Reading and Literacy Leadership Specialist Credential
Program Review
Program Addendum: Program Response to Feedback (May 2023).
1. Program Summary
Program Design
The Graduate Literacy and Reading Education Program prepares literacy leaders to foster just, equitable, and inclusive educational spaces. The Literacy and Reading Program is designed so that five courses (508, 514, 507, 536, 516; 15 units) constitute the Reading and Literacy Added Authorization and an additional four courses (511, 560, 585, 581; 14 units) are taken to complete the Reading and Literacy Leadership Specialist Credential for a total of nine courses (29 units). If a candidate chooses to also complete the Master of Science in Education with a concentration in Literacy and Reading, an additional unit is required to complete the exit option (READ 595, READ 597 or READ 598) which demonstrates mastery of program content. By completing 30 semester units, candidates earn their Added Authorization, Master’s Degree, and Reading and Literacy Leadership Specialist Credential.
Leadership within the Literacy and Reading program
The College of Education at CSUF is led by Dean Lisa Kirtman. Dr. Kim Case serves as Associate Dean. Chair, Dr. Rosario Ordonez-Jasis, oversees the Department of Literacy and Reading Education. The Student Support Specialist (Patty Park) offers students general advisement and guidance throughout the program. The Graduate Coordinator (Dr. Joyce Gomez-Najarro) oversees the application review process, advises continuing candidates, and assists the Chair with the program’s assessment system. Course content is reviewed and updated by tenure-track faculty members serving as course custodians. In addition, course custodians share course developments with adjunct faculty. Course listings and descriptions are available on the Department website
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The Department works in partnership with the Hazel Miller Croy Reader Center
, led by Director, Joanne Chapman, and Associate Director, Carla Salcido. The Reading Center Directors lead a team of literacy specialists who offer students in neighboring communities data-driven reading and literacy instructional support. The Department also collaborates with the Center for Healthy Neighborhoods (CHN
), led by Executive Director Dr. Jesse Jones and liaison Carla Salcido. CHN offers neighboring families educational and wellness services and support.
Communication within the credential program and with the institution
The program maintains communication with the institution through various channels and avenues. First, the Department Chair serves on a Leadership Team that is comprised of Department Chairs and other administrative leaders in the College of Education. Members of the Leadership Team communicate College-wide goals and plans to faculty and staff within each Department via monthly department meetings. In addition, College of Education faculty and staff collaborate through University and College-level committees and projects, and leadership roles, such as membership in the Academic Senate.
Structure of coursework and field experiences in the credential program
Fieldwork and practicum experiences are woven into each semester of the program at both the Added Authorization and Credential level, moving from five hours of fieldwork in their first semester with a student (grade PK-3) in READ 508, to more in-depth, supervised fieldwork experiences in READ 516 (grade 4-12) and READ 581, along with case studies and one-on-one intervention case reports in subsequent courses. Graduate students create assessment plans to then develop data-driven culturally responsive and sustaining instructional plans for students with diverse, intersecting social identities with unique academic needs.
| Course | Fieldwork Experience | CTC Standard |
|---|---|---|
| READ 508: Foundations of Literacy: Teaching and Learning (Semester 1) | Administer assessment and implement instructional plans to one learner (grades PK-3); 5 hours. | 2,3 |
| READ 507: Literacy in Academic Disciplines (Semester 2) | Create and teach disciplinary literacy lessons in a selected content area. | 2,7 |
| READ 516: Literacy Assessment and Analysis for Instruction (Semester 3) | Use multiple measures to develop data-driven academic plans for students; engage in collaborative data analysis (grades 4-12); 8 hours. Supervised. | 2,3 |
| READ 560: The Sociocultural of Context of Literacy and Learning (Semester 4) | Engage in a qualitative case study of an emerging bilingual learner to pursue an issue in culturally and linguistically sustaining literacy instruction. | 7,8,10 |
| READ 581: Strategic Interventions for Literacy Specialists (Semester 5) | Administer and analyze data from diagnostic literacy assessments to create weekly targeted lessons; 16.5 hours. Supervised. | 7,8A, 9A, 9B |
Program modifications over the recent two years
Online synchronous supervised fieldwork opportunities were developed for 516 and 581 in Fall 2019 through partnerships with the Center for Healthy Neighborhoods and the Hazel Miller Croy Reading Center.
