for changing configurations to best meet the needs of all students;





READ 530—READING IN THE MIDDLE/SECONDARY SCHOOLS CLASS PRESENTATIONS-MULTIMEDIA;




CURRENT JOURNAL ARTICLE REVIEWS





X X X


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X X X X X

READ 535—READING AND THE AT-RISK STUDENT MULTIMEDIA ANALYSIS;









X X XX

READ 635—DIAGNOSIS AND CORRECTION WORD ATTACK & EXAM





WORD ATTACK & EXAM





X X X X X

READ 636 (3)—PRACTICUM IN READING—PRACTICUM OF READING

GPA; MULTIMEDIA

ANALYSIS; CURRENT



PRACTICUM PROJECT REPORT WITH ADMINISTRATOR


PROJECT/INTERNSHIP

X X X X X


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APPROVAL/VERIFICATION


G. Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds, including being able to support classroom teachers and paraprofessionals in these areas. Candidates are able to coach teachers in the selection and use of appropriate options and explain the evidence-base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstration teaching;





READ 530—READING IN THE MIDDLE/SECONDARY SCHOOLS CLASS PRESENTATIONS-MULTIMEDIA;










X X X




BIBLIOGRAPHY



BIBLIOGRAPHY

X X X X X


ANALYSIS; CURRENT









X X X

READ 634—LINGUISTIC FOUNDATIONS OF READING


ANALYSIS OF PHONETIC

X X X


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ANALYSIS PAPER

SOUNDS/PRODUCTION

ANALYSIS PAPER

READ 636 (3)—PRACTICUM IN READING MULTIMEDIA ANALYSIS;






X X X X X


H. Evaluate and use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds, including being able to:1. Support classroom teachers and paraprofessionals in the use of a wide range of appropriate curriculum materials; and2. Assist teachers in identifying, selecting, and demonstrating evidence-based practices for use with students at all

instructional levels.





READ 636 (3)—PRACTICUM IN READING MULTIMEDIA ANALYSIS;





COMPARISON/ ANALYSIS

ASSESSMENTS PRACTICUM PROJECT

REPORT WITH ADMINISTRATOR APPROVAL/VERIFICATION

X X X X X

READ 635 (3)—DIAGNOSIS AND CORRECTION WORD ATTACK EXAM; CLASS




COMPARISON/ANALYSIS OF INDIVIDUAL READING

WORD ATTACK EXAM; CLASS




STRATEGY RESEARCH PAPER

X X X X X


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INVENTORIES TECHNOLOGY AND

MATERIALS EXPLORATION


PAPER


I. Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools, and being able to compare and contrast, use, interpret, and recommend a wide range of assessment tools and practices. Candidates are able to demonstrate appropriate use of assessments in their practice, and they can train certified personnel to administer and interpret these assessments;





READ 530—READING IN THE MIDDLE/SECONDARY SCHOOLS GPA; CURRICULUM UNIT; CLASS




CURRICULUM UNIT; CLASS


X X X

READ 531—IMPROVEMENT OF INSTRUCTION IN READING GPA; MULTIMEDIA

ANALYSIS; CURRENT






X X X X X


ANALYSIS; CURRENT




WORD ATTACK EXAM; RESEARCH PAPER-

INCORP READ/WRIT METHODS


X X X


ANALYSIS; CURRENT




PRACTICUM PROJECT

X X X X X


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REPORT WITH ADMINISTRATOR APPROVAL/VERIFICATION








PAPER

WORD ATTACK EXAM; CLASS




PAPER

X X X X X


GPA; EXAMINATIONS

X X X


J. Place students along a developmental continuum and identify students’ proficiencies and difficulties, including being able to:1. Compare, contrast, and analyze information and assessment results to place students along a developmental

continuum. Candidates are able to recognize the variability in reading levels across children in the same grade and within a child across different subject areas. They can identify students’ proficiencies and difficulties. They recognize the need to make referrals for appropriate services; and

2. Support the classroom teacher in the assessment of individual students. Candidates are able to extend the assessment to further determine proficiencies and difficulties for appropriate services.








CURRENT LITERATURE READING




PAPER

X X X X X


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& ANALYSIS; COMPARISON/

ANALYSIS OF INDIVIDUAL READING INVENTORIES



PAPER


ANALYSIS; CURRENT







X X X X X


EXAMINATIONS X X X

COUN 637—ADVANCED HUMAN DEVELOPMENT GPA; EXAMINATIONS

EXAMINATIONS X X X


K. Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds, including being able to:1. Analyze, compare, contrast and use assessment results to plan, evaluate, and revise effective instruction for all

students within an assessment/evaluation/instruction cycle; and2. Assist the classroom teacher in using assessment to plan instruction for all students. Candidates are able to use in-

depth assessment information to plan individual instruction for diverse readers. They collaborate with other education professionals to implement appropriate reading instruction for individual students. They collect, analyze, and use school-wide assessment data to implement and revise school reading programs.








CURRENT


ANALYSIS; COMPARISON/

ANALYSIS OF INDIVIDUAL READING INVENTORIES

TECHNOLOGY AND

X X X X X


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PAPER


CLOZE & ANALYSIS

READ 636 (3)--PRACTICUM IN READING GPA; MULTIMEDIA

ANALYSIS; CURRENT






X X X X X


L. Communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, public officials, community, etc.), including being able to:1. Interpret a student’s reading profile from assessments and communicate the results to the student, parents,

caregivers, colleagues, and administrators.2. Communicate assessment information to various audiences for both accountability and instructional purposes

(policymakers, public officials, community members, clinical specialists, school psychologists, social workers, classroom teachers, and parents).






