Masters in Special Education

Reading Specialist

Handbook

2006-2007

Rosemarie Giovino, Ed.D.

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Table of Contents

I. Introduction to the Reading Specialist Program _______________________________ 2 II. FSC Conceptual Framework and the Reading Specialist ________________________ 3 III. The International Reading Association Standards (IRA)_________________________ 7

A. Classroom Teacher Level _____________________________________________ 9 B. Reading Specialist/Literacy Coach Level _________________________________ 12

IV. Program Requirements___________________________________________________ 15 A. Prerequisites _______________________________________________________ 15 B. Plan of Study _______________________________________________________ 16 C. Stage Review Processes ______________________________________________ 17

V. PrePracticum Requirements_______________________________________________ 18 VI. Practicum _____________________________________________________________ 22

A. General: Eligibility and Completion Requirements _________________________ 23 B. Specific: Reading Specialist Requirements _______________________________ 30

VII. Appendix: Forms ______________________________________________________ 35 A. Practicum/Internship Evaluation Forms __________________________________ 36 B. Preservice Performance Assessment (PPA) _______________________________ 39 C. Preservice Performance Assessment: Reading Specialist _____________________ 54 D. License-Specific Evaluation Questions: Reading Specialist __________________ 56 E. Practicum/Internship Evaluation Report Reading Specialist___________________ 57 F. PPA Evaluation Questions ____________________________________________ 58 G. Observation Report Forms ____________________________________________ 64 H. Candidate Disposition Assessment Form _________________________________ 67 I. Lesson Plan Rubric Scoring Sheet ______________________________________ 69 J. Pre-Practicum Report Form____________________________________________ 70 K. Reading Portfolio Forms ______________________________________________ 71 L. Staff Development Project Guidelines and Rubric __________________________ 80 M. Case Study Guidelines and Rubric ______________________________________ 83 N. Stage Review Forms _________________________________________________ 92 O. IRA Code of Ethics: Reading Specialist _________________________________ 96 P. Instruction Sheet to Apply On-Line for Educator Licensure __________________ 98

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Introduction to the Reading Specialist Program

School populations are increasingly diverse and include many more students who struggle learning to read. Low reading achievement contributes to the cause of low performing schools. To educate students more effectively in more inclusive settings, schools need to develop research-based instructional practices and implement models of best practices. Because of new scientific research, the knowledge exists to teach all children to read. Also the No Child Left Behind Act requires schools to demonstrate adequate yearly progress for all students with and without disabilities in reading and mathematics. Further, every classroom in America must have a teacher who is “highly qualified.” The Reading Specialist Program at Fitchburg State College is designed to develop the knowledge, skills and dispositions of candidates to address the reading needs of students at all ability and achievement levels. It focuses on assessment, instruction, progress monitoring and leadership. Leadership activities include serving as a resource to teachers, conducting professional development, leading curriculum development and working with various professionals and community members to assure students’ growth in reading. The Reading Specialist Program at FSC meets the International Reading Association (IRA) Standards and the Massachusetts State Requirements for candidates who hold an initial teaching license and are pursuing an initial license in Massachusetts as a Reading Specialist. It also allows candidates to obtain a Master of Education, Special Education Degree. Further, the program enables a candidate who holds an initial teaching license in Moderate Disabilities, Early Childhood, Elementary and Middle School to add the Massachusetts Professional License to their existing license. The Reading specialist program responds to the challenges faced by today’s school population by providing candidates with a rigorous, research based curriculum and opportunities to practice a range of skills and knowledge as well as the opportunity to assume the leadership role of a literacy coach.

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Fitchburg State College Conceptual Framework* and

The Reading Specialist

College Mission In 1997, the Board of Higher Education designated FSC as the site for the Leadership Academy designed to address leadership, service learning, civic responsibility and ethical development. Leadership is the fundamental mission at FSC. This mission includes extensive coursework, field experiences, extra curricular activities, which has as its core a commitment to developing leadership. The Education Unit at FSC incorporates this leadership mission into its Conceptual Framework. Education Unit’s Mission and Vision During the 2001-2003 academic year a Conceptual Framework Committee of the Education Unit engaged in an extensive revision of the 2000 Conceptual Framework by reviewing the Professional literature, the Interstate New Teacher Assessment Support Consortium (INTASC), NCATE, that reflect the national standards for various disciplines and the Massachusetts Accountability System. Then a constituent group of educators and administrators completed the external review process by examining preliminary program evaluation data as part of the ongoing revision of the Conceptual Framework. These data were collected from the constituents of the unit (mentor teachers, school administrators, candidates, alumni, arts and science personnel). As a result of this collaborative process, the Education Unit’s Conceptual Framework was further refined to establish the theme of the “Educator as Reflective Leader” incorporating the College Mission. To foster reflection, the FSC Education Unit plans and evaluates field experiences where candidates teach, evaluate learning and make decisions based on the knowledge of content, methodology and learner. This self reflection combined with feedback from mentor professionals and college faculty nurtures critical characteristics, caring, ethical-reflective towards knowledge of content taught, pedagogical choices and student learning – all necessary to consider when making teaching decisions. From this perspective FSC further addressed the educator as a reflective leader and developed its mission and vision. That is the preparation of knowledgeable, skillful, ethical and caring educators who are socially responsible personnel and who serve as reflective leaders in their schools and communities. *For the Complete document of the Conceptual Framework at FSC, please go to http:\\www.fsc.edu/edcert

Knowledgeable

Skillful

Caring Ethical

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Fitchburg State College’s vision is to improve the leadership capacity needed to create viable, caring school communities for effective teaching/learning by preparing education leaders (teachers, literacy coaches, administrators, counselors) who have:

- in-depth knowledge of the content they teach; - skillfully employ research-based practices to ensure that students learn; - care deeply about their profession and the students, families, and community with

whom they interact; and - practice their craft within the boundaries and guidelines of ethical behavior at all times.

The Reading Specialist Program at FSC adheres to the mission and vision of the Conceptual Framework. Candidates are prepared to assume a leadership role in their schools and communities where they can exert an influence regarding reading assessment, instruction and intervention, and collaboration. Candidates are well informed with reading research knowledge to serve as a resource to others, provide professional development, conduct assessments of students, make instructional recommendations, review curriculum materials, and help teachers with the organization and management of their literacy programs. Knowledge In terms of knowledge there is a valid foundation in the literature on educator preparation addressing candidates need to combine understanding of learner and learning with subject matter competencies in order to enhance a learner’s knowledge construction. John Anderson, a cognitive psychologist at Carnegie Mellon University, who won an achievement award from the American Psychological Association in 1995 emphasized in his acceptance address that competence depends on the development of the right information for the right purpose at the right time. He said that one needs a large storehouse of organized and defined information as a prerequisite for complex application of facts, concepts and skills. The Reading Specialist Program at FSC follows this perspective and is aligned with the IRA Standards and the requirements for the Initial License as a Reading Specialist in Massachusetts. All candidates are assessed on reading content knowledge by the Massachusetts Test of Educator License: The Reading Specialist. Also candidates are evaluated on both the IRA Standards and the Massachusetts Standards by completing a Portfolio documenting detailed information on selected artifacts which show evidence of attaining the standards. FSC promotes the development of education lenders who display instructional expertise grounded in knowledge and experience within the reading domain. The faculty in the Reading Specialist Program adhere to the conviction that reading instruction is supported by an evolving knowledge base of scientific research which has been described in the report from the National Institute of Health (Snow, Burns, and Griffin, 1998, Preventing Reading Difficulties in Young Children) and the report by the National Reading Panel (2000). In describing the knowledge base required for the preparation of teachers, Murray (2000) states that teachers not only need to address the findings in literature and research but they must also practice specific teaching techniques if they are to become accomplished practitioners.

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Skills Educators’ skills in effective instructional practices and motivational techniques are critical to student learning. A highly qualified teacher/leader is skillful in selecting research based approaches and strategies best suited to the content and the learner. Professional groups continue to work toward establishing principles of learning and toward incorporating them into reform models. In order to assess candidates, skills have been stated in performance terms in an explicit effort to define the “skillful” and “highly qualified” teacher/leader. Course work and field experiences in the Reading Specialist Program include multiple means of assessment including a licensure examination, class examinations, portfolio assessment, classroom observation rubrics, lesson planning rubrics, case studies, staff development projects, to name a few. As confident, competent, well prepared Reading Specialists, FSC candidates are trained to become leaders by being role models of effective assessment and teaching practices that are informed by research and by working to promote effective educational practices for all students. Reading Specialists provide leadership through modeling effective skills, observing their implementation and providing support and feedback to teachers and paraprofessionals. Dispositions The National Commission on Teaching and America’s Future (1997) reflected the importance of the dispositions of “a competent, caring and qualified teacher for every child as the most important ingredient” with a balance of nurturing and respect that all students need. Caring, principled and respectful are essential qualities that characterize the reflective inquiry of a leader in the school setting who is able to consider ethical implications of our practice. Cochran-Smith (2000) states that teacher candidates learn through inquiry and reflective practices to teach for social justice that includes the practices that impact student learning. Candidates display commitment to ethical practice as a social justice within a school community that honors a caring environment. Standards published by the Interstate School Leader Licensure consortium include the leader’s obligation to promote success of all students by acting with integrity, fairness and in an ethical manner. The dispositions constructed for the Education Unit are keystones for assessing and applying ethical principles. The importance of ethical considerations and ideals of democratic, caring community is stressed. These standards are at the core of the Reading Specialist program and infused in coursework. The Reading Specialist Program addresses the IRA Code of Ethics. In this way each candidate is encouraged to know the Code of Ethics and to develop a personal code of ethics in alignment with the state licensure process and the recommendations of the IRA. NCATE dispositions fully acknowledge the values, commitments and professional ethics that influence the behaviors of educational leaders.

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At FSC the dispositions of the candidates for the Reading Specialist program are developed through courses and field experiences that relate to diversity, ethics, beliefs that all students can learn, responsibility, commitment to the field, and reflection. Candidates are assessed throughout their experiences in academic classes and in prepractica and practica. Candidates are observed and evaluated on their ability to instruct; analyze students’ needs, monitor progress, adapt instruction to the needs of diverse learners and to evaluate the effects of their work. Candidates are assessed in the leadership role as they conduct needs assessments, collaborate with staff, conduct workshops, support lesson implementation and assist with the monitoring of student achievement. FSC, while emphasizing reading content knowledge and skills, general pedagogical knowledge, skills, and dispositions, promotes the belief that leadership is everyone’s work and applies to all professionals who would influence the direction of our schools and communities toward a shared ideal.

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International Reading Association (IRA) Standards

Classroom Teacher Level Reading Specialist/Literacy Coach Level

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The Reading Specialist courses and experiences were developed based on the IRA Standards at the Classroom Teacher level and at the Reading Specialist/Literacy Coach level. Candidates who already hold an initial teaching license continue to demonstrate competency at the Classroom Teacher level and develop the knowledge, skills and dispositions at the Reading Specialist/Literacy Coach level. Candidates also meet the Massachusetts Standards for Educator License: Reading Specialist.

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IRAStandards

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STANDARD 1: Foundational Knowledge and Dispositions

Element 1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing, processes and instruction.

X X X 1.2 Demonstrate knowledge of reading research and histories of reading X 1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.

X X 1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.

X X X X

Standard 2: Instructional Strategies and Curriculum Materials: Element 2.1 Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes.

X X 2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.

X X X 2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from differing cultural and linguistic backgrounds

X X X X

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Standard 3: Assessment, Diagnosis, and Evaluation

Element 3.1 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.

X X 3.2 Place students along a developmental continuum and identify students’ proficiencies and difficulties X X 3.3 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 differing cultural and linguistic backgrounds.

X X X 3.4 Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.)

X X X Standard 4: Creating a Literate Environment

Element 4.1 Use students’ interests, reading abilities and backgrounds as foundations for the reading and writing program.

X 4.2 Use a large supply of books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.

X X X 4.3 Model reading and writing enthusiastically as valued lifelong activities. X X

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4.4 Motivate learners to be lifelong readers. X X Standard 5: Professional Development

Element 5.1 Display positive dispositions related to reading and the teaching of reading X X X 5.2 Continue to pursue the development of professional knowledge and dispositions. X X X 5.3 Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. X X 5.4 participate in, initiate, implement, and evaluate professional development programs. X X

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Reading Specialist/Literacy Coach Standards (plus previous 2 levels)

Standard 1: Foundational Knowledge Candidates have knowledge of reading and writing processes and instruction. As a result, candidates Refer to major theories in the foundational areas as they relate to reading. They can explain, compare, contrast, and critique the theories.

Summarize seminal reading studies and articulate how these studies impacted reading instruction. They can recount historical developments in the history of reading.

Identify, explain, compare, and contrast the theories and research in the areas of language development and learning to read.

Are able to determine if students are appropriately integrating the components (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) in fluent reading.

Standard 2: Instructional Strategies and Curriculum Materials Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, candidates: Support classroom teachers and paraprofessionals in their use of instructional grouping options. They 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.

Support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches, and methods, including technology-based practices. They help teachers select 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.

Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select 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.

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Standard 3: Assessment, Diagnosis, and Evaluation

Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, candidates: Compare and contrast, use, interpret, and recommend a wide range of assessment tools and practices. Assessments may range from standardized tests to informal assessments and also include technology based assessments. They demonstrate appropriate use of assessments in their practice, and they can train classroom teachers to administer and interpret these assessments.

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

Assist the classroom teacher in using assessment to plan instruction for all students. They use in-depth assessment information to plan individual instruction for struggling 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.

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).

Standard 4: Creating a Literate Environment Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, candidates: Assist the classroom teacher and paraprofessional in selecting materials that match the reading levels, interests, and cultural and linguistic background of students.

Assist the classroom teacher in selecting books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.

Demonstrate and model reading and writing for real purposes in daily interactions with students and education professionals. Assist teachers and paraprofessionals to model reading and writing as valued lifelong activities.

Use methods to effectively revise instructional plans to motivate all students. They assist classroom teachers 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.

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Standard 5: Professional Development

Candidates view professional development as a career-long effort and responsibility. As a result, candidates: Articulate the theories related to the connections between teacher dispositions and student achievement.

Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and paraprofessionals in identifying, planning, and implementing personal professional research base to expand knowledge-based practices.

Positively and constructively provide an evaluation of their own or others’ teaching practices. Assist classroom teachers and paraprofessionals as they strive to improve their practice.

Exhibit leadership skills in professional development. They plan, implement, and evaluate professional development efforts at the grade, school, district, and/or state level. 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.

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Program Requirements

A. Prerequisites

Candidates for the Reading Specialist License meet prerequisite requirements and submit documentation.

1. Bachelor’s Degree

2. Initial teaching license

3. Official transcripts of all previous undergraduate and graduate work

4. Three letters of recommendation

5. Official GRE or MAT scores

6. Professional Resume

7. Prerequisite courses completed

Children or Young Adult Literature Course

Child Development (or equivalent)

Principles and Practices of Teaching

Reading (or equivalent)

Language Development, Differences and Disorders

Research in Special Education or Research in Education

B. Sequence of Courses (Plan of Study)

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Name: Date:

Fitchburg State College – Special Education Program

Reading Specialist ~ Graduate Plan of Study

Semester Course Sequence for INITIAL Licensure: Reading Specialist

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Pre-Requisites

Initial License: ___________________ State: ______

Children or Young Adult Literature Course

Child Development (Child Growth and Development)

Principles and Practices of the Teaching of Reading (or equivalent course)

SPED 8300 Language Development, Differences and Disorders or a comparable course

SPED 9000 Research in Special Education or Research in Education

Required Courses

SPED/READ 7016 Understanding the Structure of the English Language 3

SPED/READ 7017 The Psychology of Reading 3

SPED/READ 8017 Specialized Reading Approaches 3

SPED/READ 8018 Reading Disabilities and the Assessment of Reading 3

SPED/READ 8019 The Assessment of Writing Skills and Writing Disabilities 3

SPED/READ 9100 Advanced Research in Reading 3

SPED/READ 9102 The Reading Specialist: Leadership Roles 3

SPED/READ 9101 Practicum: Reading Specialist (Candidate must pass all required tests before entering the Practicum)

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Three Electives (concentration on content for electives):

3 3 3

Total Hours: Reading Specialist Initial Licensure (Without Pre-Requisites) 36

I have reviewed this proposed plan of study with my advisor. I understand the sequence of courses and that I must complete the MTEL Reading Specialist exam prior to the Practicum Experience.

Graduate Student Date:

Graduate Advisor signature Date:

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C. Stage Review Processes

The first stage review is completed with the candidate’s advisor after the courses SPED/READ 7016, Understanding the Structure of the English Language and SPED/READ 7017, The Psychology of Reading. At this time candidates should have two Disposition Assessment Forms completed by the course instructors. Candidates must have completed a Philosophy paper incorporating the FSC Conceptual Framework as it relates to the Reading Specialist role. Finally the candidate needs to have a copy of an unofficial transcript of courses completed. The second stage review is completed with the candidate’s advisor before the Practicum. At this time candidates must have successfully completed all courses which include two prepractica experiences, three Staff Development Projects, and two Dispositions from prepracticum included in this review. The candidate must have successfully completed the Massachusetts Reading Specialist Licensure Examination. A third stage review is completed after all requirements have been satisfied. This procedure is necessary before endorsing the candidate for licensure. The two prepractica courses in the Specialist Program are: SPED/READ 8017 Specialized Reading Approaches and SPED/READ 8018 Reading Disabilities and the Assessment of Reading Candidates are required to assess student’s oral language, reading, spelling and written language needs and teach individual and small groups of students using specialized reading approaches. These experiences are included in SPED/READ 8017 and 8018. Prepractica also include staff development and collaboration where candidates take on the role and responsibilities at the literacy/coach level. These responsibilities are implemented in SPED/READ 8019, The Assessment of Writing Skills and Writing Disabilities, SPED/READ 9102, The Reading Specialist: Leadership Roles and in SPED/READ 8018. Minimal hours of prepractica experiences are 75.