The Department created additional check points with graduate students support throughout the course of the program, including a Midpoint Advising Session and an End-of-Program Advising Session with The Department Chair, Graduate Coordinator and Student Support Specialist, in which students learn more about upcoming requirements and learning experiences. The Student Support Specialist also hosted monthly Q & A sessions where graduate students may pose questions or seek advisement. Finally, the Program created a Canvas communities page and established a stronger presence on social media to facilitate communication with candidates.
The Program also updated its student learning goals and assessment plans to align with broader changes taking place at the College level. When the College of Education updated its Conceptual Framework, our Program revisited its Mission Statement, program learning goals, and Student Learning Outcomes (SLOs) to align with its language and themes to “Reach,” “Teach,” and “Impact” learning. The new Mission Statement, Conceptual Framework and SLOs are listed on all course syllabi and are aligned with course objectives. The Program also joined the College of Education in efforts to redevelop its assessment system, which included bringing additional course Signature Assignments into the collection of assessments that informs program development. In addition, the Department joined the College of Education in a new requirement that calls for incoming graduate students to complete a series of workshops that explores Ethnic Studies content.
Means for stakeholder input
As part of our overall assessment system, the Program receives feedback from graduate students when they complete exit surveys upon graduation. In addition, liaisons from the Hazel Miller Croy Reading Center attend Department meetings, allowing faculty members to learn the needs of its students and clinicians. In turn, two tenure-track faculty members serve on the HMC Reading Center Board. These collaborations create opportunities for fieldwork partnerships between participating graduate students in READ 581–the capstone course for the Credential–and K-12 learners served at the HMC Reading Center, as well as community engagement activities. Also, the Chair serves on the College of Education Advisory Board, which engages in meetings with local superintendents each semester, allowing them to gain insight to the needs of neighboring school communities. Finally, graduate students (Fall 2020) and parents (Fall 2020, Fall 2021) were invited to complete surveys following fieldwork in READ 581.
| Location | Delivery Model | Pathway |
|---|---|---|
| Main Campus | Hybrid/Online | California Reading and Literacy Added Authorization |
| Main Campus | Hybrid/Online | California Reading and Literacy Added Authorization |
| Main campus | Hybrid/Online | M.S. in Literacy and Reading Education |
Course of Study (Curriculum and Field Experience)
Description of the sequence of coursework
Course names and descriptions available on Department website
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Coordination of coursework with field work
Graduate students are invited to identify a student to serve during their fieldwork experiences, and to obtain parent permission to work with the student either online or in-person. Each graduate student must submit a copy of their teaching credential or Live Scan information to the Department, and signed parent permission forms to the course instructor prior to working with a student. As part of their supervised fieldwork, graduate students are asked to submit video recordings of their sessions to the course instructor and/or fieldwork supervisor, who then offer feedback via written reports as well as synchronous debrief sessions. Graduate students also have the option to serve K-12 students through partnerships with the Center for Healthy Neighborhoods (via Zoom) and the Hazel Miller Croy Reading Center (via Zoom or in-person).
Types of coursework in critical areas
Our program focuses on the need to prepare teachers to become advocates for students and their families. Taking an approach that focuses on issues of social justice, diversity, and inclusiveness, the Program encourages candidates to take critical stances in their literacy instruction and pedagogy. The Program provides opportunities for candidates to interact with, assess, and intervene with developing readers, and students who come from diverse backgrounds in several courses (READ 516, 560, 581 and at a global level in 585). In their first semester of the program, graduate students in READ 514, “Linguistics and Literacy Education'', are invited to reflect on their biases through a sociolinguistic lens while developing autobiographies. In READ 560, “The Sociocultural Context of Literacy and Learning”, the emphasis is on the language and literacy development of an emerging bilingual learner. The course considers how the needs of the literacy learner are/are not being met by the core curriculum by using qualitative methods to collect, analyze and disseminate student data.
Number and type of field placements
Graduate students complete fieldwork requirements in five courses; two of these fieldwork experiences are supervised. In those experiences, graduate students work with learners in different grade levels and from diverse linguistic backgrounds. The graduate students are provided an opportunity to arrange their fieldwork placements.
Connection of field experience with coursework
Course assignments and fieldwork are designed to provide candidates with a range of experiences with students, pre-K to adult, from diverse ethnic, cultural, linguistic, and socio-economic backgrounds. The emphasis is to enable candidates to become informed decision-makers, with knowledge of theory and practice.
