READING SPECIALIST PROGRAM GUIDELINES FOR THE PRACTICUM

The Practicum for the reading specialist program is a 6-credit classroom-based experience that takes place during the Fall and Spring semesters after the student has successfully completed all of the required coursework in the reading program (with the exception of M.Ed. candidates who may take the Practicum concurrently with the Thesis course). The following are the basic requirements for the Practicum:

1. 150 classroom-based documented practicum hours
2. A case study of an individual or small group of learners (guidelines below)
3. Observation and evaluation by College faculty supervisor and a Mentor Teacher who is a licensed Reading Specialist
4. A dialogue journal consisting of at least ten entries written by the student with feedback from supervisor and/or Mentor Teacher (preferably sent via e-mail)
5. An Practicum Portfolio evaluated by the College supervisor (guidelines below)

The case study will demonstrate the candidate’s ability to assess and report on a learner’s literacy strengths, interests and needs; administer appropriate pre-and post tests; plan and implement appropriate actions to address the learner’s literacy needs; monitor the learner’s progress; determine and report on the outcomes of the learner’s progress and continuing needs. To demonstrate these competencies, the Case Study should include the following:

1. Testing protocol for pre- and post tests (formal and/or informal)
2. Report of learner’s strengths, interests, and needs
3. Plan of action to address learner’s needs
4. Post test
5. Final report on learner’s progress and continuing needs

PORTFOLIO GUIDELINES The Practicum Portfolio will demonstrate the candidate’s competency in the 13 standards listed below. These standards were developed by the Massachusetts Department of Education (603 CMR 7.07).

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 literature and informal books for children and adolescents
7.      Screening and diagnostic instruments, their administration and use for determining instructional approaches
8.      Knowledge and use of a variety of informal and formal reading assessments
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

In order to demonstrate that the above standards have been met, the portfolio will consist of the following five sections:

1.  Narrative Introduction - This section will include the following:

• overview of the portfolio, including discussion of the sections and how the work included in each section demonstrates competency in the 13 standards listed above. Students use a template (see attached) to aid them in determining how the work presented in the portfolio addresses these standards.
• documentation of hours
• observation documents and evaluations by College supervisor 
  

2. Theoretical Knowledge - This section will demonstrate knowledge in the following areas:
language structure

• a variety of theories about literacy acquisition and development for native English speakers and students from other language backgrounds
• theories addressing child and adolescent development and the timing of formal reading instruction
• theories addressing the socio-cultural context of schooling, the multicultural nature of classrooms, as well as practices and policies that address these issues.

Examples of work that may be included in this section are article critiques, research papers, curriculum units or parts thereof (particularly curriculum rationales), language analysis projects

3. Assessment - This section will demonstrate knowledge of a variety of formal and informal assessment tools, their appropriate administration and evaluation.

Examples of work that may be included in this section are records of oral reading, reading and phonological awareness tests, observation surveys, informal reading inventories, district benchmarks, parent/guardian input. This section should also include the student’s case study.

4. Instructional Practices - This section will demonstrate both knowledge and the ability to implement it in the following areas:

• teaching practices that promote phonemic awareness and phonics instruction
• teaching practices that promote reading fluency and accuracy, reading comprehension, vocabulary development, and writing
• quality literature for children and adolescents
• teaching practices that promote reading and writing in the content areas
• teaching practices that accommodate student diversity, including race, ethnicity, religion, gender, economic and social class, ability and literacy background.

5. Collaboration - This section will demonstrate the student’s ability to collaborate with College faculty, Mentor Teachers, paraprofessionals, colleagues, students, and families in ways that promote learners’ literacy development.

Examples of work that may be included in this section are letters, conference notes, meeting minutes, and copies of the student’s dialogue journal.