Lisa Holm

Literacy Portfolio

This chart documents ways in which I have demonstrated or will demonstrate each of the standards
required by the International Reading Association. Information regarding standards I have
demonstrated is in black. Information regarding standards I will demonstrate is in purple.

2010 Standards for Reading Professionals: International Reading Association

Standard 1. . Foundational Knowledge.
Candidates understand the theoretical and evidence-based foundations of reading and writing processes and
instruction.
Evidence that demonstrates competence may include, but is not limited to, the following Reading
Specialist/Literacy Coach Candidates

1.1 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.
Interpret major theories of reading and
writing processes and development to
understand the needs of all readers in
diverse context.
Lev Vygotsky, a Russian psychologist and education researcher,
conceptualized the idea of the Zone of Proximal Development (ZPD), a
foundational theory in literacy instruction. Vygotsky theorized that a
child has two levels of attainmentthat which he can do independently
and that which he could potentially do with the help of others. The gap
between the two levels of attainment is referred to as the zone of
proximal development. With the help of a More Knowledgeable Other
(MKO), it is possible for the child to gain knowledge held by that
individual. The knowledge must be within the childs level of
comprehension. If the task is too complicated, the child cannot learn it
until there is a shift in his ZPD. Once a child reaches his potential, he is
capable of taking on new and more complex learning.
Scaffolding is a key factor in Vygotskys theory. When a teacher is
providing support to a child, he/she adjusts the amount of help he/she
based on the progress of the child. Varying the level of support is
referred to as scaffolding. When working with a student, the teacher
must vary his/her support according to the needs of the student.
Analyze classroom environment quality
for fostering individual motivation to
read and write (e.g., access to print,
choice, challenge, and interests.)
The quantity and quality of Independent Reading are critical factors in
determining students reading progress in the classroom. In order to have
a meaningful Independent Reading program it is essential to have
classroom library that is attractive, well-stocked, labeled, and used daily
by students in an appropriate manner. I have worked with (and will
continue to work with) my teachers in analyzing, adding to, and
organizing their classroom libraries. I have also worked with my
teachers to support their students in choosing appropriate books,
maintaining records of their reading, and responding to their reading.
As we analyzed libraries, we looked at the number of books in
general, the variety of genres, the range of reading levels, how books
were labeled, and the accessibility of books. This allowed us to develop
and prioritize a list of texts to be added to each library. A grant from
Books For America has provided my teachers with the opportunity to
select over four thousand books at absolutely no cost!
In addition, Ive worked with my teachers on understanding and
implementing Read to Self routines from The Daily Five (Boushey &
Moser). Using the structures and routines for Read to Self has helped my
teachers teach their students learn how to select just right books and
how to engage in purposeful Independent Reading. During the coming
year, we will continue to explore using Reading Conferences and reading
responses to hold students accountability for their Independent Reading.
Demonstrate a critical stance toward
the scholarship of the profession.
Literacy instruction is based on a wide body of research that has been
performed by numerous individuals and teams. As a Literacy
Collaborative Coach, I must be familiar with and understand both current
and historical research. I also have to be able to critically evaluate the
research that I encounter, and then share that research with my colleagues
in a purposeful manner.
Read and understand the literature and
research about factors that contribute
to reading success (e.g., social,
cognitive, and physical.)
One of my roles as a Literacy Collaborative Coach involves helping
teachers understand the many factors that contribute to reading success.
My Year 2 Literacy Collaborative class was particularly interested in
learning more about working with struggling. I designed a class session
during which we looked at some of the work of Richard Allington, Pat
Johnson, and Eric Jensen among others. Some of the teachers in the class
were surprised to learn that the teacher plays a more critical factor in a
students success than the level of parental support and that the teacher
has many options for changing a students trajectory.
We worked through a case study on a struggling reader, and then
teachers had time to apply their learning to their work with their own
students. Teachers left the class feeling empowered and eager to try
some new ideas and strategies. Follow-up coaching showed that these
teachers were indeed making powerful shifts in their work with their
students.
Inform other educators about major
theories of reading and writing
processes, components, and
development with supporting research
evidence, including information about
the relationship between the culture
and native language of English learners
as a support system in the learning to
read and write in English.
I am the Primary Literacy Collaborative Coach for K-3 teachers at my
school. I plan and implement Effective Literacy Instruction in the
Primary Classroom Year 1 and Effective Literacy Instruction in the
Primary Classroom Year 2 for K-3 teachers in their first and second
years at our school. Each of these courses includes ten three-hour class
sessions, as well as ten hours of individual coaching for each class
participant. Our topics in Year 1 include Assessment, Creating A
Literate Environment, Shared Reading, Guided Reading, Independent
Reading, Interactive Read Alouds, Community Writing, Writing
Workshop, Word Study, and Case Studies. During Year 2, our topics
include Assessment, Using Mentor Texts, Working with Struggling
Readers, Working with English Language Learners, Reading
Conferences, Writing Conferences, Writing About Reading, Building
Comprehension, Fluency, and a topic of class choice. In Year 3 &
Beyond, K-3 teachers participate in a five two-hour sessions based on a
topic of their choice. All three of the courses I lead provide teachers with
opportunities to explore current theories with their colleagues and then
put those theories into practice in their own classrooms.

1.2 Understand the historically shared knowledge of the profession and changes over time in the perceptions of
reading and writing development, processes, and components.
Interpret and summarize historically My Title I schools diverse student population includes the following
shared knowledge (e.g., instructional
strategies and theories) that addresses
the needs of all readers.
demographics:
Free Reduced Priced Meals66%
Limited English Proficient39%
Ethnicity
Hispanic43%
Black (Not of Hispanic Origin)32%
White (Not of Hispanic Origin)15%
Asian7%
Other3%
Student Mobility Rate24%
Classroom Teacher Mobility Rate36%
Our students have a wide range of Language Arts needs, as well as a
wide range of social and emotional needs. Currently, 46% of our
students are below grade level in reading. We are continually striving to
improve the reading achievement of all our students.
I am charged with reviewing and becoming familiar with recent
research, as well as having an understanding of earlier research. It is also
important for me to possess a working knowledge of best practices. In
order to share this information with my teachers, I have to determine
what is most relevant for our current work, then compile that information
in a user-friendly format and decide how to share it with my teachers.
Inform educators and others about the
historically shared knowledge base in
reading and writing and its role in
reading education.
My school has weekly Language Arts Collaborate Team (CT)
meetings. The CT meetings are similar to PLC meetings. I plan and
facilitate the meetings for Kindergarten, Grade 3, and Grade 5, and co-
plan and co-facilitate the meeting for Grade 1. During these meetings we
look at student work, plan instruction that includes enrichment and
intervention, develop assessments and interpret assessments. At every
meeting, I have to be prepared to share information on best practices
related to the topic being addressed and to provide options for follow-up
and implementation of those practices.

1.3 Understand the role of professional judgment and practical knowledge for improving all students reading
development and achievement.
Model fair-mindedness, empathy, and
ethical behavior when teaching
students and working with other
professionals.
As the Literacy Collaborative Coach (and in any future Reading roles
I may have), it is important for me to remain open-minded and to
recognize that each teacher is on his/her own literacy journey and that
each one is in a different place on that journey. My work with each
teacher is confidential and not to be shared with others. By following
this guideline, I am able to build trust with my colleagues and gain their
respect. With both my colleagues and my students, I strive to remember
that I dont know all the factors impacting on anothers actions. While I
may not like or respect someones actions, I still need to respect the
person. Throughout my work, I endeavor to model the idea Fair is not
equal. Everyone does not necessarily need the same. Each individual
needs what is going to allow him or her to grow and to be successful.
Communicate the importance of fair-
mindedness, empathy, and ethical
behavior in literacy instruction and
professional behavior.
One of the most important ideas I must communicate with my
teachers is that all of our students are capable of achieving and that we
must have high expectations for all of these students. While many of our
students experience extremely harsh home lives, they still have great
potential. It is our job as educators to help them recognize and reach that
potential. I am always available to support teachers in working with their
struggling and/or challenging students.