Assessment of Candidates
How, when candidates are assessed for program competencies
The Reading and Literacy Added Authorization and the Reading and Literacy Leadership Specialist Credential programs are assessed through the College of Education Unit Assessment System designed for the continuous collection of multiple data sources, both internal and external, to monitor candidate performance and to manage and improve program effectiveness. Data are collected and analyzed to determine if candidates have met the requirements necessary to matriculate through the program at four transition points (TP).
What advice candidates receive about how they will be assessed in the program and informed of the results of those assessments
Several assessments offer insight to graduate student learning. Four-point rubrics are used to analyze Signature Assignments in READ 508 (Semester 1), 536 (Semester 2), 511 (Semester 3), and 560 (Semester 4); the Capstone Practicum for Added Authorization in READ 516 (Semester 3) as well as the Capstone Practicum for the Master’s in READ 581 (Semester 5); and an assessment in Writing, and an End of Program Survey.
2. Organizational Structure
3. Faculty Qualifications
3.1 Faculty Distribution Table
| Number of Full Time Faculty | Number of Part-Time Faculty | Vacancies |
|---|---|---|
| 4 | 1 | 1 |
| Number of Full Time Faculty | Number of Part-Time Faculty | Vacancies |
|---|---|---|
| 2 | 2 | 1 |
3.2 Annotated Personnel List with syllabi links
3.3 Published Adjunct Experience and Qualification Requirements
Minimum Qualifications
- Doctorate in Literacy & Reading or closely related field from an accredited institution or foreign equivalent.
- Min of three years’ PK-12 teaching experience or equivalent
- Experience in preparation and development of literacy leaders in diverse educational settings
- Committed to Just, Equitable, and Inclusive education
- Demonstrated ability to effectively work with students from intersecting historically marginalized social groups using innovative instructional approaches and methods
- Committed to ongoing professional development to maintain currency in the field, including effective use of technology
Preferred Qualifications
- Bilingual or Biliterate or have experience working with bilingual/biliterate students
- Experience in serving students from diverse intersecting social identities and a strong commitment to anti-racist teaching and social justice.
- Active in related professional organizations
4. Course Sequence
Reading and Literacy Standards Credential Program Course Sequence
5. Course Matrix
6. Fieldwork and Clinical Practice
6.1 Fieldwork and Clinical Practice
The MS degree in Literacy and Reading Education is an online (hybrid) program comprising 30 units that span five semesters. Fieldwork experiences have been carefully designed and organized throughout the program to prepare candidates as literacy experts. Candidates complete a total of 26 fieldwork hours for the Reading and Literacy Added Authorization and a total of 29 hours for the Specialist Literacy Leadership Credential.
SEMESTERS 1 and 2
READ 508: Foundations of Literacy: Teaching and Learning - 5 Hours
Description of the fieldwork
Graduate students will administer literacy and reading assessments (e.g., motivation assessment, Student Oral Language Observation Matrix, Core Phonological Segmentation, Core Phonics Survey) and implement instructional plans to one learner (grades PK-3) during 5, one-hour sessions, for a total of 5 hours in one semester.
Readings
Required text include:
- Dewitz, P., Graves, M., Graves, B. and Juel, C. Teaching Reading in the 21st Century: Motivating All Learners. 6th ed. Pearson.
- Blevins, W. (2017). Phonics from A to Z: A Practical Guide (3rd ed.). New York, NY: Scholastic.
Additional key readings include:
- Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0 a.k.a. the Remix. Harvard Educational Review, 84(1), 74-84.
- Paris, S.G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-202.
Coaching, feedback and support from the professor
Graduate students complete the Assessment and Instruction Reflection Report assignment in connection to their fieldwork. In this assignment, students engage in selected teaching practices relevant to literacy and reading instruction and course content. This is a three-part assignment in which graduate students utilize assessment to create instructional supports that target the learning needs of a young learner, and then reflect upon their experiences by responding to several prompts in an extended report.
