Standard 4: Integrating Curriculum through Fieldwork
The program will provide Reading and Literacy Added Authorization candidates with opportunities to evaluate research for appropriateness to the target population, integrate research and practice, and to apply appropriate assessment, instruction, and differentiation in the field. Candidates will work with individuals and/or small groups of students at both early (PreK-3) and intermediate (4th grade and up) levels of literacy acquisition.
The program provides candidates with opportunities to evaluate research and integrate the research in classroom contexts. Specific course assignments require candidates to apply research in developing and implementing instructional lessons. For example, candidates are required to complete a Theory to Practice project. Candidates review and evaluate research on a literacy topic of interest and use this inquiry to develop and implement instructional lessons in the field (See LEE 213: Teaching the Language Arts K-12, p.3). Candidates are provided similar opportunities through other field assignments that emphasize applying research-based instructional strategies with linguistically diverse students (See LEE 215: Language Issues in Reading, p. 4). Candidates are also provided opportunities to apply assessment and differentiation research in the field. In LEE 224: Assessment & Development of Reading Abilities, candidates are required to complete two assessment projects. Candidates administer assessments across a range of literacy areas, interpret the results, and then complete a diagnostic report detailing a plan of differentiated instruction and/or intervention (See LEE 224: Assessment & Development of Reading Abilities, p. 3-4). Candidates are provided similar opportunities in LEE 230: Supervised Teaching of Reading/Language Arts through small-group tutoring in the field. Again, candidates have opportunities to apply assessment practices, however, the plan of differentiation and/or intervention is actually implemented throughout the tutoring sessions (See LEE 230: Supervised Teaching of Reading/Language Arts, p. 4).
These field experiences ensure that candidates have opportunities to work with students at both early (PreK-3) and intermediate (4th grade and up) levels of literacy acquisition. The Theory to Practice project, the Teaching Strategies assignments and the Tutoring Field Experience require candidates to work with PreK-Adult students (See LEE 213: Teaching the Language Arts K-12, p.3; LEE 215: Language Issues in Reading, p. 4; LEE 230: Supervised Teaching of Reading/Language Arts, p. 4). The assessment projects for LEE 224 provide specific opportunities for candidates to work with students from both specified ranges. One project must be completed with an early reader (PreK-3), and one project must be completed with an intermediate reader (4th grade to adult) (See LEE 224: Assessment & Development of Reading Abilities, p. 3).
Candidates will demonstrate knowledge, understanding, and application of all elements of the curriculum defined in Curriculum Standards 2 and 3. Comprehensive experiences will be available for candidates to: interpret results of classroom assessments, including formative, on-going and summative; perform additional assessments as appropriate; implement instructional strategies based on results of the assessment; and monitor and evaluate student progress.
The program is designed to provide comprehensive field experiences for candidates
to demonstrate understanding of assessment and instruction of all elements of a literacy
program that effectively supports student literacy development. The courses in the
program have been structured to include field-based assignments that allow candidates
to demonstrate their abilities to apply course content across a range of literacy
areas and educational contexts. Some assignments, such as the Demonstration Lesson
and Theory to Practice Project, require candidates to apply research-based instructional
strategies in their own classrooms and then demonstrate their knowledge of effective
instruction by presenting their experiences in class (See LEE 213: Teaching the Language Arts K-12, p.3; LEE 215: Language Issues in Reading, p. 5). Similarly, field-based assessment projects provide opportunities for candidates
to learn and demonstrate their abilities to administer and interpret formative, diagnostic
assessments and use the assessment results to design differentiated instructional
plans (See LEE 224: Assessment & Development of Reading Abilities, p. 3-4).
The concluding course, LEE 230: Supervised Teaching of Reading/Language Arts, includes a small-group tutoring assignment as a culminating field experience. Candidates demonstrate their abilities to cohesively unite the assessment and instructional knowledge gained throughout the program. Candidates begin the project by administering and interpreting formative assessments. The results of these assessments are interpreted and used to design an intervention plan. During tutoring sessions, candidates implement the selected instructional strategies and administer formative assessments to monitor student progress. At the conclusion of the tutoring, candidates administer summative assessments to evaluate student progress (See LEE 230: Supervised Teaching of Reading/Language Arts, p. 4).
The program ensures that candidates work at field sites or clinical settings where the instructional approaches and methods are consistent with a balanced, comprehensive program of reading and literacy instruction. Fieldwork must include on-going guidance, assistance, and feedback by the instructor, professor, or other designated, qualified personnel, including Reading and Literacy Leadership Specialist Credential candidates, (in conjunction with the program faculty) to ensure that candidates demonstrate the knowledge and skills identified in Standards 2 and 3.
All field sites and clinical settings include instructional approaches and methods consistent with a balanced, comprehensive program of literacy instruction. Fieldwork is supported by on-going guidance, assistance, and feedback from the instructor. Candidates are provided continuous feedback and guidance on extended projects, such as the Theory to Practice project, Teaching Strategies journal, and Assessment Projects. Class time is dedicated to project workshops, so the instructor can collaborate with candidates to review assignment requirements, discuss progress, and address challenges (See Course Schedules LEE 213: Teaching the Language Arts K-12, p.6; LEE 215: Language Issues in Reading, p. 7; LEE 224: Assessment & Development of Reading Abilities, p. 6). The tutoring fieldwork required for LEE 230 is a supervised experience and includes a variety of mechanisms for feedback and guidance. Tutoring lesson plans are submitted on a weekly basis and student progress monitoring reports are submitted at midterm. The instructor reviews and provides candidates feedback on these items in a timely manner to evaluate and support candidates’ instructional decision-making. In addition, the instructor conducts on-site observations of tutoring sessions to provide feedback on candidates’ instructional and assessment practices at the point of need (See LEE 230: Supervised Teaching of Reading/Language Arts, p. 4).