Reading Specialist Post Baccalaureate Add-on Certification
Training Plan
The purpose of the field experience is to help the reading specialist candidate meet the field
experience objectives within the scope of experiences available at the training site. This also
helps the onsite supervisor plan for mentorship of the field experience student.
The field experience training plan should be drafted by the site supervisor and field experience
student prior to an initial conference call with the university supervisor.
After the joint meeting or conference call with the field experience student, site supervisor, and
university supervisor, the training plan may need some revision to reflect the consensus agreed
upon during the meeting.
The field experience training plan includes the following:
1. List of experiences available at the site that will allow the field experience student to
meet the field experience objectives.
2. Projection of how and when the field experience student and site supervisor anticipate the
field experience student will participate in these experiences during the time at the site.
3. Projection of potential artifacts the field experience student can produce to show evidence
of meeting the objectives through the experience to complete the ePortfolio.
4. Timeline for the field experience (A minimum of 75 hours are required for the field
experience and 65 hours for the action research project, but the hour limit serves only as a
minimum guideline.)
NOTE: Select one activity on your training plan that you can do with a reading specialist in a
neighboring school district. If you are working in a large school district, do this with a small
rural district near your district. If you are working in a small school district, do this activity with
a large school district.
It does not require that you drive to that district, unless you choose to do so. Instead you could
complete a phone interview project with a reading specialist or the school superintendent of the
smaller district as part of one component in your training plan. The goal of this activity is to
expand viewpoints and school culture experiences by comparing what is required in a large
district with a much smaller district.
Reading Specialist Post Baccalaureate Add-on Certification
Training Plan Template
Required evidences include:
1. An action research project
2. Consultation with classroom teachers to analyze and plan reading instruction
3. Supervision of reading instruction
4. A reading instruction or literacy professional development presentation
5. Implementation and assessment of the effectiveness of reading instruction including differentiation for diverse learner
needs
6. An analysis with recommendations based on school-wide literacy assessment data
7. Effective communications with teachers, administrators, family and community members
8. Home-School advocacy to promote literacy
9. Involvement in planning, obtaining, and managing resources and a budget to support literacy programs.
Field Experience Student Name
Field Experience School
District
Projected Overall Timeline
Starting Date:
Ending Date:
Days/Hours at the Site:
Monday
Tuesday
Field Experience Objectives
1.
Explain and reflect on the
multifaceted role of the
reading specialist in a school
or district. (International
Reading Association
Standard 6, Wisconsin
Administrator Standard 2)
2.
Communicate the major
theories of reading and the
research on effective reading
programs to teachers and
other school personnel.
(International Reading
Association Standard 1,
Wisconsin Administrator
Standard 1)
3.
Explain district and state
assessment frameworks,
proficiency standards, and
student benchmarks to
teachers and other school
personnel. (International
Reading Association
Experience
Available
Wednesday
Thursday
Field Experience
Student’s
Role
Friday
Timeline
Potential Artifact
Standard 3, Wisconsin
Administrator Standard 3)
4.
Collaborate with teachers
and other school personnel
in developing a literacy
curriculum with vertical and
horizontal alignment across
PK-12. (International
Reading Association
Standard 2, Wisconsin
Administrator Standard 2)
5.
Evaluate a reading
curriculum or instructional
program to determine its
effect on all learners,
including learners who
struggle and/or are learning
the English language.
International Reading
Association Standard 4, 5,
Wisconsin Administrator
Standard 1)
6.
Coach teachers and other
school personnel in
selecting, utilizing and
interpreting assessments that
provide a systematic
framework for evaluating
the effects of literacy
instruction. (International
Reading Association
Standard 3)
7.
Coach teachers in selecting
materials, adapting
curriculum and
differentiating instruction to
meet the learning needs of
all students. (International
Reading Association
Standard 2, 4, 5, Wisconsin
Administrator Standard 4)
8.