The course instructor provides feedback on each of these three sub-reports, which is designed to guide next steps and ongoing learning.
| Paper | Assignments |
|---|---|
| Literacy Conceptualization Reflection Paper | CTC: 10A.3 |
| Position Paper | CTC: 2.1, 2.3, 2.4, 2.5, 3.4, 3.9, 4.2, 4.3, 4.4., 7.1, 7.4, 7.6B, 8.A3, 8.A4, 8.A5, 8.B5, 9.1, 9.2, 9.4, 10.A.1 |
| Assessment and Instruction Reflection Reports | CTC: 2.6, 3.3, 5B3 |
| Class Participation Activities | CTC: 2.2, 3.1, 3.2a-f, 3.5, 3.6, 3.7, 3.8, 4.1, 5.A1, 5.A2, 5.A3, 5.A4, 5.B1, 5.B2, 5.B5, 7.5B, 8.A1, 8.A6, 10A.4, 10B.2 |
Literacy Conceptualization Reflection Paper
CTC: 10A.3
In this 3 to 4-page paper, graduate students share their reflections on their experiences with literacy and reading (from birth to present). They chronicle their memories about learning to speak, listen, read, and write, and reflect on their success (or lack thereof) with reading and writing during elementary, secondary, and university education. In this paper, graduate students also describe their conceptualization of literacy and reading.
Position Paper
CTC: 2.1, 2.3, 2.4, 2.5, 3.4, 3.9, 4.2, 4.3, 4.4., 7.1, 7.4, 7.6B, 8.A3, 8.A4, 8.A5, 8.B5, 9.1, 9.2, 9.4, 10.A.1
In this assignment, graduate students consider how the research, theories, and concepts from the course translate to teaching practices in the context of PK-12 school communities. Specifically, they address a series of prompts that ask them to describe how, as a literacy leader, they will effectively foster just, equitable, and inclusive spaces and educational experiences that impact students’ academic development in literacy and reading at one school. This work includes reading contextual information about the school, and then addressing each of the prompts, making sure to consistently support their responses with relevant examples and research.
Assessment and Instruction Reflection Reports
CTC: 2.6, 3.3, 5B3
In this assignment, graduate students engage in selected teaching practices relevant to literacy and reading instruction. This is a three-part assignment which includes utilizing assessment to create instructional supports that target the learning needs of a young learner, and reflecting upon these experiences by responding to several prompts in an extended report.
Class Participation Activities
CTC: 2.2, 3.1, 3.2a-f, 3.5, 3.6, 3.7, 3.8, 4.1, 5.A1, 5.A2, 5.A3, 5.A4, 5.B1, 5.B2, 5.B5, 7.5B, 8.A1, 8.A6, 10A.4, 10B.2
In these activities, students will engage in a variety of collaborative, asynchronous online activities where they will engage in dialogue surrounding weekly topics. Such activities will include discussion forums, Google docs, and other digital technologies and tools. Details about each class activity will be outlined in Canvas.
READ 507: Literacy in the Academic Disciplines - 13 Hours
Description of the fieldwork
Candidates use the research on Culturally Relevant Pedagogy and Disciplinary Literacy Instruction to:
- Critically analyze and evaluate school adopted curricular programs;
- Identify the instructional approaches needed to support students’ critical literacy development and nurture their gifts and talents;
- Create and teach lessons to prepare students how to think, speak, read and write like experts in a discipline (e.g., ELA, Science, Math, History/Social Studies);
- Analyze student work from lessons taught to
- Reflect upon their delivery of instruction and create a plan of action.
Readings
Throughout the course, candidates engage in synchronous discussions with peers to discuss their findings from curricular analysis assignments and their take-aways from cutting edge research findings related to effective literacy instruction and literacy development across the grade levels and content areas. Some of the key readings candidates review include:
- Cullen, K. A. (2016). 12. Culturally Responsive Disciplinary Literacy Strategies Instruction. Steps to success: Crossing the bridge between literacy research and practice.
- Colwell, J., Hutchison, A., & Woodward, L. (2022). Digitally Supported Disciplinary Literacy in Elementary Instruction. The Reading Teacher, 75(4), 463-474.
- Lou, Y. (2020). Teaching Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines. TESL Canada Journal, 37(1), n1.
- Shanahan, T. (2019). Disciplinary literacy in the primary school.
Coaching, feedback and support from the professor
Candidates also receive on-going coaching, feedback and support from the professor to create a well-designed sequence of instruction in a content area of their choice. Candidates who teach in the elementary grades select from Science, Math, History/Social Studies. Candidates who teach in middle and high school create an interdisciplinary ELA and History/Social Studies unit. Candidates use findings from their curricular programs to select supplemental materials and literacy strategies to apprentice students to think, speak, read and write like experts in a discipline. Candidates also receive coaching and participate in reflective discussions as they implement their units of study.