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Fitchburg State College Fitchburg, MA 01420

Reading Specialist

PrePractica

SPED/READ 8019 The Assessment of Writing Skills and Writing Disabilities (Staff Development Project) SPED/READ 8018 Reading Disabilities and the Assessment of Reading (Staff Development Project) SPED/READ 9102 The Reading Specialist: Leadership Roles (Staff Development Project) Since most Reading Specialist candidates have full time employment as teachers, the literacy/coaching aspect of the candidates’ knowledge, skills and dispositions is demonstrated through specified field experiences in designated courses over the semesters and in the Practicum. Candidates complete staff development projects where they assume a leadership role serving as a resource to teachers, conducting professional development, leading curriculum development and working with staff to improve the students’ achievement. SPED/READ 8019 The Assessment of Writing Skills and Writing Disabilities

IRA Standard 2: Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods and curriculum materials to support reading and writing instruction. As a result candidates: Standard 2.2. Support classroom teaches and paraprofessionals in the use of a wide range of instructional practices, and methods, including technology-based practices. They help teachers select appropriate options and explain the evidence-base for selecting practices to best meet the needs of all students. Standard 2.3. Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students. To meet Standard 2 candidates:

1. Design and implement a Staff Development project for the appropriate audience (classroom teachers, paraprofessionals, administrators, special needs personnel). The staff Development Project addresses explicit instruction of narrative and expository writing skills. It should present techniques to help school personnel develop proficiency in teaching written

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language for all students. In addition, it should recommend a research based writing program with clear guidelines and goals for all students to succeed.

2. Provide a demonstration lesson to assist classroom teachers in developing students’ writing skill.

Requirements

1. Describe how you developed and implemented a needs assessment; and communicated the results to the school.

2. Describe the process used to create the professional development project at your school

• What questions were raised as a result of the needs assessment?

• What peer collaboration took place? • What strategies did you plan to address the needs? • What research evidence supports the instructional

strategies, resources, and materials that you are presenting?

3. Describe the process you used to implement the program at your school and what you did to plan for change.

• What coaching role did you assume as you assisted classroom teachers and paraprofessionals in terms of improving practices

4. Describe the evaluation of the Professional Development program by the Participants.

• State data on the participants’ learning as a result of the program.

• State evidence from student learning.

SPED/READ 8018 Reading Disabilities and the Assessment of Reading

IRA Standard 3: Assessment, Diagnosis and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result candidates: Standard 3.3. Assist the classroom teacher in using and/or interpreting assessments to plan instruction for all students. To meet Standard 3.3, candidates plan a staff development project where they present and interpret assessment data for school personnel and present appropriate research based reading strategies for students with diverse reading/language needs.

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Requirements Part I

1. Candidates administer and score the results of standardized and informal reading assessment devices on a student. They analyze the results, plan a program of instruction, and start plans for progress monitoring. Candidates develop a knowledge base regarding assessments.

2. Candidates Communicate assessment information with appropriate school personnel (principal, school psychologist, classroom teacher, special education teacher, parents, etc.)

Part II 1. Candidates review school wide assessment data regarding

reading achievement and use this data to develop a needs assessment in regards to assessment information, research based instructional practices, revising, implementing or extending a school reading program. The needs assessment may be in the form of a questionnaire.

2. Candidates plan and implement a staff development project addressing an identified need in terms of assessment, instruction based on assessment and/or program information.

3. Candidates provide a demonstration lesson to assist classroom teachers and paraprofessionals in utilizing assessment data to teach students with identified needs utilizing research based practices. The modeling can be done with a group of children during a language arts block or can be done with an individual child.

SPED/READ 9102 The Reading Specialist: Leadership Roles

Standard 4: Create a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments As a result candidates: Standard 4.1. Assist the classroom teacher and paraprofessionals in selecting materials that match the reading levels, interests and cultural and linguistic background of students. To meet Standard 4.1, candidates plan a Staff Development Project addressing a core curriculum for reading and material selection and usage.

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Requirements Candidates:

1. conduct a needs assessment regarding the goals of the school and what teachers concerns are regarding curriculum and curriculum material. A questionnaire and conferencing with teachers can generate a list of priorities.

2. list sources of information regarding scientifically based reading research on effective literacy programs.

3. design or select a checklist to review material in terms of content, guidelines for teaching, sequence of skills, procedures for diverse learners, evaluation procedures in order to evaluate program(s) reviewed.

4. state the impact of Federal and State Initiatives (NCLB, Reading First, Reading Next).

5. develop an in-service program for school personnel.

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Practicum

General: Eligibility and Completion Requirements Specific: Requirements: Reading Specialist

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General Practicum Eligibility and Completion Requirements Elaine Francis, Ed.D.

A candidate is eligible for licensure by completing a program approved by the Massachusetts Department of Education. Students successfully completing a state approved program for initial licensure at Fitchburg State College in Massachusetts as well as over forty other states through the Interstate Contract. (www.nasdtec.org).

In addition to the rigorous screening process at program admission, candidates must meet additional criteria and successfully apply and be accepted into their practicum (student teaching). The semester prior to engaging in a practicum, candidates must obtain and file a "practicum application" with the Office of the Dean of Education. Off-campus and graduate students should contact their Program Chair/Advisor. Graduates seeking to engage in a practicum must provide evidence through their applications of meeting the following criteria;

1. Candidates must satisfy all admission criteria for professional education programs (Massachusetts Test for Educator Licensure (MTEL) passing scores, English proficiency, prepractica hours, health records), and maintain continued good standing in the Education Unit.

2. Undergraduate candidates must have a 2.75 overall cumulative grade point average ( middle and high school candidates must also have a 3.0 grade point average in their content major). Graduate candidates must have a 3.0 grade point average.

3. Candidates must submit evidence of having passed all required portions of the Massachusetts Test for Educator Licensure (MTEL) including the appropriate subject tests(s).

4. Candidates must have successfully completed all prerequisite courses and prepractica field experiences. Candidates must obtain departmental approval

All Fitchburg State College initial licensure programs include the following requirements: (1) early field-based experiences in a variety of settings prior to the practicum (2) a full semester practicum experience.

The college must document where students participate in field experiences and how the students are evaluated in the five basic areas identified in state licensing regulations as the "Professional Standards for Teachers.” The Professional Standards for Teachers are the same for all teaching areas in the state. The subject matter knowledge requirement is unique for each credential. A copy of the subject matter knowledge for each of Fitchburg State College's initial teaching fields can be found in the appendix.

The State requires that student teachers demonstrate that they have met each of the Professional Teaching Standards during their final practicum experience. The supervising practitioner and college supervisor assume responsibility for verifying that the candidate successfully meets each of the state standards and recommends the candidate for licensure. The Preservice Performance Assessment or PPA is used to assess preservice educator performance during the practicum. This instrument is mandated under the Regulations for Educator Licensure and Preparation Program Approval 9 (603 CMR 7.00) June 2003). A copy of the PPA can be found in Appendix A (Forms).

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General Policies Teacher candidates enrolled in the practicum should always be cognizant of two important messages that their behavior and attire sends to others in the school setting:

1. You are a representative of Fitchburg State College in the schools in which you work. As such, both your behavior and attire should always be professional and reflect the high standards of this institution.

2. Your professional appearance and behavior reflects on you as a professional, and you will be evaluated on

your professional demeanor. Schools welcome individuals who dress appropriately and respectfully, and who serve as models to the students. Schools do not want individuals who show a lack of respect for the profession and the important role of a teacher in the lives of the students with whom you will work.

Professional Attire It is difficult to define what is "appropriate professional attire." Some schools may tolerate more casual attire than others. It is important that you understand the dress code and policies of the school(s) to which you are assigned and always follow them. Fitchburg State College teacher preparation programs frown upon casual attire such as jeans or shorts in schools as a general rule. It is important that you understand the dress code and policies of the school(s) to which you are assigned and always follow them. When determining what appropriate attire for a school setting is, a review of the student handbook in the school to which you are assigned will help guide your wardrobe choices. In addition, there are a few general guidelines you should follow to demonstrate appropriate attire. Clean slacks, knee-length skirts and neatly prepared shirts demonstrate respect for the professional role in which you will be working. Unacceptable attire would be shirts/tops that expose some parts of the body such as the midriff, and low hanging clothes, such as slacks that hang well below the waist. Jewelry that makes noise that could be distracting to a student would also not be acceptable. Clothing that advertises alcohol or drugs, or alludes to sexual behavior is never appropriate in a school setting. Body piercing on the front of the face can pose a health risk to students and yourself, and are not appropriate of for a professional in schools. Please consider the above guidelines as you prepare your wardrobe for school each day. Professional Behavior (Dispositions) The development of appropriate and effective professional behaviors is a critical aspect of your preparation in becoming a teacher. Professional behavior or "dispositions" are defined by the National Council for Accreditation of Teacher Education (Fitchburg State College's accrediting body) as:

The values, commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as an educator's own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment.

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General Policies (cont.) At Fitchburg State College, our Conceptual Framework (CF) guides our delineation of professional behaviors or dispositions that we value. The Candidate Dispositions Assessment form in appendix A of this handbook reflects the key points of our CF and it defines them further. These dispositions will be assessed by your college and supervising professional at both the mid-point and upon completion of your practicum. The development of appropriate and effective professional behaviors is a critical aspect of your preparation in becoming a teacher.

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FITCHBURG STATE COLLEGE An Overview of Roles and Responsibilities for

The Practicum Experience (General)

Educator Candidate The practicum is a cooperative experience. With the guidance of your college supervisor and supervising practitioner, you will have practical experience in teaching. You will gain an understanding of the school and district and how the system functions to meet the needs of its students. Your preparedness for student teaching is important. The work involved must assume priority over all other activities. Student teaching is a full-time job, calling for all the time, energy and ability you can devote to it. At the graduate level, many candidates are employed in the role of the license they are seeking. The following guidelines are suggested to assist you in developing effective professional relationships with the key people with whom you will be working during this important period. Remember that you are a guest in the classroom of your supervising practitioner and the school.

• Visit your supervising practitioner prior to the beginning of the semester to gather information about appropriate dress, responsibility regarding arrival and departure times, and other pertinent responsibilities.

• Become familiar with building policies and comply with them. • Accept other duties, such as playground, corridor, and lunch room duties, and be willing to

volunteer for student club and assembly programs. • Observe your supervising practitioner during lessons, with particular attention given to (1)

motivational devices, (2) methods of involving learners, (3) use of materials of instruction, (4) classroom and behavior management, and (5) techniques for individualizing instruction.

• Observe other teachers in action in a variety of school contexts. • Learn the students' names, interests, abilities and needs by observing, examining records (if they are

available), as well as through discussion with your supervising practitioner. • Demonstrate good planning skills through the careful design of daily plans, long range plans and

use of plan books. • Implement lesson plans in a logical and sequential manner. • Inappropriate and/or excessive absences must be made up and could jeopardize your standing in the

program. Licensure regulations are specific about the amount of time that must be spent in the classroom working directly with students. Check with your supervising practitioner and college supervisor relative to procedures to follow when your absence is necessary.

Supervising Practitioner The supervising practitioner is a highly competent teacher and motivated mentor. The willingness to accept student teachers in their classroom and to guide them during their practicum assignments is a true model of professional cooperation and commitment to the education profession. Supervising practitioners:

• Serve as both a model and a guide for the educator candidate. • Accept the teacher candidate as a new colleague and develop a collegial relationship to help foster

reflective practice together. • Introduce the educator candidate to pupils, administrators, fellow teachers, building personnel, and

parents.

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• Assign activities, such as assisting in the preparation of lessons, and tutoring individual students. • Provide educator candidates with access to texts, teacher manuals, and instructional materials for

preparing lessons. • Inform educator candidates of their daily teaching schedule, the specialists' schedules and room

regulations pertaining to their pupils' activities and schedules. • Provide the educator candidate access to school records as a basis for understanding the individual

needs of the children physically, emotionally, socially and intellectually. • Demonstrate lessons, explain procedures and discuss the subject matter to be taught, making clear

the type of planning the educator candidate is to do, and outlining the form that the plans are to take.

• Require the educator candidate to turn in lessons plans sufficiently in advance to allow time for • Feedback and improvement prior to teaching. • Establish regular periods for conference and discussion of teaching progress. • Help the educator candidate evaluate his or her own progress. • Evaluate the educator candidate on an ongoing basis, using one of the forms provided by the

college. • Meet with the educator candidate and college supervisor a minimum of three times during each

placement to review various roles, standards and competencies for educator certification and practices and to discuss progress of the educator candidate. Complete those portions of the Practicum Report which calls for supervising practitioner input.

• Gradually guide the educator candidate into full-time teaching responsibilities for a minimum of one week.

College Supervisor College supervisors are important representatives of the college. They work with the supervising practitioner, principal, and other administrators of the school system in order to promote an effective and satisfactory professional development environment. The college supervisor is familiar with the educator candidate's background, previous experience in teaching and work with children and youth. Through a minimum of four visits per station, the College Supervisor provides the educator candidate careful orientation, emphasizing the following points:

• The educator candidate is a guest in the classroom and the school. • The supervising practitioner has the legal responsibility for the class. • The candidate should assume authority only when it is delegated by the supervising practitioner. • Suggestions and recommendations by the supervising practitioner are offered for guidance toward self

improvement. The candidate should try to reflect on them and use them accordingly. • Lesson plans are to be prepared and made available for review and feedback prior to implementation. • As a teacher-in-training, educator candidates are expected to conduct themselves as professionals at all

times. The College Supervisor has the responsibility to:

• Meet with the educator candidate and supervising practitioner at the beginning of the semester to go over the practicum handbook for the program and the competencies associated with the new certification regulations.

• Conduct formal observations of the educator candidates at least four times that include a written report that is shared with the educator candidate the same day of the observation.

• Confer with the educator candidate after each observation to explain the results of the observation, foster reflective practice and make suggestions.

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• Confer with the supervising practitioner and educator candidate midway through the practicum relative to the educator candidate's progress in attaining competencies required by certification regulations and the college.

• Confer with the supervising practitioner at the end of the practicum experience regarding the educator candidate's overall performance.

• Meet with the educator candidate and supervising practitioner to review the degree to which the educator candidate has met the standards for educator certification and entry to the profession.

• Complete those portions of the practicum report to be filled out by the college supervisor. • Prepare a final evaluation report using appropriate forms, sharing this evaluation with the educator

candidate. • When appropriate, arrange for and conduct problem-solving meetings for the educator candidate and

supervising practitioner • Provide the final grade for the educator candidate, in consultation with the supervising practitioner.

Coordinator of Licensure and Placement Ann M. Hogan, M.Ed 978-665-3233 ahogan@fsc.edu The Coordinator works with the Department of Education and serves as the liaison to the school districts and facilitates the assessment of program performance. The Coordinator works with faculty, educator candidates and school personnel to ensure appropriate and high quality placements are provided to future educators. The coordinator oversees licensure processes, advising teacher candidates regarding licensure requirements. As the person responsible for oversight of the Education Unit’s assessment system, the Coordinator manages the overall data collection for educator licensure programs. Specific duties of the coordinator include: • Working with the Dean of Education, fosters and sustains collaboration between Fitchburg State College

and partner schools to ensure quality experiences for student teachers and support to schools in providing placements.

• Assumes responsibility for the coordination of all practicum placements, for the maintenance of all records pertaining to the practicum placement and licensure application.

• Recruits effective mentor teachers and assigns candidates to placements in collaboration with appropriate chairs.

• Conducts meetings for educator candidates to explain procedures for applying for practicum experiences • Conducts meetings for educator candidates registered for the practicum to explain the licensure

requirements, the use of the practicum handbook, and the general evaluation procedures used during the practicum experience.

• Serves as first point of contact for students’ inquiries or questions about licensure issues and communicate licensure requirements to all faculty and the candidates (on and off campus) through meetings, written communication, and the Education Unit website.

• Provides regularly scheduled meetings for training of college supervisors on the use of Massachusetts Department of Education and Education Unit forms.

• Conducts meetings with teacher candidates to explain procedures for educator licensure. • Collects all materials required for educator licensure, reviews for endorsement and files the information

with the Massachusetts Department of Education. • Works the All College Committee (ACC), the Teacher Education Committee (TEC) and the Education

Unit to facilitate necessary changes in curriculum and fieldwork experiences.