Standard 2. Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to
support student learning in reading and writing.
Evidence that demonstrates competence may include, but it not limited to, the followingReading
Specialist/Literacy Coach Candidates

2.1 Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
Demonstrate an understanding of the
research and literature that undergirds
the reading and writing curriculum
instruction for all pre-K-12 students.
My Kindergarten Team this year was relatively inexperienced. We
had one veteran teacher, one teacher was in her second year, and the
other four teachers were first year teachers. All of the teachers were very
interested in understanding more about writing with young children and
in building their Writing Workshops. I suggested Talking, Drawing,
Writing: Lessons for Our Youngest Writers (Horn & Giacobbe) and the
K Team decided to use the book for Book Study.
As we read chapters in the book, we decided how we might apply
what we were learning to our work with our students. The teachers were
intrigued with the first chapter and the idea of oral storytelling. After
trying it in their classrooms, they decided that this was a powerful way to
begin Writing Workshop. As we read and tried more lessons, we
discussed modifications and then the teachers implemented them with
their students. We also looked at student writing and used the
information we gained to plan whole group, small group, and individual
writing instruction. Throughout the year, I also supported teachers by
modeling lessons, co-planning and co-teaching lessons, and providing
feedback on teacher lessons.
For the coming school year, the Kindergarten Team has decided that
they would like to repeat the Book Study experience with About the
Authors: Writing Workshop with our Youngest Writers (Wood Ray &
Cleaveland).
Develop and implement the curriculum
to meet the specific needs of students
who struggle with reading.
In January 2014, I administered the DRA2, parts of the Bader Reading
and Language Inventory, and a Writing Assessment to a 3
rd
grade
student. Through these assessments, I gained information on her reading
level and the types of cues she used while reading. The Bader Phonics &
Structural Analysis provided me with detailed information on her
understanding of phonetic principles and an Informal Word Family
Assessment gave me insights into her use of word families.
Analysis of her reading assessments indicated that she relied heavily
on meaning when reading and had limited decoding skills. Her limited
decoding skills were holding her back as she attempted to read more
challenging materials. I developed a six-week instructional plan for the
student and began instructing her on a daily basis. Her instructional plan
focused on vowel-consonant-e remediation, double vowel pattern
remediation, vowel digraphs remediation, and word family remediation.
As we worked together, I modified instruction based on her mastery of
skills.
Support teachers and other personnel
in the design, implementation, and
evaluations of the reading and writing
curriculum for all students.
In June 2014, I worked with a third grade teacher on strengthening her
Interactive Read Alouds. We selected a book that tied in with the Social
Studies curriculum, and then I shared my thinking with her as a planned a
lesson. I noted the importance of opening moves in introducing the text
to the students, and then showed her how I planned my opening move to
activate students background knowledge, provide background
information, foreshadow information in the text, and alert readers to find
information while listening to the text.
I explained my choice of three deliberate stopping points in the texts
and the language I would use to encourage student interaction during
Turn & Talk. My planning also included development of a strong
question to open discussion after the reading and explicit language for my
teaching point.
I modeled the lesson for the teacher and had her note her observations
of student interactions and understandings. Later we met to discuss her
noticings and to discuss possible follow-up lessons. I worked with the
teacher to co-plan one of these follow-up lessons, observed her teaching,
and provided her with feedback. We used this same process with another
lesson. Then the teacher independently planned an Interactive Read
Aloud. We met to discuss her plan, I observed her teaching, and
provided her with feedback.
Work with teachers and other personnel
in developing a literacy curriculum that
has vertical and horizontal alignment
across pre-K-12.
In the fall of 2013, I met with teachers in Grade 3-6 to discuss Word
Study for our students. We decided to use Words Their Way: Word
Study for Phonics, Vocabulary, and Spelling Instruction (Bear, Invernizz,
Templeton, Johnston) as our text. Everyone read the first three chapters
and we looked closely at how to administer, score, and interpret the
Spelling Inventories. We also selected a menu of classroom activities for
supporting Word Study, so that students would become familiar with the
same routines.
Each teacher assessed his/her own students. We met in grade level
teams to review the assessments and to set up cross-classroom groupings.
This allowed each teacher to focus on students within one developmental
stage. Each grade level team determined how to set up their Word Study
notebooks and how to communicate student progress information among
teachers. Grouping adjustments were made as needed.
We assessed students with the Spelling Inventories again in January
and June, evaluated student progress, and made plans for continuing our
Word Study work in the 2014-2015 school year.

2.2 Use appropriate and varied instructional approaches, including those that develop word recognition, language
comprehension, strategic knowledge, and reading-writing connections.
Use instructional approaches supported
by literature and research for the
following areas: concepts of print,
phonemic awareness, phonics,
vocabulary, comprehension, fluency,
critical thinking, motivation, and
writing.
Shared Reading and Community Writing provide excellent
instructional approaches for supporting early readers and writers. Four of
my Kindergarten teachers this year were first year teachers and we spent
a substantial amount of time exploring both of these formats. Shared
Reading helps readers establish early reading behaviors such as voice
print match, left-to-right directionality, and return sweep. In Shared
Reading, readers develop an understanding that print contains a messaged
and that illustrations support the print. As they become more proficient,
readers can use knowledge of beginning sounds to help problem-solve
new words. Words can also be lifted from the text for use in phonemic
isolation activities. Making predictions and discussing Shared Reading
texts allow readers to engage in critical thinking and build
comprehension skills, while repeated readings increase motivation and
help readers develop increased fluency.
Community Writing permits young readers to share their
understanding of texts. As they write together, students compose text
message. Throughout the writing, there are multiple opportunities to
apply phonetic knowledge, particularly symbol-sound associations. I
strongly encourage my teachers to use nursery rhymes, poems, and big
books for Shared Reading followed by Community Writing.
Provide appropriate in-depth
instruction for all readers and writers,
especially those who struggle with
reading and writing.
Leveled Literacy Intervention (LLI) is one of the Tier 2 Interventions
used in my district and school. LLI is a research-based program
developed by Irene Fountas and Gay Su Pinnell. The program is
modeled after Reading Recovery and is designed to produce significant
reading gains for struggling readers in 18-24 weeks. I was trained in LLI
by Irene Fountas and Gay Su Pinnell, and now train teachers in my
district in the use of LLI. I also support teachers at my school who are
implementing LLI.
Support classroom teachers and
education support personnel to
implement instructional approaches for
all students.
In February 2014, I worked with one of my second grade teachers to
help her strengthen her guided reading instruction with a group of
particular concern. We looked at current running records for students in
the group, as well as her anecdotal and guided reading notes, and
identified instructional priorities for each student. We then worked on
co-planning a guided reading lesson for this group, focusing on the
teacher language she would use as each student experienced difficulty.
As she taught the lesson, I paid attention to her teacher language and
student responses. Later I gave her feedback on the lesson and we used
information she gained from running records to co-plan the next lesson.
We continued to work together over the next week.
As needed, adapt instructional
materials and approaches to meet the
language-proficiency needs of English
learners and students who struggle to
learn to read and write.
My school has a large population of English Language Learners
(ELLs). These students often come to guided reading lessons with
limited background information related to the text. I firmly agree with
Fountas and Pinnell that a book introduction must serve to unlock the
meaning of the texts. I helped my teachers understand that a strong book
introduction does not give away the text, but rather supports the reader.
Toward this end, I worked with my teachers to help them analyze the
demands of text and to consider what information ELLS need to be
provided with in a book introduction so that they can have a successful
first read of a text. We invested time in crafting supportive book
introductions and them implementing those introductions with students.
Later we shared our noticings on how our book introductions supported
our students in their reading. We also discussed how we might continue
to text analysis as we created book introductions for guided reading
lessons.


