Ed 507.52 COMPETENCY ASSESSMENT CROSSWALK FOR THE
Reading and Writing Teacher Track (4 Noncredit Bearing Units)
General Overview The Reading/Writing Teacher Track contains four two-part units. Each unit is comprised of 4 content modules, which include various learning materials such as readings, interactions, and videos. Each unit includes a competency crosswalk delineating the competencies addressed within the unit and their associated learning tasks and assessments. Similarly, each of the 4 learning modules within the unit begins with a summary of the module’s key concepts and understandings and describes the activities within. Modules’ learning activities and assessments range in format to include (but are not limited to) essays, meetings with school personnel, notes, and various forms of assessments. Each unit includes collaborative discussions with various members of an on-site Professional Learning Community (PLC), in which the participant can discuss key topics, solidify the content from unit readings, media, and assignments, and experience the application of unit concepts. Examining the learning concepts in the context of a school community provides the opportunity for the content to come to life in practice.
Units in the Reading/Writing Teacher Track Include: • • • •
Reading and Writing Disabilities: Assessment and Instruction Content Area Literacy Foundations of Language and Literacy Development Developing Literate Students K-12
Competencies Acquired Through the UNH College of Professional Studies The following crosswalk depicts the Ed 507.52 competencies acquired through the units within the UNH College of Professional Studies’ Reading and Writing Teacher Track.
Ed 507.52 Reading and Writing Teacher Track The following requirements shall apply to the licensure and employment of an early childhood special education teacher:
(a)
The candidate shall: (1)
Qualify for certification under one of the alternative in Ed 505.01 – Ed 505.05; and
(2)
Have completed at least 2 years of successful classroom teaching experience while holding an educator credential; and
(3)
Meet the requirements of (b) below. COMPETENCY
b)
HOW ACQUIRED
The candidate shall have the following skills, competencies, and knowledge, gained through a combination of academic and supervised fieldbased experience in the following areas: (1)
In the area of knowledge of the foundations of reading and writing processes and instruction, the ability to demonstrate knowledge of: a.
Social and cognitive development of children and adolescents;
Developing Literate Students - Part 2 Foundations of Language and Literacy -Part 1
b.
Psychological, cultural, and linguistic foundations of reading and writing processes and instruction, as shown by the ability to explain, compare, contrast, and critique major theories in the foundational areas as they are related to reading and writing;
Developing Literate Students - Part 2 Foundations of Language and Literacy -Part 1 Content Area Literacy - Part 1
c.
Current practices, research, and historical developments in teaching reading and writing;
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d.
The diverse languages, cultures, histories, and experiences of English language learners;
e.
Language development as it relates to acquisition of reading and writing, and the variations related to cultural and linguistic diversity, including the ability to:
f.
g.
1.
Identify, explain, compare, and contrast the theories and research in the areas of language development in relation to the process of learning to read and to write; and
Foundations of Language and Literacy - Part 1 Developing Literate Students - Part 2
2.
Describe development of a child's reading and writing in relation to cultural and linguistic context;
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The major components of reading curriculum, including the ability to: 1.
Understand the relationship between print and sounds, including phonemic awareness, phonics and other word identification strategies, and their role in fluent reading;
Developing Literate Students - Part 2 Foundations of Language and Literacy - Part 1 Foundations of Language and Literacy -Part 2
2.
Explain how background knowledge, vocabulary, comprehension strategies, meaning, and motivation are integrated in reading; and
Foundations of Language and Literacy -Part 1 Foundations of Language and Literacy -Part 2 Developing Literate Students Part 2
3.
Describe how reading strategies are taught in curricular areas, including science, English, social studies, and mathematics;
Foundations of Literacy and Language - Part 2 Content Area Literacy - Part 1 Content Area Literacy - Part 2 Developing Literate Students - Part 2
The major components of writing instruction, including the ability to: 1.