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Selection Criteria and Voucher Information for

Supervising Practitioners Supervising practitioners play an important role in the total preparation of the educator candidate's academic experience. They serve as mentors and coaches for educator candidates during this final phase in their teacher education program. The student teaching practicum is a mutually shared responsibility of both the college and the collaborating public schools. Supervising practitioners are identified based upon their credentials, mastery as teachers and professional commitment. The faculty of the respective teacher education program, in consultation with the school principal and/or district superintendent, determines the final selection. Supervising practitioners must hold professional status in their school system for three years, possess standard/professional certification in the field at the level the student is seeking, and maintain a high level of excellence in their teaching.Teachers who mentor Fitchburg State students will be awarded one tuition credit voucher for each full semester placement (16 weeks) or one-half voucher for each eight-week station. Vouchers are mailed directly to the teacher of record who supervised the educator candidate and are transferable among teachers of that school system. Questions pertaining to student teaching, vouchers and/or in-service workshops should be directed to the Office of the Dean of Education and Certification, located in McKay C-189, McKay Campus School. For more information, e-mail efrancis@fsc.edu or call 978-665-3501.

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Specific Requirements: Reading Specialist

SPED/READ 9101: Practicum Reading Specialist A. Course Description

Candidates in the Initial Reading Specialist license complete a 150 hour supervised semester long practicum that enable them to teach students with diverse reading needs. Candidates work with individual students, with small groups of students who are at different age and ability levels and with whole classes with a variety of reading needs. Secondly candidates review student records and administer formal and informal assessments learned in graduate classes, analyze testing results and communicate results with appropriate school personnel. Candidates plan instruction for students in the areas of word recognition, fluency, comprehension (narrative and expository text) and written language. In addition to assessment and direct instruction, candidates demonstrate leadership skills as a literacy coach by planning and implementing a staff development project demonstrating for classroom teachers, paraprofessionals and other personnel, instructional strategies, curriculum materials and assessments based on current research. Candidates also provide assistance to appropriate school personnel through consultation and collaboration regarding the needs of individual students, grouping options, and curriculum adaptations. Finally, candidates complete a Portfolio addressing the Massachusetts State Standards for Reading Specialists and the International Reading Association Standards at the Literacy/Coach Level in addition to the previous levels.

B. Course Objectives

The major goal of this experience is to assist reading specialist candidates in developing skills and in demonstrating competence in the role of the license they are seeking. The specific objectives are the competencies delineated on the Massachusetts Evaluation forms for the Initial License as a Reading Specialist and the Standards of the International Reading Association.

C. Requirements I. Evaluation

Candidates with prior license are required to complete 150 hours in the role and at the level of the license they are seeking.

Teacher candidates are supervised by both a college supervisor who is licensed as a Reading Specialist and an on-site supervisor who also is licensed as a Reading Specialist.

Candidates are evaluated by their overall performance and ability to meet the standards for license as defined in the Massachusetts PreService Performance Assessment (PPA). The PPA includes a license specific component for the Reading Specialist. Also the Massachusetts Practicum Evaluation form is completed on each candidate as is the Fitchburg State College Practicum/Internship Evaluation Form. Lastly candidates are evaluated on their documentation

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of and completion of the International Reading Association standards for Reading Specialist by a Portfolio Evaluation Rubric.

Candidates are observed in the roles of providing direct instruction, assessing students and supporting classroom teachers, paraprofessionals and other school personnel in areas delineated in the IRA Standards. Observations are completed by both the college supervisor and the on-site supervisor. The Fitchburg State College Observation Form is utilized with additional components added to address the candidates functioning in the literacy/coach role.

The evaluation forms serve as measuring devices to monitor progress and to identify areas of concern. For any areas that fall below “meets the standards” at the time of the second visit, specific objectives will be developed among the candidate, college supervisor and on-site supervisor and plans will be made to address this objective(s).

II. Written Component

Candidates must complete the following requirements: 1. daily lesson plans that incorporate the Massachusetts Curriculum Frameworks. 2. two case studies, one of which focuses on an elementary, middle, or high school student with

reading needs and one which focuses on a student who is an English Language Learner. The case studies include assessments, teaching plans, and documentation of student progress. (Evaluation Rubric provided.)

3. documentation of consultation with classroom teachers, paraprofessionals, other professional personnel and parents regarding assessments, instructional approaches, and materials to improve reading achievement.

4. the planning and implementation of a Staff Development Project addressing an identified need for appropriate audiences. (Rubric provided.)

5. a demonstration lesson by the candidate for a specified audience modeling a specific approach or strategy that has been identified as a need.

a. Include a discussion of the lesson with observers in relation to the objectives. b. Reflect what went well with the lesson. What could have been added? c. Arrange to observe the teacher(s) implement the same type of lesson.

6. a Portfolio which documents the above. The Portfolio specifically includes documentation with artifacts related to:

a. The International Reading Association Standards at the Reading Specialist/Literacy Coach level.

b. The Massachusetts State Department of Education PreService Performance Assessment (PPA) with License Specific documentation: Reading Specialist.

c. Professional Development activities undertaken to demonstrate knowledge of current research in the field of reading.

d. Professional Development related to improving the capabilities and performance of educators. How was the content selected for teachers to learn? How did you develop and implement the processes? What research was presented? How did evaluation of the session take place? What effect did it have on student learning? (Rubric provided.)

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e. Case studies including assessments, analysis, and plans for instruction. Documentation of student progress and documentation of consultation with appropriate personnel regarding cases. (rubric provided)

III. Grading

1. The material above serves as indicators of candidates’ performance. Candidates are evaluated by the on-site supervisor as well as the college supervisor.

a. Unit Observation Forms with additional components addressing candidate’s support of classroom teachers, paraprofessionals, and other personnel in relation to the IRA standards at the Reading Specialist/Literacy Coach Level.

b. Two case studies c. Staff Development Project d. Lesson demonstration taught within a K-12 classroom to demonstrate a component of

reading instruction for classroom teachers, paraprofessionals, and other personnel. e. Log of Consultation f. Artifacts demonstrating completion of IRA standards at the Reading

Specialist/Literacy Coach Level as well as the previous level demonstrating completion of the PPA.

g. Reflections on pieces selected h. PPA and Fitchburg State College’s Practicum Internship Evaluation Form i. Portfolio with the above and documentation that through the Reading Specialist

Program at Fitchburg State College 75 hours was competed in the role of Reading Specialist/Literacy Coach. The Practicum is 150 hours which involves

Assessment Instruction Leadership

• Staff development • Coaching • Consultation • Demonstration

Include in the 75 hours prepracticum hours documenting leadership responsibilities.

IV. Outline of Supervising Meetings Meeting #1

The college supervisor visits the site and meets with the on site Reading Specialist supervisor to review requirements of the Practicum experience. The Forms are reviewed. 1. PPA with license specific requirements (Reading Specialist) 2. Candidates Disposition Assessment For Practicum 3. Fitchburg State College’s Education Unit

Practicum/Internship Evaluation Report Form for Initial Teacher License

4. Prior to entering the Practicum candidates review the case study, staff development, lesson demonstration requirements. These are addressed with the on-site supervisor.

5. Observation Form and number of observations 6. Lesson Plan Form.

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7. Consultation Log 8. The PPA is signed documenting the first meeting. The college supervisor observes

the candidate in the teaching role using the observation form and lesson plan rubric.

Meeting #2 The college supervisor visits the candidates and meets with the on-site reading supervisor to discuss the candidate’s progress thus far in the practicum. The FSC Practicum/Internship Evaluation Form is used as a guide addressing:

Subject matter knowledge Planning curriculum and instruction Delivering effective instruction Managing classroom climate Promoting equity Meeting professional responsibilities

In addition, the License Specific Form of the PPA for Reading Specialist is reviewed. The college supervisor completes a second observation of the candidate which includes teaching and assessment. The Lesson Plan Rubric and Observation Forms are used.

Meeting #3

The college supervisor visits the candidate’s site, observes a Staff Development Presentation and meets with the candidate and on-site supervisor. At this time, the following forms would have been completed for mid-term review and to be signed by all 3 individuals.

1. Observation Form 2. FSC Practicum/Internship Evaluation Form (Mid Term) 3. Reading Specialist Practicum Internship Evaluation Form 4. Candidate Disposition Assessment 5. The PPA for Practicum – Initialed for second evaluation.

Meeting #4 The college supervisor visits the candidate’s site, observes the candidate in a teaching, assessment or leadership role and meets with the on-site supervisor and candidate to discuss the candidate’s final evaluation of the Practicum. The appropriate forms are reviewed and signed by all 3 individuals. The college supervisor reviews the log of hours documenting the candidate in the following roles. Instruction Assessment Consultation/collaboration Staff development Demonstration The college supervisor reviews the progress on completing the Portfolio. The Portfolio is due at the completion of the Practicum.

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Forms to complete 1. Observation Form 2. Lesson Plan Form (if appropriate) 3. PPA for Practicum Form 4. Reading Specialist component of the PPA Form 5. Final Disposition Form 6. FSC Practicum/Internship Evaluation Report Form (Final Evaluation)

V. College Supervisor’s Role

The College Supervisor observes the candidate in the roles of teaching students, assessing students, providing professional development, and coaching. The college supervisor facilitates the work of the candidate in collaboration with the on-site Reading Supervisor. It is the role of the college supervisor to ensure that the candidate meets the Massachusetts State Department of Education requirements for license as a Reading Specialist in addition to the requirements of the International Reading Association. Although supervisors are required to visit the candidate’s site four times during the practicum, additional visits may be made if necessary.

VI. On-site Reading Supervisor’s Role Each candidate works with the on-site Reading Supervisor who observes the candidate in the following roles: Teaching

Testing Consulting Providing professional development

The Reading Supervisor is licensed as a Reading Specialist in Massachusetts. In the case where one is not available, a school administrator may be utilized and the appropriate waiver form must be completed.

VII. Practicum Sites

All Practicum sites are approved by the Dean of Education and the Graduate Chair for the Reading Specialist License. All License candidates must complete a Practicum Site Selection before the beginning of the semester. The site must be conducive to the various roles required of the Reading Specialist Candidates (teaching individual students and various groupings of students, assessing students and planning instruction, consulting with appropriate school personnel on reading needs instruction, materials, and providing professional development).

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Appendix A Forms

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Knowledgeable

Skillful

Caring

Ethical

Education Unit

Practicum/Internship Evaluation Report

Content Focus

Purpose/rationale for this assessment is to:

1. Comply with DOE regulations for the initial license [The Regulations (Section 7.03) require programs that are approved to grant an Initial License to assess a candidate’s performance in a practicum or practicum equivalent using guidelines developed by the Department. The guidelines herein address the Professional Standards for Teachers, and should be used by all licensure programs for the Initial License. Program providers may add (but not substitute) additional Standards if they deem them relevant to the license];

2. Assess NCATE/INTASC Standards, which align with the DOE Professional Standards for teachers; and,

3. Assess elements of the Conceptual Framework. The DOE Professional Standards for Teachers directly assess the degree to which a candidate is knowledgeable, skillful, ethical and caring.

Key Elements of Assessment:

1. Directions for completion of Evaluation Report. 2. Teacher candidate information. 3. Rating scale. 4. Template for the performance assessment:

a) The template is divided according to 5 standards. b) Each standard section provides descriptors to guide the rating. c) Each standard descriptor provides two rating scale columns to enter the rating that demonstrates that the candidate

has or has not met the standard, one column for the Mid-Point Meeting and one column for the Final Meeting. d) There is an Overall Rating for each standard section, to be completed at the Mid-Point Meeting and the Final

Meeting. 5. Comments section, indicating additional pages may be attached. 6. Signature section, to be initialed at mid point and signed at final meeting.

Who monitors and completes assessment and when:

1. At the Initial Meeting, the College Supervisor, the Supervising Practitioner, and the Teacher Candidate review the form and standards.

• Teacher candidate and supervising practitioner separately fill out this report at mid-point and at the end of the practicum.

• There are no signatures at this time. 2. At Mid-Point, the College Supervisor, the Supervising Practitioner, and the Teacher Candidate review the form and

standards. • Both the Teacher Candidate and the Supervising Practitioner complete separate forms. • Form completed by Supervising Practitioner serves as the evaluative tool and is initialed by the College

Supervisor, Supervising Practitioner, and Teacher Candidate after 3-way discussion of completed forms. • Teacher Candidate and Supervising Practitioner retain the report to be completed at end of station.

3. At Final Meeting, the College Supervisor, the Supervising Practitioner, and the Teacher Candidate review the form and standards.

• One copy of report is completed by the Supervising Practitioner and one by the Teacher Candidate. • The College Supervisor, Supervising Practitioner and Teacher Candidate sign the report the Supervising

Practitioner has completed. • The College Supervisor separates the form and gives copies to the Teacher Candidate and the Supervising

Practitioner. • Completed Report is turned in (with all required documents) to the Licensure Office.

Practicum Eval. Template 6 8 05

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Fitchburg State College Practicum/ Internship Evaluation Report

For Initial Teacher Licensure This report is completed by the supervisor and cooperating practitioner to serve as a discussion focus for initial, mid-term and final conferences among the teacher candidate, cooperating practitioner and college supervisor. Teacher Candidate: ________________________________________________ Licensure Sought: College Supervisor _________________________________ Supervising Practitioner ______________________ Rating Scale: 1-does not meet standards 2-meets the standard 3-exceeds the standard NA-Not Applicable (Please be referred to the performance-based student teaching rubric-This scale is not equitable to Fitchburg State College’s grading system).

Mid-Point:

Final:

Subject Matter Knowledge Requirements for Teachers (7.06) : Candidate demonstrates knowledge of their subject area [7.06 (1)-(29)]. Please refer to the state regulations for the field of licensure to assess this standard. Note: the Massachusetts Test for Educator Licensure (MTEL) for the field of licensure is another assessment of the subject matter knowledge. INTASC #1, 7

1 2 3

1 2 3

Professional Standards for Teachers (7.08) (2): Standard A: Plans Curriculum and Instruction: (CF Knowledgeable, Skillful, Caring) 1. Draws on content of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge. INTASC # 1, 7

1 2 3 1 2 3

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught. INTASC # 8

1 2 3 1 2 3

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom. INTASC # 2, 5, 6

1 2 3 1 2 3

4. Identifies pre-requisite skills, concepts, and vocabulary needed for the learning activities. INTASC # 2,6,7 1 2 3 1 2 3

5. Plans lessons with clear objectives and relevant measurable outcomes. INTASC #7 1 2 3 1 2 3 6. Draws on resources from colleagues, families, and the community to enhance learning. INTASC # 10 1 2 3 1 2 3 7. Incorporates appropriate technology and media in lesson planning. INTASC # 4, 6 1 2 3 1 2 3 8. Uses information in Individualized Education Plans (IEPs) to plan strategies for integrating students with disabilities into general education classroom. INTASC # 8

1 2 3 1 2 3

Overall Rating for Standard A 1 2 3 1 2 3 Standard B: Delivers Effective Instruction: 1. Communicates high standards and expectations when beginning the lesson. INTASC # 5,7 1 2 3 1 2 3

a. Makes learning objectives clear to students. INTASC # 5,7 1 2 3 1 2 3 b. Communicates clearly in writing and in speaking. INTASC #6 1 2 3 1 2 3 c. Uses engaging ways to begin a new unit of study or lesson. INTASC # 4 1 2 3 1 2 3 d. Builds on students’ prior knowledge and experience. INTASC # 1,2,4,5,6 1 2 3 1 2 3

2. Communicates high standards and expectations when carrying out the lesson. INTASC # 5,7 1 2 3 1 2 3 a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing. INTASC # 4 1 2 3 1 2 3 b. Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction , practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others). INTASC # 3, 4

1 2 3 1 2 3

c. Demonstrates an adequate knowledge of and approach to the academic content of lessons. INTASC # 1, 7 1 2 3 1 2 3

d. Employs a variety of reading and writing strategies for addressing learning objectives. INTASC # 4 1 2 3 1 2 3 e. Employs appropriate sheltered English or subject matter strategies for English learners. INTASC # 3 1 2 3 1 2 3 f. Uses questioning to stimulate thinking and encourages all students to respond. INTASC # 4 1 2 3 1 2 3 g. Uses instructional technology appropriately. INTASC # 4,6 1 2 3 1 2 3

3. Communicates high standards and expectations when extending and completing the lesson: INTASC # 5,6 1 2 3 1 2 3 a. Assigns homework or practice that furthers student learning and checks it. INTASC # 4,7 1 2 3 1 2 3 b. Provides regular and frequent feedback to students on their progress. INTASC # 4,8 1 2 3 1 2 3 c. Provides many and varied opportunities for students to achieve competence. INTASC # 4 1 2 3 1 2 3

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Professional Standards for Teachers (continued Mid-

Point: Final:

4. Communicates high standards and expectations when evaluating student learning. INTASC # 4,5 1 2 3 1 2 3 a. Accurately measures student achievement and progress with a variety of formal and informal assessments and uses results to plan further instruction. INTASC # 8

1 2 3 1 2 3

b. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents/guardians and school personnel. INTASC # 8,10

1 2 3 1 2 3

Overall Rating for Standard B 1 2 3 1 2 3 Standard C: Manages Classroom Climate and Operation: 1. Creates an environment that is conducive to learning. INTASC # 4, 5, 6 1 2 3 1 2 3 2. Creates a physical environment appropriate to a range of learning activities. INTASC # 3, 4 1 2 3 1 2 3 3. Maintains appropriate standards of behavior, mutual respect, and safety. INTASC # 5 1 2 3 1 2 3 4. Manages classroom routines and procedures without loss of significant instructional time. INTASC # 4, 5 1 2 3 1 2 3 Overall Rating for Standard C 1 2 3 1 2 3 Standard D: Promote Equity: 1. Encourages all students to believe that effort is a key to achievement. INTASC # 5 1 2 3 1 2 3 2. Works to promote achievement by all students without exception. INTASC # 3, 5 1 2 3 1 2 3 3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary. INTASC # 3 ,8

1 2 3 1 2 3

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions, and to see themselves as members of a local, state, national and international civic community. INTASC # 1, 7

1 2 3 1 2 3

Overall Rating for Standard D 1 2 3 1 2 3 Standard E: Meets Professional Responsibilities 1. Understands his/her legal and moral responsibilities. INTASC # 9, 10 1 2 3 1 2 3 2. Conveys knowledge of and enthusiasm for his/her academic discipline to students. INTASC #9 1 2 3 1 2 3 3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice. INTASC # 9

1 2 3 1 2 3

4. Collaborates with colleagues to improve instruction, assessment, and student achievement. INTASC # 10 1 2 3 1 2 3 5. Works actively to involve parent(s) in their child’s academic activities and performance, and communicates clearly with them. INTASC # 10

1 2 3 1 2 3

6. Reflects critically upon his/her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth. INTASC # 9

1 2 3 1 2 3

7. Understands legal and ethical issues as they apply to responsible and acceptable uses of the Internet and other resources. INTASC # 9

1 2 3 1 2 3

Overall Rating for Standard E 1 2 3 1 2 3

Comments (Attach additional page(s), if needed. Mid-Point Date: ____Initials: College Supervisor:____ Candidates:_____ Supervising Practitioner: _ Final Date: ____Initials: College Supervisor:____ Candidates:_____ Supervising Practitioner: _

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Knowledgeable

Skillful

Caring Ethical

EDUCATION UNIT

Preservice Performance Assessment (PPA)

Content Focus

Purpose/rationale for this assessment is to:

1. Comply with DOE regulations for the initial license [The Regulations (Section 7.03) require programs that are approved to grant an Initial License to assess a candidate’s performance in a practicum or practicum equivalent using guidelines developed by the Department. The guidelines herein address the Professional Standards for Teachers, and should be used by all licensure programs for the Initial License. Program providers may add (but not substitute) additional Standards if they deem them relevant to the license];

2. Assess NCATE/INTASC Standards, which align with the DOE Professional Standards for teachers; and,

3. Assess elements of the Conceptual Framework. The DOE Professional Standards for Teachers directly assess the degree to which a candidate is knowledgeable, skillful, ethical and caring.