2.3 Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online
resources.
Demonstrate knowledge of and a
critical stance toward a wide variety of
quality traditional print, digital, and
online resources.
My district has provided all students with access to myON, an online
library of more than 7000 digital books across a wide range of genres.
Fiction and nonfiction books are in a variety of formats, such as picture
books, graphic novels, chapter books, Spanish and bilingual titles, and
titles for struggling and reluctant readers. MyON allows students to
engage with digital texts in a variety of ways.
Teachers can create specific book lists for students based on students
interests and reading levels and can provide students with access to books
that will support them in their content area studies. Students can also
generate a recommended book list by completing a Placement Exam and
Interest Inventory. I strongly encouraged students to access myON for
summer reading. When I met with groups of readers in June, I informed
them that if they visited the local public library they would have internet
access therea double plug for summer reading!
MyON has recently released a Literacy Toolkit (free for the first year)
that will allow students to practice skills such as highlighting and note-
taking as they read their digital texts. I am currently participating in a
series of webcasts to familiarize educators with the Literacy Toolkit and
enhanced uses of myON.
Support classroom teachers in building
and using a quality, accessible
classroom library and materials
collection that meets the specific needs
and abilities of all learners.
I applied for a grant from Books for America, an organization that
provides new and gently-used books to schools, shelters, and other
educational programs and organizations in the United States. There is no
charge for these books. Our teachers make an appointment at the local
warehouse, and then go and self-select the books that they would like for
their classrooms. I have met with many of the teachers to help they
categorize, label, and display their books. Since February, my teachers
have chosen more than 4000 books for their students!
Lead collaborative school efforts to
evaluate, select, and use a variety of
instructional materials to meet the
specific needs and abilities of all
learners.
Grade 3-6 teachers at my school were concerned with their students
lack of word analysis/decoding skills. The teachers decided that they
wanted to explore a word study book (and preferably one that included
resource materials). While Kindergarten Grade 2 teachers had been
using Phonics Lessons: Letters, Words, and How They Work (Fountas &
Pinnell), this series only provides materials up through Grade 3.
We looked at various materials and decided to use Words Their Way:
Word Study for Phonics, Vocabulary, and Spelling Instruction (Bear,
Invernizz, Templeton, Johnston) as our text. Words Their Way is based
on the developmental stages of spelling and provides specific resources
for use with students at each developmental stage.
Everyone read the first three chapters and we looked closely at how to
administer, score, and interpret the Spelling Inventories. We also
selected a menu of classroom activities for supporting Word Study, so
that students would become familiar with the same routines.
Each teacher assessed his/her own students. We met in grade level
teams to review the assessments and to set up cross-classroom groupings.
This allowed each teacher to focus on students within one developmental
stage. Each grade level team determined how to set up their Word Study
notebooks and how to communicate student progress information among
teachers. Grouping adjustments were made as needed.

Standard 3. Assessment and Evaluation.
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
Evidence that demonstrates competence may include, but is not limited to, the followingReading
Specialist/Literacy Coach Candidates

3.1--Understand types of assessment and their purposes, strengths, and limitations.
Demonstrate an understanding of the
literature and research related to
assessments and their uses and misuses.
At my school, all teachers in Kindergarten Grade 6 administer the
DRA2. In Fall of 2013, I met with grade level teams to revisit the DRA2.
We examined the purpose, administration, scoring, and use of the DRA2.
Before our Fall Assessment Window, teachers at each grade level had the
opportunity to independently score a DRA2 student booklet, and then
discussing their scoring with their team. We referred back to the DRA2
continuum, highlighting key words in each area. I assisted teachers in
administering the DRA2 and provided help with scoring, as needed.
After DRA2s were scored, I met with teams to help them analyze their
results and use those results for planning whole group, small group, and
individual instruction. We repeated this process when the DRA2 was
given in Winter 2014.
To eliminate drift in scoring of the DRA2, I met monthly with each
team. Before this meeting, one member of the team administered a
DRA2 and copied it for all team members. Team members scored the
DRA2 before the meeting, and then we discussed our scoring together.
This monthly recalibration helped us become much tighter and consistent
in our scoring.
Demonstrate and understanding of
established purposes for assessing the
performance of all readers, including
tools for screening, diagnosing,
progress monitoring, and measuring
outcomes.
In my work with teachers and students, I have administered and
analyzed many literacy assessments. These assessments include (and are
not limited to) the following:
--DRA2 Benchmark Assessmentgiven to measure a students
reading proficiency through assessment of reading engagement, reading
fluency, and comprehension. Analysis of the DRA2 helps the teacher
identify a students strengths and needs, identify areas for focus of
instruction, and plan for instruction.
--DRA2 Word Analysisgiven to evaluate the phonological
awareness and phonics skills of students in Kindergarten and beginning
first grade. The DRA2 Word Analysis can also be used to evaluate the
word analysis skills of below-level readers in Grade 1-5. Information
from this assessment helps the teacher identify the students strengths and
needs and plan for instruction.
--Fountas & Pinnell Benchmark Assessmentgiven to measure a
students decoding, fluency, vocabulary and comprehension skills. This
assessment is aligned with the A-Z levels of the Fountas & Pinnell Text
Level Gradient. Analysis of this assessment allows the teacher to
identify a students developmental reading level and assists in planning
for instruction.
--Bader Reading & Language Inventoryinformal reading
inventory given to assess and diagnose a wide range of literacy areas.
This assessment can be administered to Kindergarten Grade 12
students, as well as adult learners.
--Clays Observation Survey (OS)measures early literacy
behaviors and is the primary assessment tool used in Reading Recovery.
The six tasks of the OS are Letter Identification, Word Test, Concepts
About Print, Writing Vocabulary, Hearing and Recording Sounds in
Words.
--Developmental Spelling Assessmentgiven to determine a
students developmental level of spelling and to provide information for
instructional planning.
--Words Their Way Spelling Inventoriesgiven to determine a
students developmental level of spelling and to provide information for
instructional planning. The three Words Their Way inventories are the
Primary Spelling Inventory, the Elementary Spelling Inventory, and the
Upper Level Spelling Inventory.
Recognize the basic technical adequacy
of assessments (e.g., reliability, content,
and construct validity.)
The technical adequacy of assessments includes (and is not limited
to):
--Reliability: Is the test reliable? The reliability of a test refers to its
degree of stability, consistency, and repeatability. There are two
common types of test reliability: (1) Test-Retest Reliabilitydetermined
by score consistency after repeated administrations of the test under
different circumstances, and (2) Inter-Scorer (or Inter-Rater)
Reliabilitydetermined by the score consistency between different
scorers or raters.
--Content: Does the assessment align with the measures and
objectives?
--Construct: Does the assessment measure what it is supposed to
measure?
--Bias: Is there no difference in a way a member of a subgroup of
students responds simply because he/she is a member of that subgroup?
An assessment should produce no differentials owing to a students
disability or the students membership in a culture, language, or dialect.
Explain district and state assessment
frameworks, proficiency standards, and
student benchmarks.)
District Level*:
Language Arts Pacing GuideGrades Pre-K-12
Language Arts Program of StudiesGrades Pre-K-12
DRA2 for students in Grades K-8
Quarterly eCART assessments
State Level*:
Language Arts Standards of LearningGrade level specific for
Grades K-12
Yearly Standards of Learning AssessmentsReading and Writing at
specified grade levels, beginning in Grade 3
*Bulleted items refer only to Language Arts expectations.