Understand the writing process and appropriate strategies for planning, drafting, revising, editing, and sharing writing;
Foundations of Literacy - Part 1 Foundations of Language and Literacy - Part 2 Developing Literate Students - Part 2
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h.
2.
Demonstrate knowledge of the development of spelling, its instruction, and its relationship to word recognition and word meaning;
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3.
Recognize and identify stages of student progress in spelling from early strategies that map letters to sounds to more sophisticated processes that draw on semantic relationships in spelling;
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4.
Describe age- and grade-appropriate uses of punctuation and text organization and how such conventions serve communication;
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5.
Describe models for integrating writing across the curriculum; and
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6.
Demonstrate knowledge of how students learn to encode their ideas in manuscript and cursive as well as through technology; and
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Electronic and technology-based literacies that serve academic, personal, and professional purposes, including, but not limited to: 1.
Blogs;
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2.
Ezines;
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3.
Websites;
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(2)
4.
Ebooks;
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5.
Hypertexts;
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6.
Simulations; and
Foundations of Language and Literacy -Part 2 Developing Literate Students - Part 1 Developing Literate Students - Part 2 Content Area Literacy - Part 2
7.
Social networking forums;
Developing Literate Students - Part 1 Developing Literate Students - Part 2 Foundations of Language and Literacy -Part 2 PD Pathways Content Area Literacy -Part 2
In the area of instructional strategies and curriculum materials in reading and writing, the ability to: a.
a. Use flexible instructional options to address individual differences through grouping and individual instruction;
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b.
Select appropriate instructional practices, approaches, and methods, including but not limited to, technology-based practices for addressing the needs of students;
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c.
Provide and employ effective reading and writing instruction for learners at different stages of literacy and from different cultural and linguistic backgrounds, including the ability to: 1.
Select appropriate reading materials, including literature for children and adolescents, basal and core programs, trade books, digital media, and content area textbooks;
Developing Literate Students - Part 1 Developing Literate Students - Part 2 Foundations of Language and Literacy -Part 2 Reading and Writing Disabilities - Part 1
2.
Organize classrooms to support reading and writing
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d.
(3)
instruction;
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3.
Engage students in reading for personal, academic, and professional reasons, and in writing to communicate content, including feelings, ideas, and knowledge, for a purpose to an audience;
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4.
Develop students' writing from planning through drafting, editing, revising, and sharing with peers, teachers, and others;
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5.
Engage students in using genres appropriate to personal, social, academic, and vocational or professional content, purposes, and audiences; and
Foundations of Language and Literacy Part 2 Developing Literate Students - Part 2
6.
Frame focused lessons to: (i)
Address skill needs, including spelling and punctuation; and
(ii)
Further competence in cognitive aspects of writing, including text and sentence organization, word choice, and voice; and
Use instructional strategies that support, challenge, and develop the language and literacy of English language learners;
Developing Literate Students - Part 1 Foundations of Language and Literacy - Part 2
In the area of assessment, diagnosis, and evaluation of reading and writing, the ability to: a.
Understand the terminology, processes, and procedures used in formal and informal assessments;
b.
Compare, contrast, use, and interpret a wide range of assessment tools and practices, including standardized instruments and informal measures including informal inventories, curriculum-based measures, and observational schemes, complemented by analyses of artifacts, portfolios, and work samples that provide the ability to; 1.
Evaluate students' development in literacy using
Reading and Writing Disabilities - Part 1 Reading and Writing Disabilities - Part 2
Reading and Writing Disabilities - Part 1
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2.
c.
(4)
holistic, analytical, and diagnostic schemes; and
Reading and Writing Disabilities - Part 2
Understand and apply principles of response-toinstruction paradigms;
Reading and Writing Disabilities - Part 1 Reading and Writing Disabilities - Part 2
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, by: 1.
Using in-depth assessment information to plan individual instruction for those struggling with reading and writing;
Reading and Writing Disabilities - Part 2
2.
Selecting and administering developmentally appropriate formal and informal assessments;
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3.