Key Elements of Assessment:

1. Sign off sheet for licensure.

2. Template for the performance assessment.

a) The template is divided according to 5 standards.

b) Each standard section provides indicators to guide the data collecting.

c) Each standard section provides an Evidence column to enter the data that demonstrates that a candidate has met the standard.

d) At the end of each section, there is (1) a Rating box and Explanation for Rating box, and, (2) Signature section for each standard.

3. Summary Decision page with a summary of ratings and Summary Comments (integrated assessment of

performance) box.

Who monitors and completes assessment and when:

1. During the station, the teacher candidate gathers the evidence and fills in the evidence column of the template throughout the semester.

2. Periodically, the supervising practitioner should check on how the data gathering is going. 3. At each visit, the college supervisor should check of the data gathering process. 4. At the end of the station, the College Supervisor and Supervising Practitioner read the evidence column and then

compete the Rating and Explanation of Rating Sections for Standards A,B, C, D and E, including signatures for each standard; and , complete the Summary Decision page, including determination of whether the candidate’s Preservice Performance Assessment is satisfactory, filling in the summative rating boxes, and providing a rationale for the summary decision; College Supervisor, Supervising Practitioner and Teacher candidate sign that page.

5. The original forms with signatures must be submitted to the Licensure Office. Source of evidence could include, but is not limited, to: lesson plans, units, syllabi, assessments, portfolios (specify documents used as evidence), examples of student work, reflective paper, observations, Teacher Work Sample, and other evidence appropriate to and accepted by the relevant program.

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Preservice Performance Assessment Overview

The practicum or practicum equivalent should be regarded as the capstone experience of an educator preparation program. It enables teacher candidates to demonstrate competencies acquired during the preparation program as follows: professional standards for teachers, subject matter knowledge in the field of the license sought, and application of the Massachusetts Curriculum Frameworks. Supervising practitioners and program supervisors must assess teacher candidates using the Preservice Performance Assessment Form (PPA) in conjunction with the following:

1. Sources of evidence (documented in Portfolio) 2. Evaluation questions for Performance of the Standard(s) as listed for each Standard. 3. License-specific evaluation questions keyed to "Delivers Effective Instruction Standard" indicator

(b)2c that focus on subject matter knowledge for the field of the license sought, Reading Specialist. Evaluation questions for the Standards and license-specific questions are designed to support the professional judgment of the supervising practitioner and program supervisor. Although the questions may not apply to all fields or to all candidates within a field, they will guide assessors in conducting a thorough review of the practicum or practicum equivalent.

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The Commonwealth of Massachusetts Department of Education

350 Main Street, Malden, Massachusetts 02148-5023 Telephone: (781) 338-3000 Preservice Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08.

Part I –To be completed by the applicant. Practicum:___________Practicum Equivalent: _____________________ 1. Legal Name: (print)________________________________________________________________2. SSN: ______________________________ 3. Address: _____________________________________________________________________________________________________________ 4. Sponsoring Organization: _____________________________________________________Program & Level: __________________________ 5. Practicum/Equivalent Course Number: ______________________________________________Credit Hours: _________________________ Course Title: ________________________________________________________________________________________________________ 6. Practicum/Equivalent Site: ______________________________________________________7: Grade Levels of Students: _______________ 8. Number of Clock Hours as assistant: ____________________________Assumed full responsibility in the role: ________________________ 9. Other Massachusetts licenses held if any: __________________________________________________________________________________ 10. Have any components of the approved program been waived (see Regulations 7.03(1)(b)): Yes ________________No__________________ Part II – To be completed by the Program Supervisor Name:(print)________________________________________________________Position/Title____________________________________ The Applicant completed a practicum/equivalent designed by the Sponsoring organization as partial preparation for the following license: License Field: ____________________________________________________________________________Grade Level: ___________________ Part III – To be completed by the Supervising Practitioner Name: (print)_____________________________________________________________________Position: _______________________________ School System: ______________________________________________________License: Initial (# yrs. experience): ____or Professional: ____ Massachusetts License #: ______________________________________Field(s): ___________________________________________ Part IV – Initial 1, 2, and 3. 1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the Applicant. Date: ________Applicant: ____________________ Program Supervisor: _________________ Supervising Practitioner: ______________ 2. Meeting held midway through the practicum at which the Applicant’s progress toward the Professional Standards was discussed. Date: ________Applicant: ____________________ Program Supervisor: __________________Supervising Practitioner: ______________ 3. Final meeting held to complete evaluation and to allow Applicant an opportunity to raise questions and make comments. Date: ________Applicant: ____________________ Program Supervisor: _________________ Supervising Practitioner:________________

Part V

Candidate has successfully completed the Preservice Performance Assessment (Sections: 7.03(2)(a)(4) & 7.04(2)(b)(4)(b)) Yes: _____No: _____

Program Supervisor (sign): ____________________________________________________________________ Date: _____________________

Supervising Practitioner (sign): _________________________________________________________________ Date: _____________________ Mediator (if necessary: see 7.04(4))(sign): _________________________________________________________ Date: ____________________

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Commonwealth of Massachusetts Department of Education

Guidelines for

Preservice Performance Assessment

INTRODUCTION to Preservice Performance Assessment The Professional Standards for Teachers may be found in the “Regulations for Educator Licensure and Preparation Program Approval 603 CMR 7.00”, Section 7.08. (http://www.doe.mass.edu/lawsregs/603cmr7/june03/). Regulations: 7.08(1) “The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required for all teachers. These standards are used by teacher preparation providers in preparing their candidates, by the Department in reviewing programs seeking state approval, and by the Department as the basis of performance assessments of candidates. Candidates shall demonstrate that they meet the Professional Standards by passing a performance assessment … in the practicum phase of preparation for the Initial License….” The Regulations (Section 7.03) require programs that are approved to grant an Initial License to assess a candidate’s performance in a practicum or practicum equivalent using guidelines developed by the Department. The guidelines herein address the Professional Standards for Teachers, and should be used by all licensure programs for the Initial License. Program providers may add (but not substitute) additional Standards if they deem them relevant to the license. The practicum or practicum equivalent should be regarded as the capstone experience of an educator preparation program. It enables teacher candidates to demonstrate competencies acquired during the preparation program as follows: professional standards for teachers, subject matter knowledge in the field of the license sought, and application of the Massachusetts Curriculum Frameworks. Formative and Summative Assessments The Preservice Performance Assessment Form is designed for formative and summative evaluation. Sponsoring organizations may use observation forms of their choosing for formative assessments, but must use the Department of Education Preservice Performance Assessment Form (PPA) for summative assessment of candidates.

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Roles of Program Supervisor and Supervising Practitioner Regulations: 7.04(4) “A practicum or practicum equivalent must be supervised jointly by the supervisor from the preparation program in which the candidate is enrolled and the supervising practitioner. The supervising practitioner responsible for the larger portion of the practicum or practicum equivalent and the program supervisor will together evaluate the candidate on the basis of the appropriate standards. Disagreement between the supervising practitioner and the program supervisor will be resolved by the decision of a third person chosen jointly by them”. Supervising practitioners and program supervisors must assess teacher candidates using the Preservice Performance Assessment Form (PPA) in conjunction with the following:

1. Evaluation questions (pp. 5-12) for Performance of the Standard(s) as listed for each Standard 2. License-specific evaluation questions (pp. 13-44) keyed to “Delivers Effective Instruction

Standard” indicator (b)2c that focus on subject matter knowledge for the field of the license sought.

3. Sources of evidence listed on page 2. Evaluation questions for the Standards and license-specific questions are designed to support the professional judgement of the supervising practitioner and program supervisor. Although the questions may not apply to all fields or to all candidates within a field, they will guide assessors in conducting a thorough review of the practicum or practicum equivalent. Program Supervisor: The supervisor from the sponsoring organization, under whose immediate supervision the candidate for licensure practices during a practicum. Supervising Practitioner: The educator who has at least three full years of experience under an appropriate Initial or Professional license, under whose immediate supervision the candidate for licensure practices during a practicum. For the educator of record, a comparably qualified educator will function as the supervising practitioner during the practicum equivalent.

Sources of Evidence

Sources of evidence to assess a teacher candidate’s practicum performance may include but are not limited to the following:

lesson plans

units

syllabi

Curriculum Frameworks (current edition)

assessments

portfolios (specify documents used as evidence)

examples of students’ work

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reflective paper

observable behaviors

other sources of evidence appropriate to and accepted by the relevant discipline.

All sources of evidence should be reasonably assessed. A key objective is reasonable uniformity in what constitutes evidence for each Standard for each license area across all sponsoring organizations and across all routes. Sponsoring organizations may always add additional criteria and standards for their programs.

Preservice Performance Assessment Form (PPAF) rating scale of 1 - 3 indicates the following:

1. Does not meet the Standard 2. Meets the Standard 3. Exceeds the Standard

NA=Not Applicable Assessment Records: The sponsoring organization should maintain files of the completed Preservice Performance Assessment Form (pp. 1-6 stapled together) as a permanent record of the candidate’s performance during the practicum or practicum equivalent. It is suggested that the candidate transcripts and related documentation be included in the file. Copies need not be sent to the Massachusetts Department of Education.

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SPONSORING ORGANIZATION RESPONSIBILITIES

Sponsoring Organization: College, university, school district, professional association, or other organization that provides, or seeks to provide, approved preparation programs.

Among the program approval components for sponsoring organizations seeking Educator Preparation

Program Approval (603 CMR 7.03 (2)) are:

(a3) Practicum or Practicum Equivalent (a4) Assessment of Candidate Performance during the Practicum or Practicum Equivalent, Using Guidelines Provided by the Department

Sponsoring organizations may demonstrate compliance with these requirements as follows:

1. All candidates must complete a practicum or practicum equivalent in a public or approved Chapter 766 private school setting that meets the clock hour requirement1 established in the Regulations [603 CMR 7.04 (4)].

2. All practica or practicum equivalents must be supervised jointly by a supervising practitioner in the host school and a supervisor from the preparation program2.

3. The supervising practitioner and the program supervisor together assess the candidate using the Preservice Performance Assessment developed by the Department.

4. Supervising practitioners hold an appropriate Initial or Professional License, and; program supervisors have PreK-12 teaching experience as appropriate.

5. Candidates are evaluated on their achievement of the Professional Standards for Teachers, and the Curriculum Frameworks appropriate to the license sought.

Evidence: ♦ Sponsoring organizations must maintain candidates’ advisement files, which should include the

completed and signed (by all parties) Pre-service Performance Assessment for the practicum or practicum equivalent, candidate’s transcripts, and related documents.

♦ Supervisor’s assessment of candidate’s ability to help PreK-12 students achieve the learning standards in

the appropriate curriculum frameworks through curriculum design, delivery, and assessment.

1 See page 46 for Practicum Hour Requirements. 2 See page 2 for roles and responsibilities, and dispute resolution procedure.

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Massachusetts Preservice Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

(IRA, Reading Specialist/Literacy Coach)

Please use this assessment in conjunction with the Preservice Performance Assessment Guidelines: the rating scale is described on page 4; evaluation questions relating to the standards are pages 5 - 12, and license-specific questions per standard B2c are pages 13-44.

Standard A - Plans Curriculum and Instruction Indicators Evidence

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge. (Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]).

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

IRA Standard 3.3 • Assists classroom teachers in using assessment to plan

instruction for all students including struggling readers • Collaborates with other support personnel to implement

reading instruction for individual students 3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

IRA Standard 2.3 • Supports classroom teachers and paraprofessionals in the

use of a wide range of curriculum materials. Helps teachers select appropriate options and explains the evidence base for selecting practices to best meet the needs of all students

• Demonstrates for classroom teacher and paraprofessionals options and provides assistance to classroom teachers and paraprofessionals. IRA Standard 4.2 also.

• Assists the classroom teacher in selecting books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills. 5. Plans lessons with clear objectives and relevant measurable outcomes.

6. Draws on resources from colleagues, families, and the community to enhance learning.

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7. Incorporates appropriate technology and media in lesson planning. 8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms. IRA Standard 3.3

• Collects, analyzes and uses school-wide assessment data to plan, implement and revise school reading programs.

• Utilizes the Lexile Book Database to document text difficulty and assist teachers with readability levels.

Rating:

Explanation of Rating for Standard A - Plans Curriculum and Instruction

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: _____________________________________________________License: _____________________________ Program Supervisor (initial): ______________________________________________________Date: ______________________ Supervising Practitioner (initial): ___________________________________________________Date: _____________________

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Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

Standard B – Delivers Effective Instruction Indicators Evidence

1. Communicates high standards and expectations when beginning the lesson.

a) Makes learning objectives clear to students. b) Communicates clearly in writing and speaking. c) Uses engaging ways to begin a new unit of study or lesson. d) Builds on students’ prior knowledge and experience.

2. Communicates high standards and expectations when carrying out the lesson. a) Uses a balanced approach to teaching skills and concepts of elementary

reading and writing. b) Employs a variety of content-based and content-oriented teaching

techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

IRA Standard 2.1 • Supports classroom teachers and paraprofessionals in their use of

instructional grouping options. Helps select the options based on student needs and evidence based practices

• Demonstrates the use of grouping options c) Demonstrates an adequate knowledge of and approach to the academic

content of lessons. (See license-specific questions in Guidelines, pp. 13-44)

d) Employs a variety of reading and writing strategies for addressing learning objectives.

e) Uses questioning to stimulate thinking and encourages all students to respond.

f) Uses instructional technology appropriately. IRA Standard 2.2

• Supports classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches and methods, including technology-based practices.

• Assists teachers through demonstrations and assistance to select appropriate options for students with varied needs and explains the research basis for the selection.

3. Communicates high standards and expectations when extending and completing the lesson. a) Assigns homework or practice that furthers student learning and checks it. b) Provides regular and frequent feedback to students on their progress. c) Provides many and varied opportunities for students to achieve

competence. 4. Communicates high standards and expectations when evaluating student learning. a) Accurately measures student achievement of, and progress toward, the

learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

b) Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

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Rating:

Explanation of Rating for Standard B – Delivers Effective Instruction

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate’s Name: __________________________________________________________License: __________________ Program Supervisor (initial): ____________________________________________________________Date: __________ Supervising Practitioner (initial): ________________________________________________________Date: __________

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Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

Standard C – Manages Classroom Climate and Operation Indicators Evidence

1. Creates an environment that is conducive to learning. IRA Standard 4.3

• Demonstrates and models reading and writing for real purposes in daily interactions with students and education professionals

• Assists teachers and paraprofessionals to model reading and writing as valued life long activities

2. Creates a physical environment appropriate to a range of learning activities. 3. Maintains appropriate standards of behavior, mutual respect, and safety. 4. Manages classroom routines and procedures without loss of significant instructional time.