Our teachers follow the districts Language Arts Pacing Guide for
their grade level. The Pacing Guide is based on the districts Program
of Studies which includes and extends the Virginia Standards of
Learning. Throughout the year, students engage in a variety of formal
and informal assessments, including the DRA2, DRA2 Progress
Monitoring, district eCART tests. Students requiring interventions and
enrichment are provided with services on an ongoing basis.
The Virginia Standards of Learning Assessments are administered in
late spring. Results of these assessments are used to determine the
schools level of accreditation. The schools level of accreditation is the
critical factor in deciding whether or not a school will receive state
intervention.

3.2 Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific
purposes.
Administer and interpret appropriate
assessments for students, especially
those who struggle with reading and
writing.
In January 2014, I administered the DRA2, parts of the Bader Reading
and Language Inventory, and a Writing Assessment to a third grade
student. After analyzing these assessments, I created a case summary for
the student. This summary included the students silent and oral reading
levels, oral reading rate and accuracy, word analysis/decoding, and
writing strengths and needs.
Using the information from the assessment analysis, I developed, and
then implemented, a six-week tutoring plan that addressed the specific
literacy needs of the student.
Collaborate with and provide support
to all teachers in the analysis of data,
using the assessment results of all
students.
I facilitate monthly Data Dialogue meetings with teachers in
Kindergarten, Grade 3, and Grade 5. I co-facilitate the Data Dialogue
meeting at Grade 1, and support teachers in Data Dialogue at Grades 2, 4,
and 6. During these meetings, we analyze reading progress made by
students since the previous month, paying particular attention to students
of major concern. We celebrate our successes, identify our challenges,
and identify the areas of focus for the coming months Collaborative
Team meetings.
Lead school-wide or larger scale
analyses to select assessment tools that
provide a systematic framework for
assessing the reading, writing, and
language growth of all students.
My teachers are required to enter students current reading levels on a
Monthly Reading Progress Monitoring sheet. It is my responsible to
analyze that data for Kindergarten, Grade 1, Grade 2, Grade 3, and Grade
5 prior to our monthly Data Dialogue meetings. This information is used
to help identify students for specific interventions.
I also analyze DRA2 data for Kindergarten Grade 6 students mid-
year and end-of-year to determine whether students are making adequate
growth (as it has been defined in our school). This information is used to
determine areas of school-wide focus and professional development
needs.

3.3 Use assessment information to plan and evaluate instruction.
Use multiple data sources to analyze
individual readers performance and to
plan instruction and intervention.
I work with many of my teachers in the area of Guided Reading. I
always emphasize the importance of using multiple data sources. I
encourage my teachers to take notes during Guided Reading instruction
and during Reading Conferences. I recommend that they take and
analyze at least one running record each week for each of their struggling
readers. Teachers also have access to the DRA2 Progress Monitoring Kit
and can use this on a regular basis.
I support my teachers in analyzing the reading data that they collect.
Analyzing multiple data sources provides teachers with a broad view of a
students strengths and needs. This information can then be used to plan
for instruction and for intervention, when needed.
Analyze and use assessment data to
examine the effectiveness of specific
intervention practices and students
Kindergarten students are given the DRA2 Word Analysis in the fall.
This assessment provides a wealth of information on students phonemic
and phonological strengths and needs. I assist my Kindergarten teachers
responses to instruction. in using this assessment information to plan for instruction and to
develop intervention groups.
As skills are taught, teachers assess their students using assessment
forms such as those found in Phonics Lessons: Letters, Words, and How
They Work (Fountas & Pinnell). Together, we analyze these assessments
to determine which skills have been mastered and to determine what
shifts need to occur in intervention groups.
Lead teachers in analyzing and using
classroom, individual, grade-level, or
school-wide assessment data to make
instructional decisions.
At monthly Data Dialogue meetings, I work with teachers to analyze
student reading data and to identify students of major concern. I then
work with teachers to isolate and prioritize instructional needs for
specific students. We look at interventions already put into place for a
student, consider what changes might need to be made, and plan for the
students instruction. If the decision is made to refer the student to the
Student Teacher Assistance Team (STAT), I assist the teacher in
completing the necessary paperwork and then support him/her at the
STAT meeting.
Plan and evaluate professional
development initiatives using
assessment data.
At my school, Teachers in Kindergarten -Grade 2 give the
Developmental Reading Assessment 2 (DRA2) fall, winter, and spring,
while teachers in Grades 3-6 give the DRA2 in fall and spring (with the
option to assess in winter). Results of the DRA2 are used to help
determine whether a student has made a year or more growth in reading.
Our Literacy Team has developed a chart a chart to aid teachers in
making this determination.
Review and scrutiny of DRA2 data for 2013-2014 revealed several
rich and sometimes alarming figures. When I looked at the 640 students
who were assessed with the DRA2 in Fall 2013 and Spring 2014, I
learned that 73% of our students made a year or more growth in reading.
Further scrutiny of the 671 students assessed with the DRA2 in Spring
2014 indicated that 54% were at or above benchmark and 46% were
below benchmark. Examining data for students below grade level
(benchmark) in Kindergarten-Grade 6 showed that in Grade 3 students
began falling two or more years below grade level.
Our concerns:
--46% of our students are below grade level.
--76% of these students are up to two years below.
--24% of these students are two or more years below.
--27% of our students made less than a years growth in
Reading.
We need to provide literacy support that will allow our students to
make up to two years of growth in reading each year. As a result of this
assessment data analysis, I created a literacy plan that will provide
extensive professional development to Kindergarten Grade 6 classroom
teachers, as well as ESOL and SPED teachers working with students in
those grade levels. This Literacy Plan will be implemented in the 2014-
2015 school year.

3.4 Communicate assessment results and implications to a variety of audiences.
Analyze and report assessment results
to a variety of appropriate audiences
for relevant implications, instructional
After Spring DRA2 testing was completed, I analyzed the resulting
data for each teacher, each grade level, and the entire school.
For example, the entire Grade 3 data was analyzed to provide the
purposes, and accountability. following information:
--On or above Level 38Number of students and %
--Above Level 38Number of students and %
--At Level 38Number of students and %
--Below Level 38Number of students and %
--Up to 2 years belowNumber of students and %
--2 or more years belowNumber of students and %
--Year or more growthNumber of students and %
--< Years growthNumber of students and %
--Below Benchmark & Year or more growthNumber of students
and %
--Below Benchmark Y& < Years growthNumber of students and
%
Each teacher was also provided with the same data analysis for his/her
own students. We then used the Heres What, So What, Now What
protocol to examine and discuss the data. In Heres What, participants
identify what the data says. In So What, participants share their thoughts
on why the data may be the way it is. In Now What, participants
determine what needs to continue and what needs to be changed in order
to increase student achievement.
This process was repeated for each teacher and team in Kindergarten
Grade 6. I also provided the same kind of data analysis to Kindergarten
teachers for the DRA2 Word Analysis.
Demonstrate the ability to communicate
results of assessments to various
audiences.
After meeting with the Kindergarten-Grade 6 Teams for Data
Dialogue and completing the Heres What, So What, Now What protocol
with each team, I prepared a data report and developed a Literacy Plan
which I then shared with our principal and two assistant principals.