Engaging students appropriately in using assistive technology to address their needs in learning and communicating; and
Reading and Writing Disabilities - Part 2
4.
Collaborating with other education professionals to implement appropriate reading and writing instruction for individual students;
Reading and Writing Disabilities - Part 1 Reading and Writing Disabilities - Part 2
In the area of creating a literate environment that fosters reading and writing, the ability to: a.
Use students' interests, abilities in reading and writing, and backgrounds as a foundation for developing their abilities in reading and writing, including the ability to; 1.
Inventory and assess students' interests, reading abilities, and backgrounds;
Foundations of Language and Literacy -Part 1 Foundations of Language and Literacy -Part 2 Developing Literate Students - Part 2
2.
Select literature, materials, and activities that match the reading levels, writing development, and cultural and linguistic backgrounds of students;
Foundations of Language and Literacy -Part 2 Developing Literate Students - Part 2 Content Area Literacy - Part 1
3.
Use instructional practices that allow for explicit instruction, provide authentic purposes for reading
Foundations of Language and Literacy -Part 2 Developing Literate Students - Part 2
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and writing, and incorporate cooperative learning and problem solving; and 4.
b.
(5)
Establish forums for students to write in a variety of genres, and to share and to respond to one another’s writing;
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Model reading and writing as valued lifelong activities, including the ability to demonstrate: 1.
Personal commitment to reading and writing; and
Foundations of Language and Literacy - Part 2
2.
Model reading and writing for real purposes in daily interactions with students and education professionals;
Foundations of Language and Literacy -Part 2 Content Area Literacy - Part 1 Content Area Literacy - Part 2
c.
Motivate learners to be lifelong readers and to write for personal, social, academic, and vocational or professional purposes; and
Foundations of Language and Literacy - Part 1 Foundations of Language and Literacy -Part 2 Developing Literate Students - Part 2
d.
Demonstrate how students' abilities to read and to write support academic achievement, personal inquiry, identity, and self-expression by: 1.
Providing students with the opportunities to use reading of text and electronic media to explore areas of interest and intellectual curiosity; and
Foundations of Language and Literacy - Part 2 Developing Literate Students - Part 2
2.
Developing students' abilities to express themselves as they write about their own experiences, describe insights and opinions, and seek to persuade others; and
Foundations of Language and Literacy Part 2 Developing Literate Students - Part 2
In the area of viewing professional development as a career-long effort and responsibility, the ability to: a.
Display professional and collaborative dispositions related to the teaching of reading and writing, including the ability to: 1.
Enlist public support for high quality programs in literacy by working with families, colleagues, study groups, and communities;
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b.
2.
Develop the literacy of each and every student through his or her instruction;
Developing Literate Students - Part 1 Reading Writing Disabilities - Part 2
3.
Respect the importance of confidentiality in protecting students' privacy; and
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4.
Develop relationships with other professional persons, striving for harmony, avoiding personal controversy, encouraging cooperative effort, and making known the obligations and services rendered by professionals in reading;
Developing Literate Students - Part 1 Foundations of Language and Literacy -Part 2 Content Area Literacy - Part 1 Content Area Literacy - Part 2
Broaden and extend their understanding of teaching reading and writing, including the ability to: 1.
Research specific aspects of reading/writing instruction, including: (i)
Identification of those areas of knowledge, skills, or dispositions related to their teaching of reading and writing;
Developing Literate Students - Part 2 Reading and Writing Disabilities - Part 1 Content Area Literacy - Part 2 Foundations of Language and Literacy -Part 2
(ii)
Planning of strategies to address the identified areas of knowledge, skills, or dispositions related to the teaching of reading and writing;
Content Area Literacy- Part 2 Foundations of Language and Literacy -Part 2
(iii)
Implementation of the planned strategies; and
Content Area Literacy - Part 2 Developing Literate Students - Part 2
(iv)
Articulation and showing of evidence of the results;
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2.
Stay informed about professional issues; and
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3.
Provide educational opportunities, information, and
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support for families and the community; and
c.