Assignments that demonstrate candidate competency
Following are the course assignments that candidates complete and the number of hours each requires. The number of hours that demonstrate their competency of the CTC standards are also included:
| Paper | Assignments |
|---|---|
| Critical Analysis of a Content Area Unit (3 hours) | CTC 5A.1; 7.2; 7.6A; 8A.8 |
| * Resource Bundle (4 hours - planning) | CTC 5B.5; 10A.3 |
| * Lesson Implementation (5 hours - teaching) | CTC 3.3; 3.6; 5B.2; 8A.6 |
| * Reflective Journals & analysis of student work (4 hours) | CTC 10.A4 |
| Action Plan (2 hours) | CTC 2.4; 10C.2 |
*denotes teaching practice and feedback from the professor.
SEMESTER 3
READ 516: Literacy Assessment and Analysis for Instruction - 8 Hours
Description of the fieldwork
Graduate students work one-on-one with a student in grades 4-12 for eight consecutive weeks. The first four sessions will consist of administering a series of diagnostic assessments (e.g., Motivation to Read Profile, Student Oral Language Observation Matrix, Qualitative Reading Inventory-7) to the student in order to illuminate areas of strength and need. The next stage of the practicum will consist of offering the student instructional support that targets one (or two) areas of need, based on your analysis of the data. Instruction is to reflect data-driven, reflects culturally responsive and sustaining pedagogical approaches. In addition, graduate students are asked to identify ways to gauge the student’s progress (e.g., anecdotal records, progress monitoring measures).
Readings
Required readings include:
- Consortium on Reading Excellence (CORE). (2018). Assessing Reading: Multiple measures for kindergarten through twelfth grade (Revised 2nd ed.). Novato, CA: Arena Press, ISBN: 9781634022439.
- Leslie, L. & Caldwell, J. (2021). Qualitative reading inventory-7. Boston, MA: Pearson. ISBN: 978-0135775141
- Reutzel, R. & Cooter, R. (2021). Strategies for Reading Assessment and Instruction in an Era of Common Core Standards: Helping Every Child Succeed, Pearson (6th edition). ISBN: 978-0134986883
Additional Featured Readings:
- Gomez-Najarro, J. (2019) Identity-Blind Intervention: Examining Teachers’ Attention to Social Identity in the Context of Response to Intervention. Urban Education.
- Jaeger, E.L. (2016). Intensity of Focus, Richness of Content: Crafting Tier 2 Response to Intervention in an Era of the Common Core. The Reading Teacher, 70(2), 179– 188.
- Artiles, A.J, Bal, A. & King Thorius, K.A. (2010). Back to the Future: A Critique of Response to Intervention’s Social Justice Views. Theory Into Practice 49(4), 250–257.
Supervised clinical experience
Fieldwork supervisors observe two fieldwork sessions, synchronously or asynchronously. In one required debrief session, the fieldwork supervisor offers the graduate student feedback on the session during a synchronous meeting. The fieldwork supervisor provides feedback on the second observation in a written report. In addition, the course instructor provides graduate students written feedback on additional fieldwork session reports, in which they document procedures and reflections about the sessions procedures and data.
| Paper | Assignments |
|---|---|
| Fieldwork Reports | CTC: 3.7, 3.8, 4.2, 4.3, 4.4, 5A.3, 5A.4, 5B.1, 5B.2, 5B.4, 7.1, 9.1, 9.2, 9.3, 9.4, 10A.2, 10.B2 |
| Critical Analysis of an Assessment | CTC: 3.1, 4.1, 7.4 |
| Summary and Recommendation Report | CTC: 2.4, 2.6, 3.2a-f, 3.9, 5A.3, 5A.4, 5B.2, 5B.4, 7.1, 7.4, 7.6B, 8.A3, 8.A5, 8.A6, 8.A8, 9.1, 9.3, 10.B2 |
| Response to Intervention Plan | CTC: 3.4, 3.5, 4.2, 4.3, 5.A2, 7.5A, 7.6B, 8.A7, 8.B2, 8.B3 |
Assignments that demonstrate candidate competency
Fieldwork Reports
CTC: 3.7, 3.8, 4.2, 4.3, 4.4, 5A.3, 5A.4, 5B.1, 5B.2, 5B.4, 7.1, 9.1, 9.2, 9.3, 9.4, 10A.2, 10.B2
Graduate students respond to specific prompts that unpack the procedures, and graduate student reflections, in response to individual fieldwork sessions.