Standard 4. Diversity
Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and
a valuing of differences in our society.
Evidence that demonstrates competence may include, but is not limited to, the followingReading
Specialist/Literacy Coach Candidates

4.1 Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to
read and write.
Demonstrate an understanding of the
ways in which diversity influences the
reading and writing development of
students, especially those with reading
and writing difficulties.
As a Literacy Collaborative Coach, it is critical that I support teachers
in understanding and using instructional practices that address issues of
culture and language. Such practices are key in helping diverse learners
become successful learners. Diverse learners need to be members of
supportive classroom communities where all members are valued and
encouraged to actively participate and to engage in collaborative
endeavors. Teachers in these classrooms need to have high standards and
expectations for all their students. Over and over, research is showing
that teacher expertise is the determining factor in students literacy
success (Block, Oakar, & Hurt, 2002; Duffy, 2001; Knipper, 2003; Willis
& Harris, 2000). Teachers need to understand that: (1) Students may
have the ability to use literacy, but may be unwilling to do so; (2)
Students background knowledge influences their interpretation of text.
Teachers need to be prepared to provide additional background
information and to engage students in shared learning experiences; (3)
Diverse students may have different ways of using literacy. Teachers
need to prepare students to use literacy in multiple contexts.
Assist teachers in developing reading
and writing instruction that is
responsive to diversity.
During the 2013-2014 school year, I used Talking, Drawing, Writing:
Lessons for Our Youngest Writers (Horn & Giacobbe) as a Book Study
with my Kindergarten teachers. Chapter 1, Storytelling, focuses on using
oral storytelling to introduce students to Writing Workshop. In this
chapter, the authors refer us to Donald Graves who encouraged teachers
to look at what children can do. They also include Peter Johnstons
thoughts, Human beings are natural storytellers. We constantly tell
stories about ourselves to others and to ourselves, and the stories shape
who we are (2004). Telling stories about themselves is something that
most of our students can do. With our support, those children who have
never been invited to tell or share stories can learn to do so. While their
oral language may be limited, with our assistance and encouragement
they can grow their oral language. Promoting oral storytelling is an
excellent way to help diverse students begin their journey as writers.
Assist teachers in understanding the
relationship between first- and second-
language acquisition and literacy
development.
As a Literacy Collaborative Coach, I am charged with assisting
teachers under the relationship between first- and second-language
acquisition and literacy development. Barbara Bowman, early education
expert and advocate, states, Culture influences both behavior and the
psychological processes on which it rests. Culture forms a prism through
which members of a group see the world and create shared meanings.
And a groups culture is reflected by the groups language. Variances in
the students and teachers cultures can result in misunderstandings and
inhibit a students ability to learn. Bowman suggests incorporating the
students language and culture into the classroom whenever possible.
Even using a few words of the students native language will help to
clarify meaning and scaffold meaning.
Robert Gardners Socio-Educational Model of language acquisition
emphasizes motivation as contributing factor in second language
acquisition. Motivation is composed of effort, desire, and affect. To
encourage motivation, teachers need to create a classroom environment in
which students have multiple opportunities for social interactions,
collaborative learning, and self-expression. For example, incorporating a
strategy such as Turn & Talk allows all students to formulate and share
responses to discussion questions. This strategy can be strengthened by
encouraging students to share their thoughts and ideas in their native
language with a student who speaks the same language.
Engage the school community in
conversations about research on
diversity and how diversity impacts
reading and writing development.
During the 2014-2015 school year, we will have a monthly staff
meeting focused on literacy issues. Our teachers have expressed a strong
desire to learn more about English Language Learners and instructional
practices that will support their development in reading and writing. My
plan is to work with our lead ESOL teacher to develop interactive
professional development sessions for two of these staff meeting. These
sessions will focus on diversity, its impact on reading and writing, and
best practices to ensure success for all learners.

4.2 Use a literacy curriculum and engage in instructional practices that positively impact students knowledge,
beliefs, and engagement with the features of diversity.
Provide differentiated instruction and
instructional materials, including
traditional print, digital, and online
resources, that capitalize on diversity.
Small group instruction is an effective way to provide differentiated
instruction to diverse students in both reading and writing. This allows
students to work with materials at their instructional level and to focus on
their particular areas of need. Guided Reading is one forum for small
group instruction. After the Winter 2014, DRA2 Assessment Window, I
worked with my Grade 1 teachers to group students for guided reading.
We looked not only at their reading levels, but also at their areas of focus
for instruction. One of our goals was to limit the number of reading
groups each teacher had. Some teachers had been working with multiple
groups comprised of one student. As we reviewed student strengths
and needs, we determined what cross-classroom groupings we might
create.
An additional support I will provide to teachers during the coming
school year is to plan Book Room visits. This will provide teachers with
an opportunity to look more closely at some of our resources and to work
together to consider which materials might be most effective with which
students.
Support classroom teachers in
providing differentiated instruction and
developing students as agents of their
own literacy learning.
As a Literacy Collaborative Coach, I have worked with my teachers to
help them understand and implement Pearson and Gallaghers Gradual
Release of Responsibility Model. Too often, teachers move from
demonstration to independent practice. This can lead to student
frustration and teachers developing a cant do attitude about their
students. Students need an opportunity to practice with support before
they are expected to work independently. Terry Heick summed it up
nicely in the te@chthought blog (February 9, 2013): Show me, help me,
let me.
Support and lead other educators to
recognize their own cultures in order to
teach in ways that are responsive to
students diverse backgrounds.
We are products of our cultures and of our environments. Often, it is
difficult for us to understand why others do things the way they do. I
have worked with (and will continue to work with) my teachers to help
them understand their experiences with education and home support are
not necessarily the same as those of their students and their students
families.
For example, many of my teachers have expressed a lack of
understanding as to why parents dont read with their children at home.
To these teachers, reading with your child seems like a normal and
expected activity. As I have done home visits with families, I have
learned that there are numerous reasons why parents may not read with
their children. Among these: (1) Some parents are not literate in their
native language; (2) Some parents are working two or three jobs and
rarely see their children when the children are awake; (3) Some parents
have no access to books in their native language; (4) Some parents were
never read to when they were children and do not realized that this is
something that will help their children develop literacy skills.
Collaborate with others to build strong
home-to-school and school-to-home
literacy connections.
My Kindergarten teachers have expressed an interest in beginning to
do home visits with some of their students and their families. I have done
home visits for several years and find that these visits help to build
supportive relationships with families and provide practical opportunities
for sharing learning ideas and materials. Since this is an area in which I
have experience, I offered to work with my Kindergarten teachers in
initiating this practice. We plan to do our first home visits in Fall 2014.
Provide support and leadership to
educators, parents and guardians,
students, and other members of the
school community to valuing the
contributions of diverse people and
traditions to literacy learning.
Oral Storytelling is a practice that we are using with our young writers
to introduce them to Writing Workshop. During the 2014-2015, I would
like to build on this practice. I plan to work with our Parent Liaison to
identify family members of Kindergarten and/or Grade 1 students who
might be willing to share folk stories or personal stories with their
students classmates. We will then meet with identified individuals, talk
with them about sharing their stories, and set up a time for them to come
to their students classroom. After the classroom visit, we will debrief
with the family member and ask for suggestions on how we might
improve the experience.