Reading and Writing Disabilities - Part 1
Collaborate with colleagues to observe, analyze, and provide feedback on each other’s practice, including ability to: 1.
Engage in collaboration and dialogue with teachers and reading specialists to gain recommendations and advice on teaching practices and ideas;
Foundations of Language and Literacy -Part 2 Reading and Writing Disabilities – Part 1 Content Area Literacy - Part 1 Content Area Literacy - Part 2
2.
Articulate the research base related to these recommendations; and
Content Area Literacy - Part 1 Content Area Literacy - Part 2
3.
Conduct action research as a means of addressing instructional issues.
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To Learn More, Contact: UNH College of Professional Studies 88 Commercial St, Manchester, NH 03101 855-472-4255 cps.unh.edu/online Carolyn Cormier, Ed.D. Academic Center Director carolyn.cormier@unh.edu 603-513-1155 Kate Shumway-Pitt, M.Ed. Educator Preparation Program Director kathleen.shumway-pitt@unh.edu 603-822-5431 Tammy Carnevale, M.Ed. & C.A.G.S Administrative Assistant tammy.carnevale@unh.edu 603-573-6430
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About UNH College of Professional Studies The University of New Hampshire brings together students, faculty, and private and public partners to create life-changing opportunities and innovative solutions in our neighborhoods and across the world.
Exclusively Focused on Adult Students With associate, bachelor’s, and master’s degrees, post-baccalaureate programs for teachers, credit for prior learning, and a variety of transfer opportunities, UNH College of Professional Studies focuses on areas of study that are responsive to the needs of employers. Our degree programs and certificates align with the schedules of working professionals, parents, and others with full lives and busy routines. Our faculty and staff specialize in supporting adult learners. We understand that you’re balancing many responsibilities and that going to college is only one part of what makes you, you.
Top Ranked & Trusted We’re proud to be top ranked by U.S. News & World Report for “Best Online Bachelor’s Programs” and “Best Online Bachelor’s for Veterans”.
100% Online, Accredited, and Affordable We are a public, nonprofit college regionally accredited by the New England Commission of Higher Education, and we annually achieve top honors from U.S. News & World Report for Best Online Programs.
Credit for What You Know Students can choose from among several options for demonstrating college-level learning acquired from many types of life experiences, including workplace training, on-the-job learning, volunteer training, or self-study.
Learn More! Visit: https://cps.unh.edu/online 12
Professional Development Units: FAQ Who should participate in these Professional Development Units? The units were designed for teachers currently employed by NH school districts under Statements of Eligibility and are working toward earning certification by completing NHDOE approved Site Based Licensure Plans. Certified teachers might also be interested in participating in the units for professional development purposes. Can I use these units toward a teacher certification program at UNH CPS? No, these units are for professional development only and will not earn college credit. These units specifically target certification competencies in each content area track and have been reviewed by the NH Department of Education for use on Site Based Licensure Plans. They do not fully equate to any courses offered at UNH College of Professional Studies. How do these units differ from regular UNH CPS program courses? These professional development units are entirely self-paced. Unlike traditional courses (which include peer interaction and continuous instructor presence and engagement), Professional Development units do not include any peer or instructor interaction and are entirely self-facilitated. Traditional CPS courses are 8 weeks long and have predetermined start and end dates. These professional development units consist of 4 learning modules, which participants have 8 weeks to complete. How can these units help me get certified as a teacher? These units are designed to meet specific certification competencies present on teachers’ Site Based Licensure Plans. A Site Based Licensure Plan is an agreement between the NH Department of Education and a ‘not yet certified’ teacher hired by a school district under a NHDOE issued Statement of Eligibility. Can I take these units if I’m already a certified teacher? Yes! Current certified teachers may take these units for professional development based on interest and/or recertification purposes. How much do they cost? Professional Development units cost $250 per unit. Is there scholarship funding available? Yes! Limited scholarship funds are available in each content area track. Inquire for more information (see page 11). 13
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