Coach teachers and other
school personnel in using
assessment results,
differentiation,
interventions, and flexible
grouping techniques to
facilitate literacy
development. (International
Reading Association
Standard 2, 3, 4, Wisconsin
Administrator Standard 1)
9.
Conduct needs assessment,
plan, and develop
professional development
which addresses the literacy
education needs of a district,
school, or community.
(International Reading
Association Standard 6;
Wisconsin Administrator
Standard 2)
10. Coach colleagues to ensure
effective on-going literacy
instruction for all students.
(International Reading
Association Standard 2,
Wisconsin Administrator
Standard 3)
11. Collaborate with others to
build relationships and
strong home-to-school and
school-to-home connections
to facilitate literacy
development. (International
Reading Association
Standard 4; Wisconsin
Administrator Standard 5)
12. Model effective and ethical
interpersonal,
communication, social
influence, and leadership
skills to facilitate a positive
culture and effective
practices for literacy
development. (International
Reading Association
Standard 1, 5, 6; Wisconsin
Administrator Standard 2, 3,
6)
13. Collaborate with others to
determine budgetary needs
and identify grants and other
sources to support literacy
efforts. (International
Reading Association
Standard 6; Wisconsin
Administrator Standard 4)
Student’s Signature
Date
Site Supervisor’s Signature
Date
University Supervisor
Signature
Date
Reading Specialist Post Baccalaureate Add-on Certification
Field Experience Journal Template
Name:
Date Hours
Activity
Reflections (May include key learning,
challenges, highlights, opportunities,
etc.)
Reading Specialist Post Baccalaureate Add-on Certification
Field Experience Journal Example
Name:
Date
Hours
Activity
Reflections
6/26/13
6
Work with District kindergarten
teachers to modify/improve
grade level assessment guides
and rubrics
It is so important to take multiple perspectives
in play when creating universal documents for
an entire district. Especially the teachers using
them. A literacy coach working together with a
classroom teacher provides so much learning
for both.
7/2/13
4
Creating Universal Coaching
Lesson Plans
It is always difficult to create something for the
first time and trying to predict how it will work.
I am excited about the universal coaching
model our district is putting in place this year;
however, I know the following year it will only
get better. After doing something once and
revising makes it so much better.
7/9/13
4
Work with District fourth grade
teachers to modify/improve
grade level assessment guides
and rubrics
Being able to work with different grade level
teachers separately on their documents and
curriculum gives me such a better
understanding of each grade level’s
expectations rather than just having the
documents given to me to look at. I have
enjoyed getting to know each of the grade
levels in more depth.
7/10/13
4
Work with District first grade
teachers to modify/improve
grade level assessment guides
and rubrics
After having worked on the kindergarten
documents a few weeks ago, it was great to
work on first grade and see the vertical
alignment of standards. I was able to talk with
the first grade teachers about the differences
and their expectations for their students and
how they relate to what is expected of the new
Common Core State Standards (CCSS).
7/23/13
2
First Grade PALS and
I worked today with the district Assessment
Coordinator and the Director of prek-12
Assessment Frameworks
Curriculum regarding the implementation of
PALS assessments in First Grade this fall in WI.
We discussed timelines and training and then I
was in charge of updating the district
Assessment Frameworks to reflect the changes.
7/25/13
4
Work with District fifth grade
teachers to modify/improve
grade level assessment guides
and rubrics
It was very interesting working with the fifth
grade teachers today compared to the other
grade levels that I have worked with on similar
documents. The fifth grade teachers wanted to
be much more detailed and I had to really keep
them focused on our specific goal for the day
before we started “biting of more than we
could chew.” It was a challenge, but a great
experience to realize the differences in grade
levels, teachers, etc. and how I need to make
sure I keep our goal at the forefront of our
work.
8/1/13
4
Work on Daily 5 Professional
Development
Two other district literacy coaches and myself
got together to plan professional development
for new teachers coming to our district
regarding Daily 5.