4.3 Develop and implement strategies to advocate for equity.
Provide students with linguistic,
academic, and cultural experiences that
link their communities with the school.
One way in which I provide experiences that help students link their
communities with the school is by planning Interactive Read Alouds
using books that have cultural relevance to the students. Books used in
these Interactive Read Alouds include:
Too Many TamalesGary Soto
The Cazuela That the Farm Maiden StirredSamantha R. Vamos
Mice and BeansPam Munoz Ryan
Why Mosquitos Buzz in Peoples Ears: A West African TaleVera
Aardema
So Much!Trish Cook
Aunt Flossies Hats (and Crab Cakes Later)Elizabeth Fitzgerald
Howard
Advocate for change in societal
practices and institutional structures
that are inherently biased or prejudiced
against certain groups.
As a Literacy Collaborative Coach, I strive to help my teachers
understand that they are the determining factor in student achievement in
their classrooms. For various reasons, many of our students have limited
home support. Teachers frequently fall back on this lack of home support
as the reason students dont make necessary reading progress. Many of
our students are also below-grade level in reading. I actually had a
teacher tell me that her students were too far below-grade level to make
a years growth in reading. These kinds of belief systems unjustly limit
our students. Henry Ford once said, Whether you think you can or you
think you cant, youre right. The same applies to our teachers
Whether they think our students can achieve or they think they cant,
theyre right. My goal for the coming school year is to help my teachers
focus on what they can do to make a positive difference in their students
achievement.
Demonstrate how issues of inequity and
opportunities for social justice activism
and resiliency can be incorporated into
the literacy curriculum.
Interactive Read Alouds are an excellent forum for incorporating
issues of inequity and social justice activism into the literacy curriculum.
An excellent resource for selecting meaningful Read Alouds is the Jane
Addams Peace Association website (www.janeaddamspeace.org) which
has a section dedicated to The Jane Addams Book Awards. Since 1953,
these awards have been given to childrens books that engage young
people in thinking creatively about peace, social justice, world
community, and racial and gender equity. Books are selected for older
and younger readers and include both fiction and nonfiction works.
Collaborate with teachers, parents and
guardians, and administrators to
implement policies and instructional
practices that promote equity and draw
connections between home and
community literacy and school literacy.
One of my responsibilities as a Literacy Collaborative Coach is to
promote literacy in the home, school and community. Some of our
parents and guardians have limited literacy skills and are uncertain about
their ability to support their students in literacy. Two practices I have
found to be helpful in working with families are home visits and Family
Literacy Workshops.
Home visits occur at the familys residence or at a neutral location and
remove the anxiety that some family members experience when they are
asked to come to school. During a home visit, parents (or guardians)
have an opportunity to share their hopes for and concerns about their
child. They are also introduced to activities and materials that they can
use to support their childs literacy learning.
Family Literacy Workshops are held for selected families and include
a light meal. Families receive personal invitations and follow-up calls to
encourage their participation. The Workshop includes a brief Parent
Education segment. Parents and children are then introduced to learning
activities, taught how to use them, and then given the necessary
materials. Families have an opportunity to engage in and practice the
activities before taking the materials home.

Standard 5. Literate Environment
Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge,
instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
Evidence that demonstrates competence may include, but is not limited to, the followingReading
Specialist/Literacy Coach Candidates

5.1 Design the physical environment to optimize students use of traditional print, digital, and online resources in
reading and writing instruction.
Arrange instructional areas to provide
easy access to books and other
instructional materials for a variety of
individual, small-group, and whole-
class activities and support teachers in
doing the same.
Before teachers return to school in the fall, I work with a Primary
teacher and an Intermediate teacher to set up model classrooms that
epitomize a literate environment. When teachers return for our
workdays, they visit the model classrooms and discuss their arrangements
with the host teachers. Each teacher is give a Checklist for a Literate
Environment to aid in setting up their own classroom. As teachers set up
their classrooms, I am available brainstorming and trouble-shooting.
Modify the arrangements to
accommodate students changing
needs.
I endeavor to help my teachers understand that a classroom
environment is a work in progress. What works with one group of
students does not necessarily work well with another group of students.
While there are certain elements that every classroom should have, the
arrangement of these elements must accommodate the needs of the
students and will look different from room to room.

5.2 Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize
students opportunities for learning to read and write.
Create supportive social environments
for all students, especially those who
struggle with reading and writing.
I believe that beginning to build a supportive classroom community is
an essential process during the first few weeks of school. Students need
to work together to develop classroom rules that promote respect,
responsibility, and safety. Within the classroom, students need to believe
that it is okay to take risks and that it is okay to be wrong. I also
believe that teachers need to have high standards and high expectations
for all students. The teacher is the determining factor in student
achievement and all of our students need to know that we believe in them
and that they have our full support.
My school implements Responsive Classroom (RC), an approach that
emphasizes social, emotional, and academic growth. Information on the
Responsive Classroom website (www.responsiveclassroom.org) indicates
that RC is associated with greater teacher effectiveness, higher student
achievement, and improved school climate. Implementing the practices
of Responsive Classroom is an effective way to create a supportive social
environment.
Model for and support teachers and
other professionals in doing the same
for all students.
Turn & Talk is a strategy that I have shared with and modeled for
many of my teachers. Turn & Talk provides every student with the
opportunity to share their thinking and respond to a discussion question.
In order for this strategy to work effectively, students need to be taught
explicit procedures. I help my teachers think through the procedures they
need to teach, and then support them in teaching those procedures to their
students. When the students understand how to engage in Turn & Talk, I
work with my teachers to help them understand how to purposefully
utilize this strategy.
Create supportive environments where
English learners are encouraged and
given many opportunities to use
English.
Students at my school start coming to the classroom 20 minutes before
school actually starts. During this time, my first year Kindergarten
teachers were giving their students various types of worksheets as
Morning Work. Students, 75% English Language Learners, were
encouraged to work quietly and independently. I met with the
Kindergarten teachers and shared research on the need for ELLs to have
multiple opportunities for oral language throughout the day. We also
looked at the practice of Morning Networking. In this practice, teachers
place a variety of interactive materials and activiites, such as Math
manipulatives, blocks, and puzzles, at tables before student arrival. As
students arrive, they choose an activity and engage in conversation as
they work together.
We brainstormed a list of materials and activities that the
Kindergarten teachers might use with their students. Teachers began
implementing Networking in their classrooms and discovered that
students eagerly engaged in conversations. The teachers also found that
Networking helped students transition from home to school.

5.3 Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to
another; discussion, and peer feedback.)
Understand the role of routines in
creating and maintaining positive
learning environments for reading and
writing instruction using traditional
print, digital, and online resources.
Routines help teachers create and maintain positive learning
environments for their students. Dr. Peter Gorski of the Harvard Medical
School states, Knowing what to expect from relationships and activities
helps children become more confident.
Routines have many positive benefits for students. Supportive
routines help children:
--Develop language.
--Make predictions.
--Learn consistency.
--Feel safe.
--Strengthen relationships.
--Set their body clocks.
--Learn!
Create effective routines for all
students, especially those who struggle
with reading and writing.
Three routines that I have successfully used with my own students and
that I encourage other teachers to use are Read to Self, Read to Someone,
and Listen to Reading from The Daily 5: Fostering Literacy
Independence in the Elementary Grades (Boushey & Moser). Boushey
and Moser, known as the 2 Sisters, provide the research base behind their
routines and offer clear, explicit procedures for establishing these
routines. The 2 Sisters (and I) strongly believe that holding students
accountable is key in creating effective routines.
Support teachers in doing the same for
all readers.
In the first session of both my Year 1 and Year 2 Literacy
Collaborative Class, I work with my teachers on establishing effective
literacy routines with their students. Since these class sessions take place
before the first week of school, teachers have an opportunity to review
routines and determine how they will go about establishing routines in
their classrooms. Resources we use include The Daily 5: Fostering
Literacy Independence in the Elementary Grades (Boushey & Moser) and
The First 20 Days from Guiding Readers and Writers (Grades 3-6):
Teaching, Comprehension, Genre, and Content Literacy (Fountas &
Pinnell). During the first few weeks of school, I am available to help
teachers problem-solve and trouble-shoot as they develop and establish
routines with their studetns.