Rating:

Explanation of Rating for Standard C – Manages Classroom Climate and Operation

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Standard D – Promotes Equity Indicators Evidence

1. Encourages all students to believe that effort is a key to achievement. 2. Works to promote achievement by all students without exception. 3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary. IRA Standard 4.2

Assist the classroom teacher in selecting books, technology based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

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Rating:

Explanation of Rating for Standard D – Promotes Equity

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate’s Name: _____________________________________________________License: __________________ Program Supervisor (initial): ______________________________________________________Date: ___________ Supervising Practitioner (initial): ___________________________________________________Date: __________

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Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

Standard E – Meets Professional Responsibilities Indicators Evidence

1. Understands his or her legal and moral responsibilities.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students. 3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice. 4. Collaborates with colleagues to improve instruction, assessment, and student achievement. 5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them. 6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth. 7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Rating:

Explanation of Rating for Standard E – Meets Professional Responsibilities

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate’s Name: _____________________________________________________License: __________________ Program Supervisor (initial): _____________________________________________________Date: ____________ Supervising Practitioner (initial): __________________________________________________Date: ___________

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Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

Summary Decision for Preservice Performance Assessment

Teacher candidate’s Preservice Performance Assessment in the practicum or practicum equivalent meets the Professional Standards for Teachers: Yes ________ or No ________.

Candidate (sign): _______________________________________________________License: ________________ Program Supervisor (sign): _______________________________________Date: __________ Supervising Practitioner (sign): ___________________________________Date: __________

Standard Rating (from pp. 2-5) (a) Plans Curriculum (b) Delivers Effective Instruction (c) Manages Classroom Climate (d) Promotes Equity (e) Meets Professional Responsibilities

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Summary Comments (integrated assessment of performance): The sponsoring organization should maintain this assessment record as part of its candidate’s permanent file. Copies do not have to be sent to the Department of Education.

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Reading Specialist (Massachusetts)

Preservice Performance Assessment for Practicum or Practicum Equivalent

Please use this assessment in conjunction with the Preservice Performance Assessment Guidelines: the rating scale is described on page 4; evaluation questions relating to the standards are pages 5 - 12, and license-specific questions per standard B2c are pages 13-44.

Reading Specialist Indicators Evidence

1. Knowledge of the significant theories, practices, and programs for developing reading skills and reading comprehension. 2. Phonemic awareness and phonics: principles, knowledge, and instructional practices. 3. History and nature of English vocabulary and of English-language dialects; development of vocabulary knowledge. 4. Theories, research, and practices for reading instruction in the academic disciplines. 5. Selection and use of appropriate programs, materials, and technology for reading instruction.

6. Knowledge of, and selection criteria for, literature and informational books for children and adolescents. 7. Screening and diagnostic instruments, their administration and use for determining student strengths and weaknesses. 8. Knowledge and use of a variety of informal and formal reading assessments.

Rating:

Explanation of Rating for Standard A - Plans Curriculum and Instruction

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate’s Name: _____________________________________________________License: _____________________________ Program Supervisor (initial): ______________________________________________________Date: ______________________ Supervising Practitioner (initial): ___________________________________________________Date: _____________________

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Reading Specialist Page 2. Indicators Evidence

9. Second language acquisition and its relationship to literacy learning. 10. Child and adolescent development and the timing of formal reading instruction. 11. Cognitive development in adolescence and its relationship to reading instruction. 12. Approaches and practices for writing instruction, including assessment of writing skills and their relationship to reading. 13. Methods to support classroom teachers and tutors in the improvement of reading instruction, including consultation techniques and professional development.

Rating:

Explanation of Rating

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: _____________________________________________________License: ___________________________ Program Supervisor (sign): ______________________________________________________Date: ______________________ Supervising Practitioner (sign): ___________________________________________________Date: _____________________

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Massachusetts

Reading Specialist

Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

License-Specific Evaluation Questions

1. Does the candidate use lesson plans referring specifically to the Massachusetts English Language Arts standards and evidence-based practices arising from Reading First references on “scientifically-based” research?

2. Does the candidate demonstrate advanced knowledge of the five dimensions of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension?

3. Does the candidate demonstrate knowledge of a variety of intensive interventions when working with struggling readers?

4. Are the approaches used by the candidate during observations appropriate given the needs of the students?

5. Does the candidate use an intervention specific to the needs of English language learners when addressing these students?

6. Does the candidate use an intervention specific to students identified as in need of special education?

7. Has the candidate selected reading instructional materials that are the most appropriate ones for students with specific reading instructional needs (e.g. decoding multi-syllabic words, summarizing informational text)?

8. Has the candidate selected and implemented appropriate technology-based practices to teach specific skills during intensive interventions?

9. Does the candidate demonstrate explicit, direct instructional approaches as well as literature-embedded approaches to skills instruction?

10. Does the candidate work on specific reading skills needed by students independently as well as through an integrated approach?

11. Does the candidate link reading assessment data to appropriate curriculum materials and instruction for particular learners?

12. What evidence is there that the candidate can administer a wide range of assessments and use the data to make sound instructional decisions?

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Massachusetts Reading Specialist

Fitchburg State College Practicum/ Internship Evaluation Report

For Initial Teacher Licensure

This report is completed by the supervisor and cooperating practitioner to serve as a discussion focus for initial, mid-term and final conferences among the teacher candidate, cooperating practitioner and college supervisor. Teacher Candidate: _____________________________________________ SS#: ___________________________ Field of Licensure:__________________________ Program Status: ________________________________________ College Supervisor__________________________________ Supervising Practitioner: Rating Scale: 1-does not meet standards 2-meets the standards 3-exceeds the Standard NA-Not applicable

Mid-Term Meeting Date:

Final Meeting Date:

1. Knowledge of the significant theories, practices, and programs for developing reading skills and reading comprehension

1 2 3 NA

1 2 3 NA

2. Phonemic awareness and phonics: principles, knowledge, and instructional practices. 1 2 3 NA 1 2 3 NA

3. History and nature of English vocabulary and of English-language dialects; development of vocabulary knowledge.

1 2 3 NA 1 2 3 NA

4. Theories, research, and practices for reading instruction in the academic disciplines. 1 2 3 NA 1 2 3 NA

5. Selection and use of appropriate programs, materials, and technology for reading instruction. 1 2 3 NA 1 2 3 NA

6. Knowledge of, and selection criteria for, literature and informational books for children and adolescents.

1 2 3 NA 1 2 3 NA

7. Screening and diagnostic instruments, their administration and use for determining student strengths and weaknesses.

1 2 3 NA 1 2 3 NA

8. Knowledge and use of a variety of informal and formal reading assessments. 1 2 3 NA 1 2 3 NA

9. Second language acquisition and its relationship to literacy learning. 1 2 3 NA 1 2 3 NA

10. Child and adolescent development and the timing of formal reading instruction. 1 2 3 NA 1 2 3 NA

11. Cognitive development in adolescence and its relationship to reading instruction. 1 2 3 NA 1 2 3 NA

12. Approaches and practices for writing instruction, including assessment of writing skills and their relationship to reading.

1 2 3 NA 1 2 3 NA

13. Methods to support classroom teachers and tutors in the improvement of reading instruction, including consultation techniques and professional development.

1 2 3 NA 1 2 3 NA

Overall Rating 1 2 3 NA 1 2 3 NA

Comments (Attach additional page(s) if needed): Signature of College Supervisor: Date: ______________

Signature of Supervising Practitioner:_____________________________________________________ Date: ______________

Signature of Teacher Candidate:__________________________________________________________ Date: ______________ (White-Educator Licensure Office; yellow-candidate; pink-individual completing this form)

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Commonwealth of Massachusetts Department of Education

EVALUATION QUESTIONS

The following evaluation questions are to be used with the Preservice Performance Assessment Form (PPAF) by the Program Supervisor and Supervising Practitioner. Supervisors may elect to include additional evaluation questions where appropriate.

(a) Plans Curriculum and Instruction

1: Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge. Evaluation Questions: • Does documentation show evidence of activities planned as lessons in sequential units of study? (For example, is the

structure of each lesson and unit clear? Is there a focus and logic to each lesson, and are the connections within the lessons and the transitions between lessons appropriate?)

• Are specific standards in the curriculum framework noted with page number and date of publication? • Is there an explanation of why these content standards and units of study are being taught?

2: Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught. Evaluation Questions: • Does documentation note what assessments have been used and how their results guided planning? • Does the planned pedagogy include a rationale grounded in research and common sense? • Does the candidate choose teaching strategies that are appropriate for the content, grade level, and range of students

being taught? • Are the learning activities described and do they provide suitable challenges for academically advanced as well as for

those whose work is below grade level? • Is there an explanation of how knowledge of human development and learning guided planning? 3: Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom. Evaluation Questions: • Does documentation describe the reading and other resources being planned and explain which will suitably challenge

students at each level: below grade level, learning disabled, English language learners, at grade level, and academically advanced?

• Is there an explanation of the different writing activities selected for these different groups of students?

4: Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities. Evaluation Questions: • Does documentation list skills, concepts, and vocabulary needed for the topic being studied and for the different groups

of students in the class?

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5: Plans lessons with clear objectives and relevant measurable outcomes.

Evaluation Questions: • Does documentation show the objectives for each planned lesson? • Does it describe the measurable outcomes expected? • Is there an explanation of how the expected outcomes will be measured? • Do the homework, learning activities, and assessments reflect the objectives described? • Are there suitable objectives for students who are academically advanced as well as for those whose work is at or below

grade level?

6: Draws on resources from colleagues, families, and the community to enhance learning. Evaluation Question: • Are resources identified that may be provided by colleagues, student families, or the community? • Does the candidate explain how the resources are going to be used and why?

7: Incorporates appropriate technology and media in lesson planning. Evaluation Questions: • Are the technology or media identified that will be used during the unit of study? • How and why are technology and media used to achieve the objectives of the lesson? • Are these uses appropriate for the discipline at the intended grade level?

8: Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms. Evaluation Questions: • What information in the IEPs has been used to plan units of study? • What strategies or materials are to be used to promote the learning of students with disabilities and why they are

expected to be effective for these students in this discipline?

(b) Delivers Effective Instruction 1: Communicates high standards and expectations when beginning the lesson: a. Makes learning objectives clear to the student.

Evaluation Questions: • How are learning objectives communicated to the student? • Are the transitions from the beginning of the lesson to the body of the lesson smooth, and clear?

b. Communicates clearly in writing and speaking.

Evaluation Questions: • Does the candidate communicate clearly in writing and speaking?

c. Uses engaging ways to begin a new unit of study or lesson.

Evaluation Questions: • What types of opening activities are used and what are the purposes (i.e., to stimulate prior knowledge, to frame the

lesson, or to motivate students)? d. Builds on students’ prior knowledge and experience.

Evaluation Questions: • Does the candidate build on students’ prior knowledge and experience?

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2: Communicates high standards and expectations when carrying out the lesson: a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

Evaluation Questions: • Are phonemic awareness, phonics, and vocabulary skills taught and practiced separately as well as together with

comprehension skills? • Are materials provided for practice? • Are decodable texts used for practicing phonics lessons? • Are reading materials suitably challenging for students with different learning paces? • Are provisions made to develop automaticity and fluency?

b. Employs a variety of content-based and content-oriented teaching techniques, from more teacher-directed

strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

Evaluation Questions: • Does candidate indicate two or more teaching techniques that address the range of student skills? • Are the teaching techniques appropriate for the objectives of the lesson and for the different groups of students?

c. Demonstrates adequate knowledge of and approach to the academic content of lessons.

Evaluation Questions: • See license-specific evaluation questions, pp.13-44.

d. Employs a variety of reading and writing strategies for addressing the learning objectives.

Evaluation Questions: • Are reading and writing activities included in the body of the lesson and /or in the homework? • Are students asked to describe, explain and justify their ideas?

e. Employs appropriate sheltered English or subject matter strategies for English language learners.

Evaluation Questions: • Do lesson plans include language objectives based on the Massachusetts English language arts standards and

where appropriate, the English language proficiency benchmarks? • Does the candidate adapt and explain grade level content material to make them comprehensible? • Does the candidate emphasize content vocabulary and give students regular practice in applying content and

English language knowledge? • Does the candidate’s speech model proper English usage when working with English language learners?

f. Uses questioning to stimulate thinking and encourages all students to respond. Evaluation Questions: • Does the candidate use probing questions to help students understand concepts? • Does the candidate address questions to all students to encourage participation?

g. Uses instructional technology appropriately.

Evaluation Questions: • Is the candidate knowledgeable in the use of technology? • Is there a smooth transition to and from technology use? • Do all students have access to the technology and are they given sufficient instruction in its use? • Is technology used as a tool to develop and reinforce knowledge and skills?

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3: Communicates high standards and expectations when extending and completing the lesson: a. Assigns homework or practice that furthers student learning and checks it.

Evaluation Questions: • Does the candidate provide evidence of differential homework assignments or practice that further the learning of

students who are academically advanced as well as students whose work is at or below grade level? • Are several examples of assignments included and a rationale provided for them? • Are classroom sets of examples of student homework provided? • How is student homework evaluated?

b. Provides regular and frequent feedback to students on their progress.

Evaluation Questions: • Does the candidate aptly summarize what students have been expected to learn at the end of the lesson (or ask

students to do so)? c. Provides many and varied opportunities for students to achieve competence.

Evaluation Questions: • Does the candidate guide students to an adequate or useful conclusion to the lesson? • Does the candidate provide examples of how student work is evaluated and how that evaluation is communicated to

students? 4: Communicates high standards and expectations when evaluating student learning. a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of

formal and informal assessments, and uses results to plan further instruction.

Evaluation Questions: • Has the candidate provided examples of tests written by her/him? • Are formal tests provided by the district identified? • Are examples of student response papers for teacher tests provided? • Have alternate forms of assessment (portfolios, projects, etc.) been used and copies provided?

b. Translates evaluations of student work into records that accurately convey the level of achievement students for

parents or guardians, and school personnel. Evaluation Questions:

• Are report cards or grades given for student learning provided?

(c) Manages Classroom Climate Operation 1: Creates an environment that is conducive to learning.

Evaluation Questions: • How has candidate created an environment that is conducive to learning? (For example, does the candidate

establish a positive atmosphere where students are encouraged to participate? Does the candidate have good rapport with the students? Is the candidate patient with students?)

2: Creates a physical environment appropriate to range of learning activities.

Evaluation Questions: • Has the candidate created a physical environment appropriate to the range of learning activities?

3: Maintains appropriate standards of behavior, mutual respect, and safety.

Evaluation Questions:

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• Has the candidate maintained appropriate standards of behavior, mutual respect, and safety? (For example, does the candidate communicate rules and procedures for classroom behavior to the students? Is the candidate alert to student behavior at all times? Does the candidate stop inappropriate behavior promptly and consistently? Does the candidate treat the students with respect and is that respect returned?)

4: Manages classroom routines and procedures without loss of significant instructional time.

Evaluation Questions: • Does the candidate manage classroom routines and procedures without loss of significant instructional time? (For

example, does the candidate use appropriate time periods for checking homework, for the body of the lesson, etc.? Are the materials needed for activities ready for distribution and is the candidate organized in transitioning between activities?)

(d) Promotes Equity 1: Encourages all students to believe that effort is a key to achievement.

Evaluation Questions: • Does the candidate pay as much attention to students who are academically advanced as to those whose work is at

or below grade level? 2: Works to promote achievement by all students without exception.

Evaluation Questions: • Does the candidate provide opportunities for students to receive extra help outside of classtime? • Does the candidate provide more challenging work on a systematic or accelerated basis for academically advanced

students? 3: Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

Evaluation Questions: • Does student work reflect adjustments made? For example, what did the candidate do for students who may require

additional foundational knowledge or skills; or for students who have advanced knowledge or skills? 4: Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions and to see themselves as members of a local, state, national, and international civic community.

Evaluation Questions: • Has the candidate explained what adjustments have been made for these purposes, and why? • Does the candidate address all students as unique individuals and as Americans or potential Americans? • Does the candidate avoid identifying students as “representatives” of particular racial, ethnic, or gender groups? • Does the candidate help students to see themselves and each other as American citizens? Does candidate give

special writing assignments, lessons on national symbols, songs, phrases, and Pledge of Allegiance, or special civics lessons?

(e) Meets Professional Responsibilities

1: Understands his or her legal and moral responsibilities.

Evaluation Questions: • Does the candidate behave in a professional manner (including punctuality, confidentiality, and carrying out all

job-related responsibilities)? 2: Conveys knowledge of and enthusiasm for his/her academic discipline to students.

Evaluation Questions:

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• Is the candidate enthusiastic about his/her academic discipline during interactions with students? 3: Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

Evaluation Questions: • Does the candidate take advantage of professional development opportunities provided by the school during his/her

teaching there? 4: Collaborates with colleagues to improve instruction, assessment, and student achievement.

Evaluation Questions: • Does the candidate confer with his/her cooperating practitioner and other colleagues (including other student

teachers) about improving his/her practice? 5: Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.

Evaluation Questions: • Does the candidate participate in conferences with parents (under the guidance of the cooperating practitioner)

when appropriate? 6: Reflects critically upon his or her teaching experience identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

Evaluation Questions: • Does the candidate provide evidence (e.g., a journal) of reflecting upon his/her practice?

7: Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Evaluation Questions: • Does the candidate communicate appropriate use of the Internet to students whenever class activities include

Internet use?