Critical Analysis of an Assessment
CTC: 3.1, 4.1, 7.4
The purpose of this assignment is to engage in a critical, research-driven analysis of a literacy assessment measure. In a two-page paper, graduate students outline the strengths, and limitations, of an assessment tool. Graduate students are asked to support your assertions with relevant, peer-reviewed research.
Summary and Recommendation Report
CTC: 2.4, 2.6, 3.2a-f, 3.9, 5A.3, 5A.4, 5B.2, 5B.4, 7.1, 7.4, 7.6B, 8.A3, 8.A5, 8.A6, 8.A8, 9.1, 9.3, 10.B2
The purpose of this assignment is to synthesize all assessment data points, analyses and interpretations from graduate students’ work with their student during the practicum experience into one comprehensive product that can be shared with the student, tutor, and parents/guardians. The report will also provide a summary of overall strengths and areas of need within the reader’s profile, instructional plans and progress monitoring updates, and recommendations for next steps for instruction and assessment. This report will be completed upon the conclusion of the final practicum session.
Response to Intervention Plan
CTC: 3.4, 3.5, 4.2, 4.3, 5.A2, 7.5A, 7.6B, 8.A7, 8.B2, 8.B3
Graduate students will analyze data to create small group instruction that is differentiated for each, unique learner within the class. All diagnosticians (classmates) will compile their student data from the first installment or round of practicum sessions in one grid (Google doc). From there the data will be used to develop an intervention (RTI) plan that details student groupings and target areas with a rationale for all instructional decisions.
Reading and Literacy Added Authorization Program - Fieldwork Total Hours -26 Hours
SEMESTER 4
READ 560: The Sociocultural Context of Language and Literacy for English Learners - 9 Hours
Description of the fieldwork
The major project for this course is a small-scale case study that candidates carry out in an educational setting. The basic purpose of our case studies is to pursue an issue in culturally and linguistically sustaining literacy instruction that is of particular interest. This "action research" project requires a minimum of nine (9) hours working with a student who has been designated an EL by the school/district: two (2) observations, four (4) 1:1 sessions (such as tutorials/interventions, Cultural and Linguistic Sustaining Literature Activity), two assessments (informal or formal/pre-post), and two interviews: one with the student and another with his/her/their parent or legal guardian. Candidates conduct on-going content analysis of field notes, work samples, and assessments collected to help plan, evaluate, and revise the research agenda so that they may adapt instructional materials and approaches to meet the language proficiency needs of emergent bilingual learners.
Readings
Required readings include:
- Ascenzi-Moreno, L. & Seltzer, K. (2021). Always at the bottom: Ideologies in assessment of emergent bilinguals. Journal of Literacy Research, 53 (4), 468-490.
- Flores, N. & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85 (2), 149-172.
- Garcia, O. & Kleifgen, J. (2018). Educating emergent bilinguals: Policies, programs, and practices for English Learners. New York, NY: Teachers College Press.
- Rogers, R. & Wetzel, M. (2014). Designing critical literacy education through critical discourse analysis: Pedagogical and research tools for teacher-researchers. New York, NY: Routledge.
Coaching, feedback and support from the professor
This case study requires nine hours of one-on-one fieldwork with an English learner. Candidates participate in on-going data collection and inquiry to practice analysis so that they become reflective upon their practice, recognize the complexities of literacy learning, uncover the multidimensional aspects of language and literacy learning, and create a “culture of literacy” that develops students as agents of their own literacy learning. There are seven opportunities for feedback from professor and/or an assigned thought partner:
- Research Question: Feedback provided on candidates’“burning question” in an area of EL reading/literacy the candidate intends to explore.
- Research Plan: Feedback provided on candidates’ student selection, instruction plan, formative assessment plan, interview protocol, and observation sites.
- Parent/caregiver or Adult Student Interview: Feedback provided on data collected on the parent/guardian interview.
- Culturally and Linguistically Sustaining Practices: Feedback provided on data collected as part of the culturally and linguistically sustaining 1:1 instructional sessions.
- Language and Literacy Resources Community Mapping: Feedback provided on observational notes from candidates’ community mapping.
- Fieldnotes Analysis: Feedback provided on preliminary findings
- Vignettes/Conclusions: Feedback provided on first draft of report write-up.
