READING TEACHER 316 CERTIFICATE PROGRAM

A.Catalog Description of the Program

This certificate program is designed to prepare teachers to provide special services in reading at the elementary and secondary level and to certify students as reading teachers (Wisconsin Licensure Code 316).

The reading teacher certificate program consists of 4 courses and the completion of a professional development portfolio required for licensure which is developed within the 4 course sequence. The

16-credit program is designed to be completed in 3-4 semesters in a flexible combination of online delivery, face- to -face instruction and practicum experiences.

Program Coordinator:

Dr. Andrea Maxworthy O’Brien

Winther 3043

Phone: (262) 472-5801

Degree Requirements:

The following courses are required for the Reading Teacher 316 Certificate Program:

READING 764Foundations of Reading3 credits

READING 772Reading in the Content Areas3 credits

READING 767Classroom Literacy Assessment & Intervention5 credits

READING 766Clinical Diagnosis & Literacy Instruction5 credits

To be recommended by UW-Whitewater for the reading teacher license the applicant needs:

  1. 16 credits of graduate courses (listed above)
  2. A Wisconsin Teacher’s License based upon a bachelor’s degree
  3. Two years of successful full time classroom teaching.

B. Educational Objectives

Upon completion of the program the student will:

  1. Have an understanding of the major theoretical models of literacy and how they impact education.
  1. Articulate their individual view of literacy and how people become literate.
  1. Describe a balanced reading program for the elementary grades.
  1. Be able to plan and implement a course of instruction in reading for an elementary school class.
  1. Be able to use a variety of instruction strategies and techniques for teaching reading in the elementary school.
  1. Understand the philosophy behind and reasons for teaching literacy skills within content areas.
  1. Understand the need to adapt content area literacy instruction to accommodate students with varying needs and backgrounds.
  1. Understand ways of integrating literacy instruction into the content areas.
  1. Understand ways of working collaboratively with content area teachers in developing their students’ literacy abilities.
  1. Understand the use of materials and techniques for teaching literacy in content areas.
  1. Understand the use of informal instruments and techniques for assessing the literacy abilities of students in specific content areas.
  1. Develop the ability to teach decoding, vocabulary, fluency, comprehension and study strategies tailored to children’s individual abilities.
  1. Use informal and formal assessment to plan and implement instruction for the struggling reader.
  1. View continuous informal assessment as an extension of instruction as well as a means of public accountability.
  1. To plan instruction that meets the needs of children from different cultural and linguistic backgrounds.
  1. Consider flexible grouping strategies to organize the instruction of children with developmental, cultural and linguistic differences.
  1. Act on children’s interests to design and implement literacy instruction that motivates children and increases both their skill and desire to read.
  1. To develop knowledge of a variety of materials suitable for students with varying needs.
  1. Work in partnership with parents and community to foster children’s reading growth.
  1. To assess the reading needs of elementary and secondary school students in a clinical setting.
  1. To administer and interpret formal reading assessment instruments.
  1. To gain background and skill in planning reading or tutoring programs for the learning disabled student.
  1. To develop skill in writing professional reports used to communicate diagnostic findings and make instructional recommendations.

C. Course Sequence

The Reading Teacher 316 Certificate Program consists of two 3-credit introductory courses which are prerequisites for the two 5-credit courses. The two introductory courses, READING 764 Foundations of Reading and READING 772 Reading in the Content Area may be taken in any order but both courses must be completed before enrolling in READING 767 and READING 766. It is recommended that READING 767 Classroom Literacy Assessment & Intervention be completed before READING 766 Clinical Diagnosis & Literacy Instruction.

The required courses for the Reading Teacher 316 Certification Program:

READING 764 Foundations of Reading (3 credits) This course provides an overview of the elementary developmental reading program including skills necessary for critical reading; development of appropriate attitudes and tastes, and adjustment of materials and methods to meet individual needs.

Students will complete a statement of their philosophy of teaching reading for their professional development portfolio.