5.4 Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate
instruction.
Use evidence-based grouping practices
to meet the needs of all students,
especially those who struggle with
reading and writing.
Literacy instruction occurs in whole class and small group settings, as
well as with individual students. Assessment information and knowledge
of students are key factors in deciding how to deliver instruction. For
example, in developing Guided Reading groups, I look at students
DRA2 levels and their areas of strategic need. While I often group
students according to their reading levels, it is sometimes more effective
to form groups based on strategic need.
Support teachers in doing the same for
all students.
I created a Status of the Class sheet for my teachers to use as they
reviewed their DRA2 assessments. This sheet includes the skills and
strategies assessed on the DRA2. As a teacher reviews a students
DRA2, he/she writes the students named under any area in which the
student needs targeted instruction. After the teacher has reviewed all
DRA2s, he/she can look at the Status of the Class and quickly determine
whether each skill/strategy is an area for whole group instruction, small
group instruction, or individual instruction.

Standard 6: Professional Learning and Leadership
Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-
long effort and responsibility.
Evidence that demonstrates competence may include, but it not limited to, the followingReading
Specialist/Literacy Coach Candidates

6.1 Demonstrate foundational knowledge of adult learning theories and related research about organizational
change.
Use literature and research findings
about adult learning, organizational
change, professional development, and
school culture in working with teachers
and other professionals.
My role as a Literacy Collaborative Coach focuses on working with
teachers as I teach classes, plan and deliver professional development,
facilitate Collaborative Team meetings, and coach individuals and teams.
It is essential that I understand and apply understandings about adult
learning, organizational change, professional development, and school
culture.
Andragogy, the art and science of helping adults learn was
conceptualized by Malcolm Knowles. Major assumptions in this theory
are that the adult learner:
--Can direct his/her own learning.
--Is ready to learn when assuming a new role.
--Wants to apply new learning immediately.
--Is motivated by internal factors.
Knowles suggests that implications for practice when working with adult
learner include:
--Establishing a cooperative learning climate.
--Assessing the learners needs and interests.
--Developing learning objectives based on the learners needs,
interests, and skills.
--Providing sequential activities to meet those objectives.
--Evaluating the learning experience and making adjustments, as
needed.
--Assessing needs for future learning.
The core of andragogy is understanding that adults need to know why
they are learning, be actively involved in their learning, and have an
immediate application for their learning.
Use knowledge of students and teachers
to build effective professional
development programs.
At the end of the Spring DRA2 Assessment Window, I analyzed the
DRA2 for all students and teachers in Kindergarten Grade 6. Result of
this analysis indicated that:
--46% of our students are below grade level.
--76% of these students are up to two years below.
--24% of these students are two or more years below.
--27% of our students made less than a years growth in
Reading.
Reading is a vital life skill and we need to increase the reading
achievement of our students. Using this student information and keeping
the theory of andragogy in mind, I developed a Literacy Plan to provide
year-long professional development to Kindergarten Grade 6 classroom
teachers, as well as ESOL and SPED teachers working with students in
those grade levels.
In August, we will begin by having our teachers examine our current
realities in reading achievement, so that they can develop an
understanding of the rationale for change. The professional development
will provide opportunities for teacher choice, immediate application of
learning, and ongoing evaluation. Further information on this
professional development can be obtained by accessing my Literacy Plan.
Use the research base to assist in
building an effective, school-wide
My Literacy Plan was created in response to the need to increase
student reading achievement at my school. As I developed this Literacy
Plan for year-long professional development, I kept the theory of
professional development program. andragogy in mind. The core elements of andragogy are addressed in my
Literacy Plan as follows:
1. Adult learners need to know why they are learning. In August,
we will begin by having our teachers examine our current
realities in reading achievement, so that they can develop an
understanding of the rationale for change.
2. Adult learners need to be actively in their learning. Teachers will
participate in Book Study groups on their book of choice.
Teachers will also have the option of participating in Action
Research on their topic of choice.
3. Adult learners need to have an immediate application for their
learning. After every staff meeting and Book Study group,
teachers will walk away with strategies/information that they can
immediately apply in their classrooms.

6.2 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.
Articulate the research base related to
the connections among teacher
dispositions, student learning, and the
involvement of parents, guardians, and
the community.
Research consistently shows that the teacher is the determining factor
in the quality of a childs education (National Council for Accreditation
of Teacher Education, 2002: National Reading Panel, 2000; Sanders &
Horn, 1998). While skills and knowledge are important, the teachers
dispositions (values, principles, attitudes, and beliefs) are equally
important in contributing to student success.
The National Council for Accreditation of Teacher Education (NCATE)
defines dispositions as the values and beliefs demonstrated through both
verbal and nonverbal behaviors as educators interact with students,
families, colleagues, and communities. These positive behaviors support
student learning and development and identifies fairness and the belief
that all students can learn as particularly important dispositions (2008,
pp. 8990).
Brown (2003) and Mills (2003) suggest that students are more highly
motivated and achieve more when their teachers styles are in sync with
their learning styles. One implication of this research is that teachers be
aware of their teaching styles and adjust their styles accordingly to match
the learning styles of their students. It also appears that teacher
confidence has an impact on student learning. Wadlington, Wadlington,
and Hancock (2009) discovered that confident teachers are more likely
to: collaborate and encourage collaboration, differentiate instruction, and
teach for higher levels of learning.
The teacher has the power to be a positive force in the lives of his/her
students. Adopting a can do attitude for both self and students will
support the teacher in developing successful learners.