8/8/13
7
WI Literacy Cadre with DPI in
Madison, WI
8/9/13
7
WI Literacy Cadre with DPI in
Madison, WI
I was asked by our district Director of
Curriculum to represent our district on this WI
DPI project. I spent two days in Madison with a
group of nine literacy coaches, coordinators,
and DPI literacy consultants from across the
state. We spent Thursday reflecting on our
roles as literacy leaders and dove hard into
recognizing our strengths and weaknesses. We
spent Friday planning and preparing for a statewide blog that will be created by DPI and
updated by the nine of us. It is meant to be a
resource for WI literacy leaders to share and
collaborate about what we are doing in our
districts in regards to coaching.
8/12/13
2.5
Help Create Problem Solving
Model Diagram
I helped the district SLD (Specific Learning
Disabilities) team re-work their diagram that
illustrates our district framework/process of
how we will follow and comply with this new
SLD law.
8/13/13
7
Planning for New Teacher
Training/Orientation
Four other district literacy coaches and myself
got together to plan professional development
for new teachers coming to our district
regarding English Language Arts Curriculum.
We had several areas to cover: shared reading,
assessment, DRA2, Words Their Way, Writing,
Guided Reading, and resources. It was another
great experience for me. I learned a lot about
pin-pointing pertinent details so that I could
stick with our tight times constraints.
8/14/13
4
Planning for Literacy Coach
Meeting
One other district literacy coach and myself got
together to plan for our beginning of the year
District Literacy Coach collaboration meeting.
We needed to include welcoming activities for
new lit. coaches and several updates on new
initiatives.
8/14/13
4
Building level planning – school
goal, meeting/collaboration
schedule, intervention
schedule
I met with my building principal to go over our
School Improvement Plan (SIP) and discussed
budgetary needs. I helped develop the school
meeting/collaboration and intervention
schedules.
8/19/13
2
Universal Coaching Documents
and Shared Reading Curriculum
Maps
I worked with one other district literacy coach
to update the Universal Coaching Lesson Plans
that I had started earlier in the summer. There
were some missing pieces that we wanted to
make sure were included.
I also updated the district shared reading
curriculum documents based on some errors
that had been found.
8/19/13
4
Created
Introduction/Reflection for first
Blog post for the WI Literacy
Cadre
I spent hours coming up with my first blog post
for this cadre. I am very nervous about being a
part of this group. I am afraid my posts won’t
be “good enough,” however; I have come to
the realization that this constant reflecting is
only going to help me become better at my
profession and if I can help others along the
way, great!
8/20/13
3
Work with District fifth grade
teachers to modify/improve
grade level assessment guides
and rubrics (con.)
I worked with the district fifth grade teachers
that I had worked with earlier this summer to
complete work on their grade level’s
assessment map and rubric.
8/20/13
1.5
New Teacher Orientation SetUp
This was definitely new for me. I had to make
sure that a room was reserved for the New
Teacher Training, set it up to fit the needs of
the group and make sure all materials for the
presentation were ready to go.
8/21/13
7
New Teacher Orientation
Presentation
Three other district literacy coaches and I
presented professional development, in
regards to English Language Arts, to the new
teachers coming to our district this fall.
8/26/13
7
Daily 5 Presentations
One other district literacy coaches and I
presented professional development, in
regards to Daily 5, to the new teachers coming
to our district this fall.
8/27/13
7
Facilitate Literacy Coach
Meeting
One other district literacy coach and I
facilitated the beginning of the year Literacy
Coach collaboration meeting.
8/28/13
2.5
Beginning of Year Grade Level
Meetings
I facilitated three grade level collaboration
meetings today (3-5). We discussed new
district documents, i-pad implementation, and
new initiatives.
8/29/13
2.5
Beginning of Year Grade Level
Meetings
I facilitated three grade level collaboration
meetings today (K-2). We discussed new
district documents, universal coaching that will
begin in October, and new initiatives.
Total Hours = 98