Assignments that demonstrate candidate competency
Emergent Bilingual Case Study Report
Following are the fieldwork experiences, via a teacher research action project, that candidates complete and the number of hours each requires. The CTC standards are also included:
| Paper | Assignments |
|---|---|
| Culturally and linguistically sustaining 1:1 lesson plans, tutorials, and pre/post assessments (4.5 hours) | CTC Standards 8.A5, 8.A6, 9.4, 10.A2, 10A.4 |
| Additional fieldwork: community mapping, observations, student and guardian interviews (4.5 hours) | CTC Standards 7.8, 7.6, 8A.68.B3, 10.A1, 10.A3, 10A.5 |
SEMESTER 5
READ 581: Strategic Intervention for Literacy Specialists: Practicum - 20 Hours
Description of the fieldwork
In this five (5) unit fieldwork course, candidates have the choice to complete their final practicum with a student from their classroom or to be matched with a student at the Hazel Miller-Croy Reading Center (located in the university campus). Candidates who select to complete their practicum in the Reading Center can work with a student either in-person or in a virtual setting. Candidates participate in two (2) Inquiry into Practice cycles and starting week 4, candidates spend 90 minutes each week teaching their students to:
- use research-based reading strategies to access and make meaning from texts
- use research-based writing strategies to create new products
- create goals to monitor their learning and
- become independent and confident self-regulated learners
Readings
Candidates use a battery of research-based diagnostic assessments and analyze data collected to identify their case study student’s reading and writing needs. Using an Inquiry into Practice model (Crochan-Smith & Lytle, 2001; Temperley, 2011), candidates use their data analysis to create weekly targeted lessons and deliver instruction that specifically addresses, monitors, and evaluates their case study student’s literacy development. To prepare candidates as they inquire into their teaching practice, they complete and discuss the key readings. Some of these include:
- Timperley, H. (2011). Using student assessment for professional learning: Focusing on students' outcomes to identify teachers' needs. Education Policy and Research Division, Office for Policy, Research and Innovation, Department of Education and Early Childhood Development.
- Allington, R. L. (2013). What really matters when working with struggling readers. The reading teacher, 66(7), 520-530.
- Erickson, K. A. (2017). Comprehensive literacy instruction, interprofessional collaborative practice, and students with severe disabilities. American Journal of Speech-Language Pathology, 26(2), 193-205.
- Kelly, L. B., & Djonko‐Moore, C. (2022). What Does Culturally Informed Literacy Instruction Look Like?. The Reading Teacher, 75(5), 567-574.
- Bias – Literacy Instruction
- Graham, S., Harris, K. R., & Reid, R. (1992). Developing self-regulated learners. Focus Exceptional children, 24(6).
- Jewett, P., & MacPhee, D. (2012). Adding collaborative peer coaching to our teaching identities. The Reading Teacher, 66(2), 105-110.
Supervised clinical experience
Throughout the course, candidates participate in a supervised clinical experience and receive three types of on-going coaching, specific guidance, assistance, and feedback:
Course Professor - provides coaching and feedback during specified workshops held throughout the semester and via assignment submissions on:
- data analysis
- lesson plans and delivery of instruction via teaching videos
- student’s attainment of goals
- reflection of teaching practices using a Diagnostic Teaching Analysis (DTA) tool
Peer Coach - peers watch each other’s teaching videos and use the DTA tool to provide feedback on the selection of reading strategies and delivery of instruction.
Qualified Literacy Expert/TA - starting Fall 2021, a qualified literacy expert was hired to serve as a teaching assistant (TA) who supports the professor and helps provide asynchronous feedback on candidates’ lesson plans and teaching videos. Candidates are divided into two groups; the course professor and the TA alternate giving feedback to the groups on each Inquiry into Practice cycle.
Assignments that demonstrate candidate competency
Following are the course assignments that candidates complete and the number of hours each requires. The number of hours that demonstrate their competency of the CTC standards are also included:
| Paper | Assignments |
|---|---|
| Portfolio of Assessments (administer, analyze and report diagnostic data to prepare instruction = 4 hours) | CTC 8.A5; 10A.1 |
| Critical Reflective Teaching Journals Create professional goals to address during inquiry into instruction cycles Use student’s reading data to create diagnostic literacy lesson plans that address reading and writing needs Teach diagnostic lessons Self-assess delivery of instruction using the DTA tool Reflect upon instruction, review feedback from professor, TA and peer to determine goal attainment, revise and create new goal = 13 hours | CTC 8.A1; 8.A6; 8.A7; 9.1; 10A.2; 10A.3; |
| Final Progress Report (administer, analyze post reading data and report student’s progress = 3 hours) | CTC 10B.2; 10C.2 |
Reading and Literacy Leadership Specialist Credential - Fieldwork Total Hours -29 Hours
6.2 Placements and Signed Agreements
Placements and Signed Agreements
6.3 Veteran Practitioners
Candidates do not work under the supervision of District Employed Supervisors/Master Teachers.