Reading 772 Reading in the Content Areas (3 credits) Utilization of reading skills, study strategies and materials as applied to the content fields, and techniques for incorporating reading into content area instruction.

Reading 766 Clinical Diagnosis & Literacy InstructionThis course is a comprehensive consideration of the types of reading and writing difficulties found in the context of a reading clinic. The course also focuses on the principles and techniques of diagnosing such difficulties, and the methods and materials useful to the reading teacher serving as a clinician in the remediation of reading and writing difficulties. In addition to providing experience in the use of formal assessment, a practicum component is integrated into the course.

Reading 767 Classroom Literacy Assessment & Intervention (K-12)A course designed to provide experience in the use of informal assessment to plan, implement, evaluate and revise instruction to meet the needs and interests of the struggling reader in the K-12 classroom setting. Meeting the literacy needs of children from diverse cultural and linguistic backgrounds is emphasized A practicum component is integrated into the course.

Distance Education Delivery

READING 764 Foundations of Reading is an online course. READING 772 is a hybrid course with 75% of the course delivered online and 25% of the course face to face. READING 772 requires 3 course meetings.

Requirements in addition to coursework:

Practicum experiences: READING 767 Classroom Literacy Assessment & Intervention must include 25 hours of work with a small group (2-4 students) of struggling readers. READING 766 Clinical Diagnosis & Literacy Assessment & Intervention must include 25 hours of work with a struggling reader. READING 767/766 must include experiences working with students at both the elementary and secondary levels.

Professional Development Portfolio: Reading 316 Certificate candidates must complete a professional development portfolio which is created and assessed within the 16 credit course sequence by the course instructors.

Beginning in January 2014 candidates for the Reading Teacher 316 Certificate must pass the Massachusetts Tests for Educator Licensure (MTEL) Foundations of Reading Test as required by Wisconsin Senate Bill 461.

D.4 year Plan of Course Offerings

2012-2013 / 2013-2014 / 2014-2015 / 2015-2016
READING 764 / Fall-Summer / Fall-Summer / Fall-Summer / Fall-Summer
READING 772 / Fall-Spring / Fall-Spring / Fall-Spring / Fall-Spring
READING 766 / Fall- Spring-Summer / Spring-Summer / Spring-Summer / Spring -Summer
READING 767 / Fall-Spring / Fall-Spring / Fall-Spring / Fall-Spring

E. Overlap with Existing Programs

After completing the Reading Teacher 316 certificate program, program participants would have the option of continuing their education by completing; (1) a Master of Science in Professional Development (MSEPD) with an Emphasis In Reading and (2) a Reading Specialist (17) certification.

F.AssessmentPlan

Quantitative assessments can be obtained by tracking the number of program completers and licensure applications. Program and course evaluations will provide qualitative and quantitative data for program improvement. Additional qualitative assessment of the program can be conducted through an examination of the professional development portfolios created by program participants.

G.Resources to Support Program

The four courses are currently offered as part of the Master of Science in Professional Development (MSEPD) with an emphasis in Reading. Therefore, no additional resources or staff is necessary to support the Reading Teacher 316 program. Library services, IT, materials, and equipment are already in place to support the Master of Science in Professional Development. The online fees generated from the program would cover advertising and continuing program development for the Reading Teacher 316 Certification program.

H.Need for the Proposed Program

A certification program, rather than a traditional Masters Degree, may offer a more practical professional development route for teachers faced with recent funding cuts in education at the state and local level.

In addition, the proposed program addresses major components of recent legislation, Wisconsin State Senate Bill 461, by preparing program participants to administer early literacy assessments to identify children who may be at risk for reading failure and planning and implementing interventions for these students. Furthermore school districts may begin seeking to employ Reading 316 certified teachers to lead efforts to comply with this Read to Lead legislation.

Finally, the Reading Teacher 316 Certification creates a seamless transition to the MSEPD Program with an Emphasis in Reading.