ANALYSIS; CURRENT






X X X


COMPARISON/ANALYSIS OF INDIVIDUAL READING

X X X


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PAPER

INVENTORIES TECHNOLOGY AND


CLOZE & ANALYSIS MULTIMEDIA

ANALYSIS;


ANALYSIS; CURRENT







X X X X X


GPA; CURRENT




X X X


M. Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program, including being able to:1. Assist certified personnel and paraprofessionals in selecting materials that match the reading levels, interests, and

cultural and linguistic background of students.2. Use technology to gather and to use this information in instructional planning. Candidates can articulate the research

base that grounds their practice.





ENG 538 (3)—ADOLESCENT LITERATURE GPAEXAMS

EXAMS X X X

READ 530 (3)—READING IN THE MIDDLE/SECONDARY GPA; CURRICULUM UNIT; X X X


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SCHOOLS CURRICULUM UNIT; CLASS







ANALYSIS; CURRENT







X X X X X

READ 532—READ IN CONTENT FIELDS GPA; CLASS







X X X


N. Select and use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds, including being able to assist certified personnel in their selection and use. Candidates can articulate the research that grounds their practice.





ENG 538 (3)—ADOLESCENT LITERATURE GPAEXAMS

EXAMS X X X


GPA; EXAMINATIONS CURRICULUM UNIT; CLASS







X X X


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ANALYSIS; CURRENT






X X X X X

READ 532 (3)—READ IN THE CONTENT FIELD GPA; CLASS







X X X


O. Model reading and writing as valued lifelong activities, including being able to:1. Read aloud enthusiastically and fluently when reading to students;2. Model and share the use of reading and writing for real purposes in daily life. Candidates are able to use think-alouds

to demonstrate good reading and writing strategies; and3. Demonstrate and model reading and writing for real purposes in daily interactions with students and education

professionals. Candidates are able to assist teachers and paraprofessionals to model reading and writing as valued lifelong activities and articulate the research that supports this.






GPA; CURRICULUM UNIT; CLASS







X X X

READ 531 (3)—IMPROVEMENT OF INSTRUCTION IN READING GPA; MULTIMEDIA

ANALYSIS; CURRENT


ANNOTATED




X X X X X


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IMPROV PLAN









X X X


P. Motivate learners to be lifelong readers, including being able to use methods to effectively revise instructional plans to motivate all students. Candidates are able to assist certified personnel in designing programs that will intrinsically and extrinsically motivate students. They demonstrate these techniques and they can articulate the research base that grounds their practice.






GPA; CURRICULUM UNIT; CLASS






X X X

READ 531 (3)—IMPROVEMENT OF INSTRUCTION IN READING GPA; MULTIMEDIA

ANALYSIS; CURRENT






X X X X X


ANALYSIS; CURRENT



PRACTICUM PROJECT REPORT WITH ADMINISTRATOR



X X X X X


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APPROVAL/VERIFICATION









X X X


Q. Display positive dispositions related to reading and the teaching of reading, including being able to:1. Articulate the importance of collaborating with families, colleagues, and communities to support students’ learning; and2. Articulate the theories related to the connections between the ethical and caring attitudes of teachers’ dispositions and

student achievement.





READ 535 (3)—READING AND THE AT-RISK STUDENT


ANALYSIS; CURRENT





X X X








PAPER

STRATEGY RESEARCH PAPER

CLOZE & ANALYSIS

X X X X X


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X X X


R. Continue to pursue the development of professional knowledge and dispositions, including being able to:1. Identify specific questions related to knowledge, skills, and/or dispositions related to their teaching of reading and

writing. Candidates are able to plan specific strategies for finding answers to those questions. They carry out those plans and articulate the answers derived. They indicate knowledge of professional organizations related to reading and writing. They are informed about important professional issues and are effective advocates with administrators; school boards; and local, state, and federal policymaking bodies; and

2. Conduct professional study groups for certified and paraprofessional personnel along with assisting them in identifying, planning, and implementing professional development. Candidates are advocates for the advancement of the professional research base and the expansion of knowledge-based practices.





READ 533 (3)—APPROACHES & TECHNIQUES FOR TEACHING READING

GPA; GROUP





REPORT


RESEARCH PAPER;

X X X


GPA; CURRENT





X X X


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ANALYSIS; CURRENT





X X X X X









X X X


S. Work with colleagues to observe, evaluate, model, and provide feedback collaboratively, including being able to:1. Demonstrate interpersonal, consultative, and program management skills for coordination of professional development

in literacy education.2. Provide positive and constructive assistance to certified personnel and paraprofessionals through observation,

modeling, feedback, and resource materials.












PAPER


PAPER CURRENT



X X X


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READ 636 (3)--PRACTICUM IN READING GPA; MULTIMEDIA

ANALYSIS; CURRENT







X X X X X


GPA; CURRENT





X X X


T. Participate in, initiate, implement, and evaluate professional development programs, including being able to exhibit leadership skills in professional development. Candidates are able to plan, implement, and evaluate professional development efforts at the grade, school, and/or district levels. They are cognizant of and can identify and describe the characteristics of sound professional development programs. They can articulate the evidence base that grounds their practice.






ANALYSIS; CURRENT






X X X X X


GPA; CURRENT





X X X


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