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Education Unit

Observation Report

Knowledgeable

Skillful

Caring Ethical

Content Focus

Purposes for this assessment: 1. To assess elements of the Education Unit Conceptual Framework. 2. To assess elements of the NCATE/INTASC standards. 3. To assess elements of the MADOE Professional Standards for Teachers. Key Elements of Assessment: Note that the first four elements come from our Conceptual Framework. 1. Knowledge and Skill under the standards: Subject Matter, Motivation and Management, Communication. 2. Ethical behavior under the standards: Motivation and Management, Communication as well as Professional Commitment and Responsibility and Partnerships. 4. Caring behavior under the standard Motivation and Management.

5. Professional behavior under the standard: Professional Commitment and Responsibility and Partnerships. Who completes the assessment and when: Supervising practitioners are encouraged to complete the form at least once, but preferably three times during a station, including once before the mid-point 3-way evaluation conference with the candidate and the college supervisor and once before the final 3-way evaluation conference. The college supervisor completes the form for each formal observation of the teacher candidate. This is done a minimum of three times. How the form is completed: Both the ratings of each standard that can be observed during a lesson and related comments are written while college supervisor or supervising practitioner observes teacher candidate implementing a lesson. [The supervising practitioner is not required to use this form, but is encouraged to do so.] The feedback from the form is then shared with the candidate in a post-observation conference.

To whom the form is given when completed: The college supervisor gives the white copy to the candidate and the yellow copy to the supervising practitioner and keeps the pink copy (as noted on the bottom of the form). White copies of the form with all required documents are turned into the Licensure Office at end of the practicum.

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OBSERVATION REPORT Form T-10

Candidate: __________________________ I.D. # (required)________________________________ Person Completing Form: ________________________ Supervising Practitioner: __________________________________________ School: __________________________________________________Date: ________________________ Pre-Practicum: Practicum: ____ Major/License Sought: __________________________________________________________________ Undergraduate: _ Graduate: ___ Lesson Focus: _____________________________________________________________________________________________ Report # __ of 3

Standards & Criteria for Acceptability of Observable Behavior N0 NA

D A C Comments

Subject Matter; Development & Learning; Instructional Planning; (INTASC Standards 1, 2, 3, 4, 7, 8) (CF Knowledgeable, Skillful, Caring) • Provides a source of motivation (e.g., attention-grabbing question, materials,

connection with topic) and a means of readying students (e.g., activating prior knowledge, clear directions, an advance organizer, previewing of new vocabulary).

• Implements instructional strategies that are developmentally appropriate for students and their interests, that encourage critical thinking and problem solving and that are in keeping with course content.

• Uses questions as a means of checking for understanding beyond asking “Do you understand?” or “Do you have any questions?”

• Facilitates sustained momentum and/or finds unexpected learning opportunities.

• Differentiates appropriately to accommodate for diverse student needs, interests, learning styles and readiness.

• Provides opportunities for students to make connections across disciplines. • Facilitates activities that foster active engagement in learning (i.e., students

spend minimal time listening passively during lesson).

• Provides a clear formative or summative means of assessment to students. • Demonstrates strong grasp of content knowledge.

Motivation and Management: (INTASC Standard 5) (CF Skillful, Caring) • Uses classroom management strategies and skills that consider the physical

and social environment; constructively foster student engagement during lessons; uses transitions within/between lessons that add to the sequence of learning; demonstrates an awareness of students’ developmental needs within the designated block of time.

• Uses behavior management and behavior change strategies that are constructive, (e.g., redirection, natural or logical consequences) rather than punitive, (e.g., use of sarcasm, unconstructive feedback, shaming, excessive “time out”) and that cause minimal disruption to the teaching/learning process in a caring and ethical manner.

• Fosters students’ empowerment, (e.g., provides opportunities for responsible choice making; encourages student assessment & reflection on behavior & learning to refine social and academic skills).

Communication: (INTASC Standard 6) (CF Knowledgeable, Skillful) • Uses effective oral communication, free of grammatical errors as well as

excessive use of vernacular (e.g., “guys” for “students”).

• Uses written communication that is free of spelling and grammatical errors. • Uses language that matches students’ development and age.

Professional Commitment and Responsibility and Partnerships: (INTASC Standards 9,10) (CF Skillful, Caring, Ethical) • Works constructively and effectively with parents, team members and other

school personnel in a caring and ethical manner.

• Dresses in manner appropriate to the school culture. • Demonstrates ethical conduct (e.g., upholds confidentiality, school rules). • Demonstrates accountability (e.g., provides plans on time, provides plans

and materials when absent, is punctual).

• Effectively reflects on practice, (e. g., during talks with supervising practitioner, supervisor, in journal entries).

• Uses supervising practitioner/supervisor feedback to reflect upon and to refine instruction and curricular decision-making.

`

Rating Scale: 1 = Does not meet standard NA = Not appropriate standard for this lesson 2 = Acceptably meets standard NO = Not observed 3 = Comprehensively meets standard ___________________________________________________________ _________________________________________________________ (Observer’s Signature) (Teacher Candidate’s Signature) Routing: White = Educator Licensure Office; Yellow =Supervising Practitioner; Pink =Student 12/29/06

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Reading Specialist IRA

Assessment #8 Observation Report: Addendum

All candidates are assessed on implementation of lessons during the Practicum, SPED/READ 9101 using the unit wide observation report rubric. An addendum has been added to the observation report rubric to address IRA Standards 2.1, 2.2, 4.1, 4.4 at the Reading Specialist/Literacy Coach Level. Candidates are evaluated by the on-site supervisor and the college supervisor on both the unit wide rubric and the addendum demonstrating the competencies at the Reading Specialist/Literacy coach Level.

IRA Standard 2: Instructional Strategies and curriculum Materials NO NA D A C

2.1 Assists classroom teachers and paraprofessionals in selecting and using appropriate

grouping options for students at various ability and achievement levels and explains the evidence based rationale for the groupings.

Provides demonstrations by teaching using appropriate multiple groupings 2.2

Supports classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches and methods including technology-based practices. Candidates explain the evidence base for selecting the practices to meet the needs of all students.

Models approaches in the teacher’s classroom while the teacher observes Confers with the teacher regarding the lesson modeled and reflects with the teacher

on the effectiveness of the lesson.

Observes the teacher presenting the same type of lesson demonstrated and gives feedback. (Candidate utilizes the “Form used for Observation: taken from The Reading Specialist: Leadership for the Classroom, school and Community by Rita M. Bears, 2004, Guilford Press).

Holds a post conference with the teacher to reflect on the lesson in terms of both teacher and student behaviors, provides feedback and generates future plans that will facilitate instruction in the classroom.

IRA Standard 4: Create a Literate Environment 4.1

Assists the classroom teacher and paraprofessionals in selecting materials that match the reading levels (e.g., Lexile database), interests, and cultural and linguistic backgrounds of students.

Shares with classroom teachers ideas to promote reading and writing in the classroom environment such as displaying student writing, maintaining journals, encouraging responses and read alouds, creating space for small group work, learning centers and different types of reading materials.

Assists classroom teachers in selecting reading materials and tasks that reflect sensitivity to the diverse learning needs of students.

4.4 Assists classroom teachers with instructional planning and program design that will

intrinsically and extrinsically motivate students.

Identifies resources for instructional planning and program design that are based on research about literacy instruction.

Rating Scale: 1 = Does not meet standard NA = Not appropriate standard for this lesson 2 = Acceptably meets standard NO = Not observed 3 = Comprehensively meets standard ___________________________________________________________ _________________________________________________________ (Observer’s Signature) (Teacher Candidate’s Signature) Routing: White = Educator Licensure Office; Yellow =Supervising Practitioner; Pink =Student 12/29/06

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Education Unit

Candidate Dispositions Assessment

Knowledgeable

Skillful

Caring Ethical

Content Focus

Purposes for this assessment are to: 1. Assess elements of the Education Unit Conceptual Framework. 2. Assess elements of the NCATE/INTASC standards. 3. Assess elements of the MA DOE Professional Standards for Teachers. Key Elements of Assessment: [Note how the first 4 match the Conceptual Framework.] 1. A candidate is knowledgeable. 2. A candidate is skillful. 3. A candidate is ethical. 4. A candidate is caring. 5. A candidate behaves in a professional manner.

Who completes the assessment, when, and to whom form is given: For a course: -Instructor completes the assessment any time a candidate’s disposition is of concern and gives to candidate’s advisor. For pre-practica: --If the supervising practitioner is concerned about the candidate’s disposition, s/he informs the course instructor when the concern arises, completes the form and mails directly to the instructor. --If the Disposition Assessment is carried out routinely, the form is completed at the end of the pre-practica; a copy is kept by the supervising practitioner; the other two copies are given to candidate to bring to Licensure Office. For practica: --If the supervising practitioner is concerned about the candidate’s disposition, s/he informs the college supervisor when the concern arises, completes the form and gives or mails as soon as possible to the college supervisor. --When the assessment is carried out routinely: 1) The assessment is completed by supervising practitioner at the close of the practicum; reviewed with candidate; signed by college supervisor, supervising practitioner, and teacher candidate. 2) The college supervisor separates form and gives copies to teacher candidate and supervising practitioner. 3) The college supervisor gives the white copy to the candidate and the yellow copy to the supervising practitioner and keeps the pink copy (as noted on the bottom of the form). White copies of the form with all required documents are turned into the Licensure Office at end of the practicum.

shs/Unit/standard III/disposition assessment template 6 08 05

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Candidate Dispositions Assessment Form T-6 Practicum Gate: III

Knowledgeable

Skillful

Caring Ethical

Candidate: _________________________________ ID (Required): _______________________ Date of Review: ____________ Licensure Sought/Major (Required): __________________________________________________________________________ Program: ________________________________________________ Advisor:_________________________________________

Instructions: Please provide the appropriate score using the following criteria: 3 points = Comprehensively meets the Standard 2 points = Acceptably meets the Standard 1 point = Does not meet the Standard

N.O. = Not able to observe

Signature of person completing form: _______________________________________________________ Date: ___________________________

Name of person completing form: __________________________________________________________________________________________

Check one: Supervising Practitioner ( ) College Supervisor ( )

School Name and Address: _____________________________________________________________________________________________________________________

Signature of College Supervisor_________________________ Signature of Candidate: _________________________Review Date: __________

Note: A candidate earning a”1” in two or more disposition areas requires a Program/Department Review. If a candidate objects to the disposition review by any individual, s/he should follow the student grievance policies as outlined in the college catalogue. Revised 1/5/07

Candidate is knowledgeable: Conceptual Framework Component 1 Communicates effectively in speech and in writing; e.g., uses correct articulation, uses appropriate tone, and

expresses ideas clearly). Demonstrates preparedness; understands when more information is needed and knows where to find it; is

willing to ask probing questions.

Candidate is skillful: Conceptual Framework Component 2 Interacts with others (faculty, supervising practitioners, peers, students, and parents) in a thoughtful and

considerate manner. Reflects on his/her work; e.g., makes decisions that lead to improved professional competence, adapts to new

and unexpected situations, responds positively to constructive suggestions.

Candidate is ethical: Conceptual Framework Component 3

Follows the ethics of the field; e.g., exercises confidentiality, respect for intellectual property of others and mandated reporting responsibilities, etc.

Candidate is caring: Conceptual Framework Component 4

Demonstrates sensitivity to diversity; e.g., acknowledges alternative viewpoints, respects others, accepts personal differences.

Shows compassion when working with students. Demonstrates a passion for the profession.

Candidate behaves in a professional manner: Meets delegated obligations; e.g., is punctual, reliable; accepts tasks; completes tasks to an acceptable standard,

etc.

Shows initiative; e.g., contributes, volunteers, goes above and beyond what is expected, etc. Dresses appropriately for the school environment.

D I

S P

O S

I T

I O

N S

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Fitchburg State College Education Unit LESSON PLAN RUBRIC SCORING SHEET

Student’s Name: Date: Licensure Sought: Undergrad. Grad. Course Pre-Prac. Prac. Supervisor: Lesson Focus: 3 pts. Comprehensively meets standard 2 pts. Acceptably meets standard 1 pts. Does not meet standard N/A Notable to observe

Standard & Lesson Plan Contents

Score Points Comments

Knowledge of Subject (INTASC Standards 1, 2, 7) Overall goal & rationale Objectives Links to state frameworks Connections across curriculum

Key Questions

Instruction: (INTASC Standards 3, 4, 5) Source of motivation Source of readying students Choice of strategies Adaptation for diverse student needs, readiness & learning styles

Transitions Timing Multicultural sensitivity Materials

Assessment (INTASC Standard 8) Formative evaluation methods within lesson

Summative evaluation methods

Communication (INTASC Standards 6 & 9) Lesson plan language, grammar, punctuation, spelling

Signature of Supervisor: Date: Signature of Candidate: Date:

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Fitchburg State College Teacher Education Programs Pre-Practicum Report Form

Student Name: SS#: Semester Pre-Practicum Taken: Major/Field: Address of Student: Pre-Practicum Course Title and Number: Pre-Practicum School Site: Grade Level(s): Clock Hours: Nature of Experience: The above name student has completed a pre-practicum which has been designated by the college as a field based experience related to the role of the major/field mentioned above:

_____________________________________________________ (Signature of Course Professor/Instructor)

_____________________________________________________ (Signature of Classroom Supervising Practitioner)

Note: Pre-practicum is an early field-based experience, held in a variety of educational settings, integrated into courses or seminars that address the Professional Standards for Teachers as set forth in 603 CMR 7.08.

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Fitchburg State College Reading Specialist Program

PORTFOLIO

The construction of a portfolio is completed after the Practicum experience in the Reading Specialist Program. The portfolio documents the candidate's knowledge, skill and dispositions related to reading, learning assessment, instruction, and leadership. The framing documents for the portfolio are the International Reading Association Standards and the Massachusetts Preservice Performance Assessment (PPA). To address the IRA Standards at the Literacy/Coach Level, the PPA has been modified to include assistance given to classroom teachers and other support personnel. Each candidate is responsible for gathering evidence to be included in the portfolio. The evidence should reflect how the Reading Specialist graduate program learning and teaching experiences and leadership activities have enabled the candidate to achieve the Standards both at the State and National levels. It is important to note that the Reading Specialist License in Massachusetts is an Initial License. Therefore candidates must demonstrate the Standards on the PPA and include the Massachusetts State Competencies for the specific License of Reading Specialist. Portfolio Contents The portfolio will address the five IRA Standards and elements within the standards. The PPA matches the IRA Standards at the classroom teacher level. A minimum of two pieces of evidence must be presented with descriptions as to how the artifact relates to the elements in the standards. The details of the portfolio contents are specified in the rubric attached to this description. Candidates must reflect on each piece of evidence submitted. The reflection should examine the evidence presented and address the significance of the piece in terms of achieving the IRA and/or the PPA Standards at both the classroom teacher level and at the Literacy/Coach level. Why was the piece selected, what was learned, how does the evidence demonstrate your preparedness in and understanding of the Massachusetts State Standards for Initial License: Reading Specialist and the IRA Standards at the Reading Specialist/Literacy Coach Level. Artifacts for IRA Standards must include: Standard 1: Foundational Knowledge

1. Final examinations from course work: SPED/READ 7016 The Structure of the English Language SPED/READ 7017 The Psychology of Reading, Reading Development, and Disabilities

2. Assessment of Writing Project SPED/READ 8019 Assessment of Writing Skills and Disabilities

3. Advanced Research Article Reviews SPED/READ 9100 Advanced Research in Reading

4. Lesson Plans (phonemic awareness, phonics, fluency, vocabulary, comprehension). 5. Case Studies

SPED/READ 8018 Reading Disabilities and the Assessment of Reading SPED/READ 9101 Practicum: Reading Specialist

6. Licensure Examination

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Standard 2: Instructional Strategies and Curriculum Materials (For each element provide evidence of how support was given to classroom teachers and paraprofessionals.)

1. Lesson plans for research based reading programs including communication with classroom teachers and paraprofessionals.

SPED/READ 8018 Reading Disabilities and the Assessment of Reading SPED/READ 9101 Practicum: Reading Specialist SPED/READ 8017 Specialized Reading Approaches 2. Consultation log (teachers, parents, school psychologist, other support personnel) SPED/READ 9101 Practicum: Reading Specialist 3. Staff Development Projects SPED/READ 8018 Reading Disabilities and the Assessment of Reading SPED/READ 8019 The Assessment of Writing Skills and Writing Disabilities SPED/READ 9101 Practicum: Reading Specialist SPED/READ 9102 The Reading Specialist: Leadership Roles 4. Other Standard 3: Assessment, Diagnosis, and Evaluation 1. Formal and informal tests administered and analyzed 2. Case Studies 3. Staff Development Projects SPED/READ 8019 The Assessment of Writing Skills and Writing Disabilities SPED/READ 8018 Reading Disabilities and the Assessment of Reading SPED/READ 9101 Practicum: Reading Specialist 4. Other Standard 4: Create a Literate Environment (Candidates must include evidence that assistance was given to classroom teachers and paraprofessionals in each element of Standard 4.)

1. Case Studies 2. Staff Development Projects 3. Consultation Meetings 4. Demonstrations/Modeling for colleagues and other school personnel

Standard 5: Professional Development 1. Professional Conferences Attended. 2. Staff Development including demonstrations provided to classroom teachers, paraprofessionals, and support

personnel. 3. Log of consultations evidencing continuing education for teachers including feedback and support. 4. Select from required assignments in SPED/READ 9102 The Reading Specialist: Leadership Roles

a. Prepare a Staff Development Project (written and oral) based on one aspect of the findings of the National Reading Panel in relation to students at the risk and present the Project to the School/Community

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b. Document collaborative experiences with school psychologist, special educators and classroom teachers regarding assessments, reading programs and instructional strategies

c. Prepare a report addressing the varying roles of a Reading Specialist (1) classroom teacher (2) diagnostician (3) resource teacher (4) supervisor of paraprofessionals (5) staff developer (6) literacy resource professional (7) liaison to agencies (8) collaborative consultant

Reflect on the roles. State roles you are most comfortable with. State concerns you have with other roles.