Brown, B. (2003). Teaching style vs. learning style: Myths and realities. (ERIC Document
Reproduction Service ED 482 329.
Mills, C. (2003). Characteristics of effective teachers of gifted students: Teacher background and
personality styles of students. Gifted Child Quarterly, 47(4), 272-281.
National Council for Accreditation of Teacher Education. (2008). NCATE unit standards.
Retrieved from: http://www.ncate.ofg/standard/unit-stds.htm
National Council for Accreditation of Teacher Education. (2002). Professional standards for the
accreditation of schools, colleges, and departments of education. Washington, DC: Author.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read.
Retrieved from: www.nationalreadingpanel.org
Sanders, W., & Horn, S. (1998). Research findings from the Tennessee value-added assessment
system database: Implications for educational evaluation and research. The Journal of
Educational Research, 90(4), 195-202.
Wadlington, , E., Wadlington, P., & Hancock, R. (2009, April). Teacher temperament: Impact on
teaching style and students. Annual Conference of the Association for Childhood Education
International, Chicago, IL.
Promote the value of reading and
writing in and out of school by
modeling a positive attitude toward
reading and writing with students,
colleagues, administrators, and parents
and guardians.
Read Across America occurs during the first week of March. For the
2013-2014 school year, I co-planned and co-facilitated a week-long
celebration of reading themed around Dr. Seuss. Students participated in
a daily Spirit Day related to Dr. Seuss. Each day, a quote from a Dr.
Seuss book was shared on the Morning News and students discussed the
quote during their Morning Meetings. Administrators, specialists, and
coaches (myself included) visited classrooms throughout the school as
Guest Readers. Parents were also invited in to read in their childrens
classrooms. We set up a Photo Booth outside the cafeteria, so that
students and teachers could be photographed with props from their
favorite Dr. Seuss books. A highlight of the week was on Friday when
students were invited to wear pajamas to school and spend their entire
Language Arts block engaged in various forms of reading! The entire
school was excited about reading!
Join and participate in professional
literacy organizations, symposia,
conferences, and workshops.
I am a member of the International Reading Association, the Virginia
State Reading Association, and the Greater Washington Reading Council.
I regularly participate in the Fall Conference of the Greater Washington
Reading Council.
Demonstrate effective interpersonal,
communication, and leadership skills.
As a Literacy Collaborative Coach, I work with adults in various
capacities throughout each day. This work includes:
--Planning and Facilitating Collaborative Team meetings
--Individual Coaching
--Team Coaching
--Modeling Lessons
--Analyzing Student Work with Teachers
--Planning Instructions with Teachers
--Sharing Best Practices in Literacy Instruction
--Teaching Literacy Collaborative Courses
Before I can work with teachers, I must focus on building relationships
and establishing high levels of trust. As I collaborate with teachers, I
must continually hone my interpersonal, communication, and leadership
skills.
Demonstrate effective use of technology
for improving student learning.
I am supporting teachers in their use of myON. MyON is an online
library of more than 7000 digital books across a wide range of genres.
Teachers can create specific book lists for students based on students
interests and reading levels and can provide students with access to books
that will support them in their content area studies. Students can also
generate a recommended book list by completing a Placement Exam and
Interest Inventory.
MyON has recently released a Literacy Toolkit (free for the first year)
that will allow students to practice skills such as highlighting and note-
taking as they read their digital texts. During the 2014-2015, I will be
assisting teachers in learning how to use the myON Literacy Toolkit.

6.3 Participate in design, facilitate, lead, and evaluate effective and differentiated professional development
programs.
Collaborate in planning, leading, and As a Literacy Collaborative Coach, I am involved in planning
evaluating professional development
activities for individuals and groups of
teachers. Activities may include
working individually with teachers
(e.g., modeling, co-planning, co-
teaching, and observing) or with
groups (e.g., teacher workshops, group
meetings, and online learning.)
numerous professional development activities throughout the year. In
January 2014, I collaborated with our Reading Specialist to plan and
deliver a professional development session on Independent Reading for
our Kindergarten Grade 6 teachers and our ESOL and SPED teachers.
The session focused on the following outcomes:
Develop an understanding of the differences between
independent reading and silent reading
Learn strategies to make the most of independent reading
Explore ideas for holding students accountable during
independent reading
Learn how to evaluate and strengthen your classroom library
During the session, teachers had the opportunity to work with small
groups and to reflect independently. At the end of the session, each
teacher made a Commitment to Action. We followed up the session by
providing support to individual teachers and to grade level teams.
Demonstrate the ability to hold effective
conversations (e.g., for planning and
reflective problem solving) with
individuals and groups of teachers,
work collaboratively with teachers and
administrators, and facilitate group
meetings.
As a Literacy Collaborative Coach, one of my roles is to coach
individual teachers. I coach each of the teachers in my Year 1 and Year
2 Literacy Collaborative classes, as well as other teachers on staff.
Before the coaching session, the teacher identifies the area of focus and
we decide on the format for the coaching. Each coaching session
involves a Pre-Conference, Lesson (observation, modeling, or co-
teaching), and Post-Conference. During the Pre-Conference, I meet with
the teacher to discuss the lesson and set goals. During the Lesson, I often
have opportunities to record observations. During the Post-Conference, I
meet with the teacher to discuss our noticings, reflect on the lesson, and
set goals for future work. Coaching demands a high level of
interpersonal communication skills.
Support teachers in their efforts to use
technology in literacy assessment and
instruction.
My district has provided all students with access to myON, an online
library of more than 7000 digital books across a wide range of genres.
MyON has recently released a Literacy Toolkit (free for the first year)
that will allow students to practice skills such as highlighting and note-
taking as they read their digital texts. I currently participating in a series
of webcasts to familiarize educators with the Literacy Toolkit and
enhanced uses of myON.
When teachers return to school in August, I will offer a workshop on
the use of the myON Literacy Toolkit. Sharing these tools with teachers
will enable them to turn around and teach their students how to use the
tools. Using the tools will enhance students reading of digital texts and
strengthen their comprehension.

6.4 Understand and influence local, state, and national policy decisions.
Demonstrate an understanding of local,
state, and national policies that affect
reading and writing instruction.
As a Literacy Collaborative Coach (and soon to be Reading
Specialist), it is essential for me to be familiar with local, state, and
national policies that affect literacy instruction.
At the local level, literacy instruction is impacted by:
--FCPS School Board
--FCPS Leadership Team
--FCPS Literacy Framework
--Language Arts Pacing Guide
--Language Arts Program of Studies
--Parent and Community Advocacy Groups
At the state level, literacy instruction is impacted by:
--Virginia State Legislature
--Virginia Board of Education
--Virginia Standards of Learning
--Community and Business Advocacy Groups
At the national level, literacy instructions is impacted by:
--Congress
--Political Advocacy Groups
Write or assist in writing proposals that
enable schools to obtain additional
funding to support literacy efforts.
During the 2014-2015 school year, I will research grants for which my
school might be eligible and which would provide funding to support
literacy efforts. With my administrators approval, I will pursue writing
one or more proposals for available grants.
Promote effective communication and
collaboration among stakeholders,
including parents and guardians,
teachers, administrators, policymakers,
and community members.
In September 2014, I plan to institute a monthly Literacy newsletter
for families. The newsletter will contain ideas for supporting literacy at
home, as well as information on upcoming Literacy events at school and
opportunities for parent involvement at school. My goal is to provide 3-5
items of interest presented in a style that is not overwhelming. Since
many of our families are Spanish-speaking, I will have the newsletter
translated.
Advocate with various groups (e.g.,
administrators, school boards, and
local, state, and federal policymaking
bodies) for needed organizational and
instructional changes to promote
effective literacy instruction.
My advocacy experience is limited to the school level where I have
advocated with administrators for instructional changes to promote
effective literacy instruction. I recognize that I need to expand my
horizons to advocate on a larger scale. Before I can do that, I need more
information. As I was doing online research, I discovered two
organizations that I will explore further in my journey toward increased
advocacy. These organizations are:
--Center on Education Policy www.cep-dc.org
Mission and Role: The Center on Education Policy is a national,
independent advocate for public education and for more effective
public schools. The Center helps Americans better understand the
role of public education in a democracy and the need to improve
the academic quality of public school. We do not represent any
special interests, Instead, we try to help citizen make sense of the
conflicting opinions and perceptions about public education and
create the conditions that will lead to better public schools.
--Educational Policy Institute www.educationalpolicy.org
Mission: To expand educational opportunity for low-income and
other historically-underrepresented students through high-level
research and analysis. By providing educational leaders and
policymakers with the information required to make prudent
programmatic and policy decision, we believe that the doors of
opportunity can be further opened for all students, resulting in an
increase in the number of students prepared for, enrolled in, and
completing postsecondary education.