Name: Connie Sentelle Henderson
IRA Standards / Artifacts / RationaleStandard 1. Foundational Knowledge.
1.1Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections. / Mid-Term and Final Exams from RE 5100, Beginning Readers and Writers
Case Studies from RE 5725, Practicum in the Clinical Teaching of Reading
Papers on Classroom Applications for Teaching Reading, Assessment Adaptations, and Instructional Adaptation for Low Readers from RE 5531 Seminar in Clinical Teaching of Reading
Papers from RE 5710, Seminar in Reading and Language Arts Research
Final Reflective paper RE 5120, Psychological Bases of Reading
Final Reflective paper RE5210, Educating Students with Reading Disabilities / To teach reading effectively teachers must understand major theories and research about students’ backgrounds, cognitive processes, language development, and the development of writing and reading skills. Mid-Term and Final exams in RE 5100 show my understanding of each child’s unique background upon which reading skills are built. I was able to explain the interconnected nature of language, reading and writing. I learned the developmental stages of reading and writing as well as the necessity to match instruction to each child’s developmental reading level. Teachers need to understand professional knowledge about reading and writing and how that knowledge grows and changes. My final reflective paper in RE 5120 is evidence of my understanding of important theories and research into the reading-writing process. My RE 5710 Comprehensive Exam question #2 shows my expanded knowledge of older struggling readers. Teachers need knowledge and must use professional judgment to effectively teach all students to read. Papers I wrote in RE 5531 on Assessment and Instructional Adaptations express my understanding of how to use assessments to plan instruction. The final reflection paper in RE 5210 shows my knowledge of how to create reading instruction appropriate for all students at all development levels.
1.2Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
Standard 2. Curriculum and Instruction.
2.1 Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. / RE 5130, Planned Unit of Study: Literacy Through Photography Plan and Blog Notes
Case Reports from RE 5725, Practicum in the Clinical Teaching of Reading
Reflective Summary papers from RE 5531, Seminar in the Clinical Teaching of Reading
RE 5140 Reading Logs and Book Summaries
RE 5730 Annotated Bibliography for Basket of Books and Instructional Strategies Assignment / Teachers need foundational knowledge to design and implement an effective curriculum. My literacy Through Photography project in RE 5130 shows awell-planned unit of study integrating reading, writing, photography, and computer technology based on a theme of citizenship. My Blog Notes trace my progress and students’ progress through the process. Effective teachers need varied instructional approaches to teach reading. My case reports from RE 5725 record my work with two students including assessment and the instructional plans I developed and used to develop word recognition, comprehension, reading and writing skills. Summary papers I wrote on Classroom Assessment Adaptations and Classroom Applications in RE 5531 are evidence that I know how to adapt assessment and instruction to instruct all students. Reading logs and book summaries form RE 5140 record my investigation and understanding of a wide range of children’s literature. The AnnotatedBibliography for Basket of Books from RE 5730 shows my investigation of a variety of texts as a resource for teachers and students including books, magazines, and on line resources. The Instructional Strategies assignment from RE 5730 is a collection of strategies to involve, support, and aid students in reading and writing including strategies to support reading in content areas.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
Standard 3. Assessment and Evaluation.
3.1Candidates understand types of assessments and their purposes, strengths, and limitations. / IRI Report of assessment from RE 5715, Reading Assessment and Correction
Case Reports from RE 5725, Practicum in the Clinical Teaching of Reading
Reflective Summary papers from RE 5531, Seminar in the Clinical Teaching of Reading
Action research paper from RE 5040, Teacher as a Researcher
Final Reflection paper from RE 5210, Educating Students with Reading Disabilities / Teachers need to understand the types of assessments, how to administer them, and how to use them as tools to enhance student instruction. In RE 5715 my IRI Reports show the results and my interpretation of their meaning for student instruction. Case Reports from RE 5725 record my assessment report and interpretation of results to plan and deliver reading instruction. Reflective summary papers from RE 5531 reflect my knowledge of adapting assessment and instruction to plan reading for an entire class appropriate to their development reading levels. The final reflection paper in RE 5210 records my knowledge of using standard research-based assessments and instruction to provide sound reading instruction and to intervene with struggling readers. My action research paper from RE 5040 reports my assessment and individual tutoring of two struggling readers allowing me to plan instruction and evaluate the effects of one-on-one tutoring. I am a retired teacher but my experience in the Masters Program has prepared me to share assessment results with other professionals and parents in a clear and positive manner.