Portfolio Scoring:

Each portfolio will be scored by two members of the Reading faculty using the rubric.

Any element that is rated below "acceptable" must be revised until satisfactory completion is achieved.

Adapted from University of Georgia, Department of Science Education, Master’s Portfolio: www.coe.uga.edu/science/portfolio.htm

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PORTFOLIO RUBRIC

Standard I: Foundation, Knowledge and dispositions

Target 3 Points

Acceptable 2 Points

Unacceptable 1 Point Points

Relevance of evidence as a whole to elements within standards

Clearly related to most elements in standard. Includes evidence at the classroom teacher level and the Reading Specialist/Literacy Coach Level.

Generally addresses elements at both levels.

Largely unrelated to standards or does not meet elements at the Reading Specialist/Literacy coach Level.

Quality of evidence Research based.

Meets both classroom teacher and Specialist levels (PPA and IRA Standards).

Acceptable but needs more evidence at either level.

Weak in terms of research based evidence.

Narratives for each piece of evidence provide a reflective rationale for choosing the evidence

Clear, well thought out explanation; clearly reflective showing depth of thought in relation to Standard.

Adequate explanation; some evidence of reflection

Unclear explanation; little or no reflection

Summary for the entire standard explaining significance of standard to candidate

Reflective and meaningful; provides cohesion to entire section. Demonstrate understanding of the research in reading and writing.

Adequate reflection; relates to part of section

Unclear meaning; relates to little or none of section; little cohesion or reflection.

Passing Score 9 out of 12 Total: 12

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PORTFOLIO RUBRIC

Standard II: Instructional strategies and curriculum materials

Target 3 Points

Acceptable 2 Points

Unacceptable 1 Point Points

Relevance of evidence as a whole to elements within standards

Clearly related to most elements in standard. Includes evidence at the classroom teacher level and the Reading Specialist/Literacy Coach Level.

Generally addresses elements at both levels.

Largely unrelated to standards or does not meet elements at the Reading Specialist/Literacy coach Level.

Quality of evidence Research based.

Meets both classroom teacher and Specialist levels (PPA and IRA Standards).

Acceptable but needs more evidence at either level.

Weak in terms of research based evidence.

Narratives for each piece of evidence provide a reflective rationale for choosing the evidence

Clear, well thought out explanation; clearly reflective showing depth of thought in relation to Standard.

Adequate explanation; some evidence of reflection

Unclear explanation; little or no reflection

Summary for the entire standard explaining significance of standard to candidate

Reflective and meaningful; provides cohesion to entire section. Demonstrate understanding of the research in reading and writing.

Adequate reflection; relates to part of section

Unclear meaning; relates to little or none of section; little cohesion or reflection.

Passing Score 9 out of 12 Total: 12

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PORTFOLIO RUBRIC

Standard III: Assessment, Diagnosis and Evaluation

Target 3 Points

Acceptable 2 Points

Unacceptable 1 Point Points

Relevance of evidence as a whole to elements within standards

Clearly related to most elements in standard. Includes evidence at the classroom teacher level and the Reading Specialist/Literacy Coach Level.

Generally addresses elements at both levels.

Largely unrelated to standards or does not meet elements at the Reading Specialist/Literacy coach Level.

Quality of evidence Research based.

Meets both classroom teacher and Specialist levels (PPA and IRA Standards).

Acceptable but needs more evidence at either level.

Weak in terms of research based evidence.

Narratives for each piece of evidence provide a reflective rationale for choosing the evidence

Clear, well thought out explanation; clearly reflective showing depth of thought in relation to Standard.

Adequate explanation; some evidence of reflection

Unclear explanation; little or no reflection

Summary for the entire standard explaining significance of standard to candidate

Reflective and meaningful; provides cohesion to entire section. Demonstrate understanding of the research in reading and writing.

Adequate reflection; relates to part of section

Unclear meaning; relates to little or none of section; little cohesion or reflection.

Passing Score 9 out of 12 Total: 12

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PORTFOLIO RUBRIC

Standard IV: Creating a Literate Environment

Target 3 Points

Acceptable 2 Points

Unacceptable 1 Point Points

Relevance of evidence as a whole to elements within standards

Clearly related to most elements in standard. Includes evidence at the classroom teacher level and the Reading Specialist/Literacy Coach Level.

Generally addresses elements at both levels.

Largely unrelated to standards or does not meet elements at the Reading Specialist/Literacy coach Level.

Quality of evidence Research based.

Meets both classroom teacher and Specialist levels (PPA and IRA Standards).

Acceptable but needs more evidence at either level.

Weak in terms of research based evidence.

Narratives for each piece of evidence provide a reflective rationale for choosing the evidence

Clear, well thought out explanation; clearly reflective showing depth of thought in relation to Standard.

Adequate explanation; some evidence of reflection

Unclear explanation; little or no reflection

Summary for the entire standard explaining significance of standard to candidate

Reflective and meaningful; provides cohesion to entire section. Demonstrate understanding of the research in reading and writing.

Adequate reflection; relates to part of section

Unclear meaning; relates to little or none of section; little cohesion or reflection.

Passing Score 9 out of 12 Total: 12

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PORTFOLIO RUBRIC

Standard V: Professional Development

Target 3 Points

Acceptable 2 Points

Unacceptable 1 Point Points

Relevance of evidence as a whole to elements within standards

Clearly related to most elements in standard. Includes evidence at the classroom teacher level and the Reading Specialist/Literacy Coach Level.

Generally addresses elements at both levels.

Largely unrelated to standards or does not meet elements at the Reading Specialist/Literacy coach Level.

Quality of evidence Research based.

Meets both classroom teacher and Specialist levels (PPA and IRA Standards).

Acceptable but needs more evidence at either level.

Weak in terms of research based evidence.

Narratives for each piece of evidence provide a reflective rationale for choosing the evidence

Clear, well thought out explanation; clearly reflective showing depth of thought in relation to Standard.

Adequate explanation; some evidence of reflection

Unclear explanation; little or no reflection

Summary for the entire standard explaining significance of standard to candidate

Reflective and meaningful; provides cohesion to entire section. Demonstrate understanding of the research in reading and writing.

Adequate reflection; relates to part of section

Unclear meaning; relates to little or none of section; little cohesion or reflection.

Passing Score 9 out of 12 Total: 12

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PORTFOLIO RUBRIC

Reading Specialist

Candidate’s Name __ Date:____________________

STANDARDS STANDARDS PASSING SCORES

I.

II.

III.

IV.

V.

Total Score (Minimum 45 Required) Comments:

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Assessment #3 Staff Development Projects

Guidelines

1. Candidates develop a Needs Assessment based on the IRA Standards at the Reading Specialist/Literacy Coach Level. Candidates include critical elements in Standards 3.1, 3.2, 5.2, 5.3, 5.4. Candidates have four Staff Development Projects to complete, one in each of the following courses:

SPED/READ 8018 Reading Disabilities and the Assessment of Reading SPED/READ 8019 The Assessment of Writing Skills and Writing Disabilities SPED/READ 9101 Practicum: Reading Specialist SPED/READ 9102 The Reading Specialist: Leadership Roles

Each project must address a critical element of the Standard that focuses on support for classroom teachers, paraprofessionals and other support personnel. Candidates address instructional grouping options, instructional practices, curriculum materials, assessment procedures and interpretations, program design.

2. The content of the staff development projects needs to be translated into goals for student achievement. The content selected should be driven by the needs of teachers related to student learning.

3. Preparation for the projects should be documented and involve:

a. needs assessment b. peer collaboration c. research evidence related to the content d. materials activities, resources for presentation (visual aids/technology) e. connections to student learning f. evaluation of workshop presentation by participants g. a follow up plan to work with teachers, paraprofessionals and other support personnel

regarding content presented

4. An outline of the oral presentation needs to be submitted to the course instructor/supervisor for approval before presentation.

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Staff Development Project Rubric Please address IRA Standards and critical elements within the Standard (3.1, 3.2, 5.2, 5.3, 5.4) at the Reading Specialist/Literacy Coach Level.

3 Points 2 Points 1 Point Develops and implements a needs assessment that addresses two components below:

Increases classroom teachers, paraprofessionals, and other support personnel’s knowledge regarding oral language, the components of reading, writing, reading assessment and interpretation and progress monitoring.

Utilizes the National Staff

Development guidelines for the needs assessment.

The needs assessment addresses only one of the two components below:

Increases classroom teachers, paraprofessionals, and other support personnel’s knowledge regarding oral language, the components of reading, writing, reading assessment and interpretation and progress monitoring.

Utilizes the National Staff

Development guidelines for the needs assessment.

The needs assessment does not address either one of the two components below:

Increases classroom teachers, paraprofessionals, and other support personnel’s knowledge regarding oral language, the components of reading, writing, reading assessment and interpretation and progress monitoring.

Utilizes the National Staff

Development guidelines for the needs assessment.

• Utilizes peer collaboration to assist with content selection and for developing, leading, implementing and evaluating an effective workshop, as documented in meetings and observations.

• Some evidence of collaboration with peers regarding topic and presentation

No evidence of collaboration with peers regarding topic and presentation.

Content of the staff development workshop is grounded in research that justifies the specific focus on instructional practices, materials, assessments grouping options and/or progress monitoring techniques.

Multiple sources of research based information are presented to the school community.

Develops a coherent presentation for teachers and paraprofessionals regarding how research has informed practice.

Some research based sources regarding the content area presented.

No research based sources regarding eh content area are presented.

Instructional activity includes three facets: Multiple resources Applicable materials Varied approaches

To guide teachers, paraprofessionals and other support personnel in learning and in active participation.

Instructional activity includes only two of the three facets.

Instructional activity includes only one or none of the three facets.

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3 Points 2 Points 1 Point The presentation addresses two components below: Clearly demonstrates to staff the

connections to student learning in the content presented (e.g., Instructional Strategies and Curriculum Materials, Assessment and Evaluation, Creating a Literate Environment).

Utilizes evidence from the work of the National Institute of Child Health and Human Development, The National Reading Research Commission, the National Reading Panel (others)

The presentation addresses only one of the two components below: Clearly demonstrates to staff the

connections to student learning in the content presented (e.g., Instructional Strategies and Curriculum Materials, Assessment and Evaluation, Creating a Literate Environment).

Utilizes evidence from the work of the National Institute of Child Health and Human Development, The National Reading Research Commission, the National Reading Panel (others)

The presentation does not address either of the two components below: Clearly demonstrates to staff the

connections to student learning in the content presented (e.g., Instructional Strategies and Curriculum Materials, Assessment and Evaluation, Creating a Literate Environment).

Utilizes evidence from the work of the National Institute of Child Health and Human Development, The National Reading Research Commission, the National Reading Panel (others)

Evaluation of the workshop presentation addresses the two components below: Offers opportunity (e.g.,

questionnaire, focus group interview) for staff participants and other colleagues (e.g., other candidates) to provide feedback regarding central features (increase in knowledge base, potential improvement in instructional practices, etc.) of the workshop.

Revises presentation based on

summary of findings.

The evaluation of the workshop presentation addresses one component below: Offers opportunity (e.g.,

questionnaire, focus group interview) for staff participants and other colleagues (e.g., other candidates) to provide feedback regarding central features (increase in knowledge base, potential improvement in instructional practices, etc.) of the workshop.

Revises presentation based on

summary of findings.

The evaluation of the workshop does not address either of the two components below:

Offers opportunity (e.g.,

questionnaire, focus group interview) for staff participants and other colleagues (e.g., other candidates) to provide feedback regarding central features (increase in knowledge base, potential improvement in instructional practices, etc.) of the workshop.

Revises presentation based on

summary of findings.

Follow up plan includes at least two of the four components below:

a. study groups with participants b. demonstration lesson for

participants c. Observation of participants

implementation of relevant content

d. Individual conferencing with participants

Follow up plan includes at least one of the four components below:

a. study groups with participants b. demonstration lesson for

participants c. Observation of participants

implementation of relevant content

d. Individual conferencing with participants

Follow up plan includes none of the four components.

Pass Fail Points Grade Points Grade 20-21 = 4.0 14-15 = 2.5 18-19 = 3.5 12-13 = 2.0 16-17 = 3.0 10-11 = 1.5

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Standards for Reading Professionals (2003). International Reading Association (IRA 1.1, 1.2, 1.3, 2.2, 2.3, 3.1, 3.2 3.3, 3.4 4.1)

Case Study (Assessment #5)

*Guidelines

SPED/READ 8018 Reading Disabilities and the Assessment of reading SPED/READ 9101 Practicum: Reading Specialist In the Practicum, candidates are required to write two case studies on school age students between the ages of 6 and 16 years. One case study must involve a student who is an English Language Learner. The purpose of these studies is to assess the oral language, reading, writing, and spelling achievement of the students, analyze the results of the testing, and follow the students’ development in these areas. Candidates are to test, observe, and teach the students, document the students’ progress and share the information with parents or guardians, classroom teachers and support personnel involved with the students. In addition candidates are required to reflect on this process and share in the college class (SPED/READ 8108) and with the College Supervisor and on-site supervisor (SPED/READ 9101). The case studies must be constructed using the following information: Introduction (IRA 3.3) Collect information on the students using surveys. Candidates may use interviews, questionnaires and conferences with the students, parents and professionals. Candidates may examine (with permission) records of previous testing, school achievement report cards. Forms for obtaining background information are included in the text for SPED/READ 8108 (Jennings, J.H., Caldwell, J. & Lerner, J.W. (2006). Reading problems, assessment and teaching strategies. Boston, MA.: Person Education, Inc.) Through the information gathered write a two to three page introduction about the student focusing specifically on information critical to understanding a student language development.

A. Information from parent 1. age, gender, race/ethnicity, native language of the student 2 home environment 3. school environment 4. social and cultural environment 5. physical information 6. language development

B. Student Information (Use questionnaires for younger or older students.) C. School Information 1. school attendance 2. reading performance a. achievement levels b. specific problems c. areas of strength and weaknesses

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Reading Analysis (IRA 1.1, 1.2, 1.3, 3.1, 3.2, 3.3)

Utilize surveys, observations, informal and formal assessments to determine each student’s reading development. Include tests addressed in SPED/READ 8108 (Bader Informal Reading Inventory, D.I.B.E.L.S., WJ IIIDRB, CTOPP, Quick Phonics Screener or alternative). Address student’s entry levels for each reading component (oral language, phonemic awareness, phonics, oral reading fluency, vocabulary, comprehension. Analyze results of testing and plan teaching strategies in areas of need. Base your planning on the research of Ehri, Moats, Adams, Torgesen, Carnine, Pressley, Cummins, Beringer, The National Reading Panel, and the Massachusetts Curriculum Frameworks. Also utilize the text from SPED/READ 8017, Specialized Reading Approaches (Birsh, J.R., (2005). Multisensory teaching of basic language skills. Baltimore, Maryland: Paul Brookes Publishing Co.). Candidates need to explain how the research, individual assessments, school wide assessments were used to develop teaching strategies. Candidates need to present evidence of student progress over 12 weeks of instruction. A graph should be utilized to demonstrate growth. Formative and summative assessment evidence needs to be presented.

Writing Analysis (IRA 1.1, 1.2, 1.3, 3.1, 3.2, 3.3)

Over a period of 10 weeks, candidates collect six writing samples from the student and analyze his/her writing development using research by Moats, Bain, Mather and others. If age appropriate, candidates should try to collect different genres of writing to measure the student’s abilities to match genres to purposes for writing: description, informational, expository, and a personal narrative of an event (Jennings, text). For the early stages of literacy development, include at least one piece of dictation, using a language experience approach. Assess the ability to convey meaning. Examples of forms to analyze students’ writing can be obtained at www.ablongman.com/jennings5e). Also candidates need to administer the Spelling Inventory from Spellography and the Test of Written Language addressed in SPED/READ 8019, The Assessment of Writing Skills and Writing Disabilities. Analyze spelling needs. As the candidate works with the student, progress must be monitored and compared to previous spelling/writing samples to ensure that instruction is resulting in progress commensurate with the student’s progress in reading.

Instructional Design (IRA 1.4, 2.2, 2.3)

In this section, explain the specific research based instruction you provided in the components of reading, phonemic awareness, phonics, word study, fluency, vocabulary comprehension, writing and spelling and the materials utilized (commercial and/or teacher-made). Each lesson plan should follow the Education Unit’s lesson plan format (goals, objectives, curriculum frameworks, motivation, planning steps, materials, formative and summative evaluation). Instruction should be linked to assessment data and prior analysis/reflection and should address IRA Standards 1.4, 2.2 and 2.3. In addition, an oral and written summary of each instructional session needs to be shared with personnel involved with teaching the student. Candidates need to be prepared to support classroom teachers and other support personnel by explaining and demonstrating strategies activities and materials used with the student.