6.4 Documentation of Candidate Placement
For READ 508, Candidates complete their practicum in their classrooms/educational settings or with the Center for Healthy Neighborhoods
(CHN) via Zoom, a family resource center that offers, among multiple supports, tutoring services in person and online. Candidates are paired with a student from the CHN and work with them in breakout rooms in Zoom for each one-hour session.
For READ 507, candidates complete their practicum in their classroom or in an educational setting.
For READ 516, Candidates complete their practicum in their classrooms/educational settings or with the Center for Healthy Neighborhoods
(CHN)via Zoom, a family resource center that offers, among multiple supports, tutoring services in person and online. Candidates are paired with a student from the CHN and work with them in breakout rooms in Zoom for each one-hour session.
For READ 560, candidates complete their practicum in their classroom or in an educational setting.
For READ 581, candidates have the option to complete their practicum in the Hazel Miller Croy (HMC) Reading Center
, which provides services and events to students of all ages, especially high needs students and struggling readers. The HMC offers year-round outreach programs and services, both on campus and off campus, through a variety of partnerships with the community. Since Fall 2020, the HMC Reading Center has offered virtual services to extend its services to students and families who do not live nearby campus. Families who are interested in participating complete an application
and are pre-screened by the center Director to determine the student’s reading needs and current reading level. Candidates who choose to complete their practicum at the HMC Reading Center complete an interest form
before the start of the semester and indicate whether they would like to complete their practicum in-person or virtually and are matched with a student. Candidates participate in an orientation conducted by the center Director to learn about the center and the rich resources it provides library multicultural books and leveled readers; literacy word games; and access to digitized texts.
Candidates meet with their assigned case study once a week, either in person or virtually, for a period of 90 minutes. The Director manages the in-person check-in of students upon arrival. Each candidate and case study student are assigned to a carol that serves as the student’s private classroom and where instruction takes place. The Associate Director manages the online check-in and assignment to individual break-out rooms for candidates and their assigned case study student. Similar to the candidates who complete their practicum with a student from their classroom, candidates video record all their assessment and instruction with their case study student. These video recordings are used to conduct a self-assessment of their inquiry into their teaching practice. As well, the video recordings are used by the professor and the literacy expert/teaching assistant to review and provide coaching and feedback.
6.5 Clinical Practice Handbook
6.6 Fieldwork and Clinical Practice Syllabi
RLAA
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READ 508: Foundations of Literacy: Teaching and Learning (3 units)
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READ 507: Literacy Across the Disciplines(3 units)
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READ 516: Literacy Assessment for Analysis and Instruction (3 units)
Credential
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READ 560 The Sociocultural Context of Language and Literacy for English Learners
- READ 581: Strategic Intervention for Literacy Specialists: Practicum (5 units)
6.6.1 Clinical Practice Assessment Instruments
RLAA
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READ 508 - 508 Position Paper Rubric
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READ 507 - DISCIPLINARY LITERACY INSTRUCTION – RUBRIC
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Read 516 - 516 Summary and Recommendation Report Rubric
CREDENTIAL
7. Credential Recommendation
7.1 Description of Credential Recommendation Process
Reading and Literacy Leadership Specialist Credential and Reading and Literacy Added Authorization candidates receive initial and ongoing advising, which also includes a RLLSC and RLLAA Credential Planner, from their Graduate Coordinator to ensure that they are making satisfactory completion in the program. On-going advising includes a New Student Orientation, Midpoint, and End-of-Program Advising Workshops. The Student Support Specialist will create a file for each candidate admitted to the Reading and Literacy Leadership Specialist Credential and/or Reading and Literacy Added Authorization Program with all supporting documentation. Candidates receive a credential evaluation (program status report), completed by the Student Support Specialist indicating their current program status and requirements that are outstanding and required prior to credential recommendation.
At the completion of the Reading and Literacy Leadership Specialist Credential or the Literacy Added Authorization program coursework, the candidates will apply for their credential and/or authorization with the Credential Center. A credential analyst will complete a final evaluation and confirm that all program and state requirements have been met prior to credential recommendation. A credential analyst will ensure that only qualified Reading and Literacy Leadership Specialist Credential and Reading and Literacy Added Authorization candidates are recommended.