3.2Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3Candidates use assessment information to plan and evaluate instruction.
3.4Candidates communicate assessment results and implications to a variety of audiences.
Standard 4. Diversity.
4.1Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. / Book reviews, poems I wrote, Multicultural celebration assignment ,and Final paper: What I Learned from RE 5536, Understanding Diversity in Children’s Literature
Planned Unit of Study: Literacy through Photography—Bucket Fillers from RE 5130 Teaching the Language Arts
Reflections on children’s texts from RE 5140 Advanced Study of Children’s Literature
Final paper from RE 5210 Educating Students with Reading Disabilities
Comprehensive question #2 from RE 5710 Seminar in Reading and language Arts Research / Effective reading teachers must recognize and embrace diversity in and among students in today’s classrooms. Teachers’ methods, materials and attitudes must focus on accepting and accommodating all types of diversity. In RE 5536 book reviews I wrote show I entered a variety of books and experienced the characters’ lives. I wrote poems like I would have students write that celebrate individual diversity and personal perspective. I participated in a group project to share the Chinese culture with our class. My final paper expresses what I learned about diversity and how I learned it. In RE 5130 my Literacy Through Photography project showed a very culturally diverse K-1 class that being kind to others means being kind to yourself. My Reading Logs and book summaries from RE 5140 reflect my experience and reactions to varied and diverse books I could use and recommend to students. Diversity in students can sometimes cause them to struggle as readers. In RE 5210my final paper shows my understanding of using standard research-based assessment and instruction to intervene and help struggling readers. My Comprehensive question # 2 shows what I learned from research about how to help older struggling readers.
4.2Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3Candidates develop and implement strategies to advocate for equity.
Standard 5. Literate Environment.
5.1Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. / Planned unit of study Literacy Through Photography from RE 5130, Teaching the Language Arts
Annotated Bibliography for Basket of Books from RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners
Book summaries from RE 5140 Advanced Study of Children’s Literature
Instructional Strategies assignment from RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners
Reflective summary papers from
RE 5531, Seminar in the Clinical Teaching of Reading
Action research paper from RE 5040, Teacher as a Researcher / Teachers need to plan and use print, digital, and online resources in reading and writing. In RE 5130 my Literacy Through Photography project included an online resource for teachers called VoiceThread. It pairs photographs of students with their voices recorded reading their original writing. My Annotated Bibliography for Basket of Books assignment in RE 5730 includes print, digital, and online resources for students and teachers in reading and writing. Teachers need to design learning environments in which students have choices and are supported and encouraged in order to optimize learning for all students. The book summaries I created in RE 5140 are evidence of learning about books that could interest and motivate students to read and be motivated to do connected, meaningful writing. Teachers need to understand how to create routines and a variety of student grouping plans to support reading and writing instruction allowing differentiated instruction to meet student needs. Reflective summary papers from RE 5531 show my understanding of planning classroom instruction based on grouping and planning appropriate lessons for each group. In my action research paper for RE 5710 I recorded the results of tutoring two students one-on-one gaining an understanding of the benefits, the problems, and insight on how to improve individual tutoring.
5.2Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
5.3Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
5.4Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Standard 6. Professional Learning and Leadership.
6.1Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. / Product of Learning and reflections in RE 5525, Product of Learning
Comprehensive Exam from RE 5710, Seminar in Reading and Language Arts Research
Action Research paper from RE 5040, Teacher as a Researcher
Planned professional development units from RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners / Teachers need foundation knowledge of theories and research about change, professional development, and school culture. RE 5525 has caused me to reflect upon what I have learned, organize my knowledge, and be prepared to use it with teachers and students. Teachers should hold positive attitudes related to reading and writing as a personal practice and work on growing their professional knowledge and behavior. My action research paper from RE 5040 displays my focused research about the effect of individual tutoring and my writing shows how I shared what I learned. My Comprehensive exam from RE 5710 displays my work on writing about what I have learned in my Graduate courses, and it shows my continuing effort to investigate and learn from research to add to my knowledge. I created two staff development units in RE 5730 showing my work to lead teachers to add to their knowledge and skills. In part of my Comprehensive exam in RE 5710 I addressed my ideas for sharing and implementing what I have learned about research-based knowledge and standard assessments to teach reading. During my career I was an active member of NCAE. As a retired teacher I am a member of the International Reading Association. I read and share what I learn from IRA magazines as I try to add to my professional knowledge so I can always show effective leadership skills.
6.2Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
6.3Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4Candidates understand and influence local, state, or national policy decisions.