Recommendations (IRA 2.2, 2.3, 3.3, 3.4, 4.1)

Based on the results of assessments and instruction, candidates state recommendations to further develop the student’s skill in the components of reading and in writing and spelling. Specifically candidates state next steps. Utilize the Massachusetts Curriculum Frameworks and texts used in the Reading Specialist program, and research in language development and learning to read to state objectives, instructional steps and activities. List materials and books to use with the student. Consider the student’s interests and reading levels. Communicate orally and in writing the recommendations to appropriate school personnel and parents. Assist the classroom teacher and

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support personnel in selecting materials that match the reading level, interest, and cultural and linguistic background of the student. When making recommendations, candidates must clearly identify the research in language development and learning to read. Additional Assignment Requirement

1. Written report demonstrates organization and cohesion, correct grammar, usage and spelling 2. Report is written using APA style 3. Appendices are provided and research sources are documented. 4. Student writing samples are included 5. Individual test protocols and analyses of results are included. 6. Confidentiality is maintained.

Evaluation The Case Study is evaluated using the Case Study Rubric. Any unacceptables and failures will need to be reviewed with the advisor/supervisors and will require a resubmission with revisions.

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Case Study Rubric The following rubric is designed to evaluate the candidates work on the case study assignments. It is given to the candidates prior to the beginning of the assignment.

IRA Standards for Reading Professionals 1.1, 1.2, 1.3, 1.4, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1

SPED/READ 8018 SPED/READ 9101 Name: IRA Standard 1: Foundational Knowledge

Critical Elements Exemplary

3 Points Acceptable

2 Points Unacceptable

1 Point Comments Standard 1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction

Sophisticated references made to major theories.

Candidate explained major theories compared and contrasted and/or critiqued instructional procedures for oral language, reading, writing and spelling.

Candidate addressed instructional practices that the student was involved in in relationship to scientific research.

Adequate references made to major theories.

Meaningfully explains and critiques theories in relation to instructional practice.

Does not refer to major theories and does not explain, compare, contrast, and/or critique the theories.

Standard 1.2 Demonstrate knowledge of reading research and histories of reading.

Candidates are able to synthesize the research in reading and explain how it has impacted instruction for the student.

Research is concise and well articulated.

Research is stated and applied in narrative in relation to instructional practices.

Research is not stated or is misrepresented in terms of its relationship to instructional practices.

Statements are not clear or well documented.

Standard 1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity.

Candidates demonstrate sophisticated ability to identify, explain, and compare and contrast the theories and research in language development and learning to read.

Clear documentation is provided regarding monolingual students and second language learners in terms of the research in oral language, reading, writing and spelling.

Candidates adequately identified the theories and research in the areas of language development and learning to read.

Some documentation provided regarding first and second language learners.

Does not identify, explain, compare, and/or contrast the theories and research in the areas of language development and learning to read for first and second language learners.

No documentation provided.

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Critical Elements Exemplary

3 Points Acceptable

2 Points Unacceptable

1 Point Comments Standard 1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identifications, and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation and how they are integrated in fluent reading.

Utilized assessment data research findings, and instruction to determine if students were integrating phonemic awareness, word identification, vocabulary, fluency, comprehension strategies, and motivation, and fluent reading.

Cited the research base for the instructional practices

Compared and contrasted some findings to determine if students were integrating the components of reading.

Limited linking of findings to instructional strategies.

Some referenced to research.

Did not compare and contrast findings to determine if students were integrating the major components of reading.

The findings were not linked correctly to instructional practices.

Did not cite research or cited incorrect sources.

Standard 2.2 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.

Selected instructional practices, approaches and materials including technology that were based on research, and linked to assessment results, implemented these, evaluated the results and explained to appropriate school personnel how they were implemented and the results of the implementation.

Candidates explained/modeled (for colleagues, paraprofessional and other support personnel) how to select and use a wide range of evidence based instructional methods and techniques for all students.

Cited a broad research base.

Selected and explained instructional methods, implemented these, but did not explain results.

Shared instructional practices and materials with colleagues, how to select them and implement them but was unable to share the results of implementation.

Cited a research base.

Did not select instructional methods and techniques based on research and/or did not explain, demonstrate or provide information for colleagues, paraprofessionals or other support personnel.

Minimal research

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Critical Elements Exemplary

3 Points Acceptable

2 Points Unacceptable

1 Point Comments Standard 2.3 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.

Selected and developed a wide range of curriculum materials that are aligned with assessment results for learners at various stages of development.

Documented entry levels in terms of development of the components of reading.

Explained and demonstrated for classroom teachers and paraprofessionals how to select and use an array of curriculum materials for all learners that are research based.

Cited a broad research base for curriculum materials.

Selected and used curriculum and teacher made materials related to assessment data.

Made recommendations that would assist classroom teachers in selecting and making appropriate materials that are based on research evidence.

Did not demonstrate the use of the materials with students.

Cited a broad research base for curriculum materials.

Did not select or make appropriate materials.

Did not explain or demonstrate curriculum materials for colleagues, classroom teachers, or paraprofessionals.

Failed to cite research evidence.

Standard 3.1 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.

Selected and administered appropriate formal and informal tests based on surveys, observations and prior data.

Administered and analyzed and interpreted all assessment data related to students strengths and weaknesses in the components of reading.

Made specific recommendations for instructional practices and curriculum materials.

Explained/demonstrated for classroom teachers and paraprofessionals how to administer (where appropriate) assessments and how to interpret results in terms of instructions.

Selected appropriate tests based on prior information.

Administered and analyzed tests related to student’s strengths and weaknesses.

Made some recommendations for instructional practices and curriculum materials.

Explained the results of the assessments to classroom teachers and paraprofessionals but did not model test administration where appropriate.

Selected appropriate tests based on prior information.

Administered and analyzed test results based on students’ strengths and weaknesses.

Did not make sufficient recommendations for instructional practices and curriculum materials.

Did not explain assessment results or model for classroom teachers and paraprofessionals.

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Critical Elements Exemplary

3 Points Acceptable

2 Points Unacceptable

1 Point Comments Standard 3.2 Place students along a developmental continuum and identify students’ proficiencies and difficulties.

Specifically identified students’ strengths and weaknesses and compared and contrasted their achievement levels with other students in the classroom.

Documented and graphed students’ progress over the ten weeks of instruction.

Consulted with classroom teacher, paraprofessionals and other support personnel regarding progress and documented meetings.

Explained and demonstrated assessments and interpretive data to classroom teacher, paraprofessionals and other support personnel.

Identified students’ strengths and weaknesses and compared and contrasted their achievement levels with other students in the classroom.

Instructed students over ten weeks but did not graph progress.

Consulted with classroom teachers, paraprofessionals and other support personnel regarding progress and documented meetings.

Explain assessments and interpreted data but did not demonstrate the administration of appropriate tests.

Did not correctly identify analyze students strengths and weaknesses.

Did not instruct students consistently over ten weeks.

Did not consult with appropriate colleagues or demonstrate assessment.

Standard 3.3 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 diverse cultural and linguistic backgrounds.

Analyzed and interpreted all assessment data to develop a plan for reading instruction that is research based.

Explained and demonstrated for classroom teachers how assessment informs instruction and assisted with developing plans for “next steps.”

Observed classroom teachers implement plans and provided support and guidance where needed.

Assisted classroom teachers and paraprofessionals in conducting formative assessment, and collecting data, and making changes in plans if needed.

Explained a plan for reading instruction but did not relate plans to all assessment data.

Explained to classroom teachers how assessment informs instruction, made specific recommendations.

Consulted with individual classroom teacher and paraprofessionals but did not observe classroom teachers implement plans.

Did not analyze all assessment data or develop an acceptable plan based on the data for instruction.

Did not explain or demonstrate assessments to classroom teachers or paraprofessionals.

Did not give support to classroom teachers or paraprofessionals regarding implementation of plans.

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Critical Elements Exemplary

3 Points Acceptable

2 Points Unacceptable

1 Point Comments Standard 3.4 Communicated results of assessments to specific individuals, students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.

Interpreted and explained in detail the assessment results and instructional plans to students, classroom teachers, parents and other professionals involved.

Consulted with appropriate school personnel and parents regarding students progress and gave additional support where needed.

Cited evidence based-research for assessments and intervention plans.

Demonstrated how assessments relate to instructional planning and demonstrated progress monitoring.

Explained assessment results and instructional plans based on assessment data.

Consulted with appropriate school personnel and parents regarding students’ progress.

Cited evidence based research for assessments and intervention plans.

Did not demonstrate.

Did not explain findings with parents and other professionals.

Did not cite research.

Did not demonstrate how assessments, instructional plans and progress monitoring relate to each other.

Standard 4.1 Use students’ interest, reading abilities and backgrounds as foundations for the reading and writing program.

Selected materials, texts and technology based on students reading levels, interests and background and shared this with appropriate personnel and parents.

Provided specific instructional practices and appropriate materials for struggling readers and writers.

Recommend accommodations (curriculum, materials and instruction) to classroom teachers and paraprofessionals taking in account students reading levels, interests, cultural and linguistic backgrounds.

Explained the use of materials, texts, and technology based on the students reading levels, interests and backgrounds.

Provided specific instructional practices and appropriate materials for struggling readers and writers.

Did not recommend accommodations for the general curriculum.

Did not select materials, texts and technology based on students’ interests, reading levels, and backgrounds.

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Additional Assignment

Requirements Exemplary Acceptable Unacceptable Comments Written report demonstrates an analysis and synthesis of testing and teaching information and consulting, coaching, and demonstrating activities.

Overall report is accurate, presents a well developed profile, strengths and weaknesses are clearly identified from data and appropriate instructional strategies are included.

Involvement in all roles of the literacy coach is documented (assessment, instruction, consultation, demonstration and assistance. Paper is organized.

Information is linked containing transitions.

Interpretation of assessment is accurate.

Strengths and weaknesses are clearly identified from data and appropriate instructional strategies are included.

Limited analysis regarding strengths and weaknesses.

Involvement in roles is not clearly delineated.

Report lacks organization.

Information is random.

Report lacks transitions.

Reference is made to the Massachusetts Curriculum Frameworks.

Analysis of students needs are related to assessment data and to appropriate Massachusetts Curriculum Frameworks regarding the components of reading.

Objectives for instruction and recommendations are based on assessment data and the Massachusetts Curriculum Frameworks.

Analysis of students needs are related to assessment data and to the Massachusetts Curriculum Framework Standards but need to be expanded.

No Curriculum Framework Standards are stated or incorrect standards are listed.

Written report demonstrates correct grammar, usage, and spelling and use of APA style.

Use of Vocabulary and syntax appropriate.

No spelling or grammatical errors.

Accurate punctuation and capitalization

Use of APA style.

Use of vocabulary and syntax appropriate.

Some spelling and typing errors.

Few grammatical errors.

Few punctuation/capitalization errors.

Use of APA style

Use of vocabulary and syntax is inappropriate.

Spelling makes a word difficult to read.

Word usage is problematic.

Punctuation and capitalization is inconsistent.

Error in APA style.

Pass Fail

Points Grade Points Grade 39-42 = 4.0 27-30 = 2.5 35-38 = 3.5 23-26 = 2.0 31-34 = 3.0 19-22 = 1.5

15-18 = 1.0

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CODE OF ETHICS The members of the International Reading Association who are concerned with the teaching of reading form a group of professional persons obligated to society and devoted to the service and welfare of individuals through teaching, clinical services, research and publication. The members of this group are committed to values that are the foundation of a democratic society -freedom to teach, write, and study in an atmosphere conducive to the best interests of the profession. The welfare of the public, the profession, and the individuals concerned should be of primary consideration in recommending candidates for degrees, positions, advancements, the recognition of professional activity, and certification in those areas where certification exists. Ethical standards in professional relationships: 1. It is the obligation of all members of the International Reading Association to observe the Code of Ethics of the organization and to act accordingly so as to advance the status and prestige of the Association and of the profession as a whole. Members should assist in establishing the highest professional standards for reading programs and services, and should enlist support for these through dissemination of pertinent information to the public. 2. It is the obligation of all members to maintain 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. 3. It is the obligation of members to report results of research and other developments in reading. 4. Members should not claim nor advertise affiliation with the International Reading Association as evidence of their competence in reading. Ethical standards in reading services: 1. Professionals in reading must possess suitable qualifications for engaging in consulting, clinical, or remedial work. Unqualified persons should not engage in such activities except under the direct supervision of one who is property qualified. Professional intent and the welfare of the person seeking services should govern all consulting or clinical activities, such as counseling, administering diagnostic tests, or providing remediation. It is the duty of the professional in reading to keep relationships with clients and interested persons on a professional level. 2. Information derived from consulting and/ or clinical services should be regarded as confidential. Expressed consent of persons involved should be secured before releasing information to outside agencies. 3. Professionals in reading should recognize the boundaries of their competence and should not offer services that fail to meet professional standards established by other

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disciplines. They should be free, however, to give assistance in other areas in which they are qualified. 4. Referral should be made to specialists in allied fields as needed. When such referral is made, pertinent information should be made available to consulting specialists. 5. Reading clinics and/or reading professionals offering services should refrain from guaranteeing easy solutions or favorable outcomes as a result of their work, and their advertising should be consistent with that of allied professions. They should not accept for remediation any persons who are unlikely to benefit from their instruction, and they should work to accomplish the greatest possible improvement in the shortest time. Fees, if charged, should be agreed on in advance and should be charged in accordance with an established set of rates commensurate with those of other professions. Breaches of the Code of Ethics should be reported to IRA Headquarters for referral to the Committee on Professional Standards and Ethics for an impartial investigation. Additional copies may be obtained by writing International Reading Association 800 Barksdale Road Newark, Delaware 19711

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GRADUATE APPLICATION INSTRUCTIONS

FOR INITIAL EDUCATOR LICENSES

Congratulations on completing your licensure program! Fitchburg State College is pleased to support your application process. We will compile all information and submit it directly to the Massachusetts Department of Education to ensure that all documents are correct and complete, thereby expediting your licensure process. Do not submit materials directly to the DOE. Carefully follow the directions below to ensure that your licensure application will be processed as soon as possible. Missing documents may significantly delay processing of your license. Use a computer connected to a printer as you will need a printed receipt documenting completion of your 1) Teacher Candidate Exit Survey and 2) MADOE on-line application for licensure.

1. Complete the Teacher Candidate Exit Survey found at www.fsc.edu/edcert under LICENSURE. When finished, click DONE. A receipt page will display. Print the receipt page and submit with your licensure packet. Failure to include a copy of this receipt will delay processing of your application for licensure.

2. Apply for Licensure through the MADOE. Go to www.doe.mass.edu/educators. a. Click on Licensure

b. Click on the right side of the page. c. On the next screen, DOE Security Portal, choose Create ELAR Profile and complete the

User Registration information. Note: Once you have a user name, write it down as you will be using this page frequently during your career.

d. BEFORE you hit print a copy using the print icon in the upper right hand corner of the page. We must have this for verification. If you have already applied and did not save a copy of your application, you can get verification of your application by logging into ELAR and going to Check License Status and History. This will list the licenses(s) for which you have applied.

3. Request an official transcript. Transcripts can be ordered on-line at www.fsc.edu/registrar The cost is $5, payable with a credit card. When ordering, be sure to do the following:

a. On the page where you select where you want to send your transcript, enter FSC Licensure Office (not to your home…it must come directly to our office).

b. On that same page under Delivery Options, click on Processing Options. Select After degree is awarded if you are completing a degree. Select After grades are posted if you are not competing a degree but are only applying for licensure.

c. In the box marked Special Instructions, enter Do not send until after endorsement is posted.

4. Submit official transcripts of your Bachelor’s Degree if this is the first initial license of any type in Massachusetts.

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CONTENTS OF A COMPLETE APPLICATION FOR LICENSURE PACKET:

1. Teacher Candidate Exit Survey receipt. 2. Copy of Application for Licensure through ELAR, Department of Education 3. Transcript requested with above instructions for delivery. 4. Bachelor’s Degree transcript if this is your first initial license in Massachusetts. 5. Pre-Service Performance Assessment (PPA) http://www.fsc.edu/edcert/unitforms.html

Please submit the original cover sheet documenting that three meetings were held and initialed by you, your college supervisor and your supervising practitioner. Make sure all information is completed including all signatures. There should be no blanks. Also submit the attached pages listing the evidence for each standard. Make sure your supervisors signed each page. We do not need the collection of evidence/evidence binder.

6. Practicum Evaluation Report Form http://www.fsc.edu/edcert/unitforms.html

Please be sure your student ID is at the top of this form. Submit white copies. 7. Dispositions Assessments from the Practicum http://www.fsc.edu/edcert/unitforms.html

This/these should come to our office even if the advisor has not signed it. Please be sure your student ID is at the top of this form. Submit white copies.

8. Lesson Plan Score Sheets http://www.fsc.edu/edcert/unitforms.html Please be sure your student ID is at the top of these forms. Submit white copies.

9. Observation Report http://www.fsc.edu/edcert/unitforms.html Please be sure your student ID is at the top of these forms. Submit white copies.

NAME CHANGE DOCUMENTATION If you already hold a license and have had a name change since your prior license was awarded, please submit documentation of the name change (e.g. copy of marriage license or current driver’s license). This form can be found at the state website at http://www.doe.mass.edu/

Submit the above application for licensure materials to:

Ann M. Hogan Coordinator of Licensure and Placement

Fitchburg State College 160 Pearl Street

Fitchburg, MA 01420