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State University of New York
Graduate School of Education – Fall 2013
LTRC 592 - PRACTICUM & SEMINAR IN LITERACY LEADERSHIP
Instructor
Jackie Visser, jvisser@binghamton.edu
Phone: (607) 777- 5070 (W) 607-262-0346 (c) Office: AB 130C
Class Meets: Wed. 4:40-6:40 & 7:20-9:20
Office Hours: Tues. & Wed. 3-4:15 and by apt.
Description: Supervised field experience includes opportunities for practice, demonstration, selfevaluation and validation of competencies gained in the literacy program plus a seminar to provide: (1)
opportunity for planning, feedback and evaluation for the collaborative and congruent role with teachers,
with input from both peers and faculty, and (2) opportunity to develop skills and strategies for the
leadership and consulting role with parents, teachers and other school and community personnel.
Classroom Environment: GSE faculty and staff are committed to serving all enrolled students. We
intend to create an intellectually stimulating, safe & respectful class atmosphere. In return we expect
each of you to honor and respect the opinions and feelings of others.
Accommodations: If you are a student with a disability and wish to request accommodations, please
notify me by the second week of class. You are encouraged to contact the Office of Services for
Students with Disabilities (SSD) at 777-2686 (LH-B51). This office makes recommendations regarding
necessary and appropriate accommodations based on specifically diagnosed disabilities. Information
regarding disabilities is treated in a confidential manner.
Academic Honesty: Members of the university community have the responsibility to maintain and
foster a condition and an atmosphere of academic integrity. Specifically, this requires that all classroom,
laboratory, and written work for which a person claims credit is in fact that person’s own work. The
annual university Student Handbook publication has detailed information on academic integrity.
Students assume responsibility for the content and integrity of the academic work they submit. Students
are in violation of academic honesty if they incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material from the work of another (plagiarism); or if
they use, request, or give unauthorized assistance in any academic work (cheating). (GSE Academic
Honesty Policies) Plagiarism and cheating will not be tolerated. Incidents of either will result in a
failing grade for the assignment in question. http://gse.binghamton.edu/academics/acadhonesty.html
Blackboard: Course handouts will be posted on Blackboard where you can email classmates and
discuss course readings & class topics.
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Required Text: Print (not online) Subscription to The Reading Teacher or Journal of Adolescent &
Adult Literacy http://www.reading.org/general/Membership/JoinNow.aspx
Articles posted on Blackboard
Field Placement:
1.
For those who hold Elementary or Secondary certification, the minimum placement period is two
full days per week for the entire semester (120 hours). For those who are uncertified and
enrolled in the Childhood/Early Childhood program, the minimum placement period is five full
days per week for the semester (300 hours). (Seminars are in addition to the school placement).
2.
Supervision is conducted by the seminar professor and cooperating teacher/school personnel.
3.
Attendance at your placement should conform to the time established by your school for teaching
faculty and to the public school calendar rather than Binghamton University’s calendar.
4.
You should not accept a substitute teaching position that conflicts with your placement schedule.
5.
If you are absent due to illness or emergency, notify your cooperating teacher at the earliest
possible time, and if you must be absent when an observation is scheduled, notify the seminar
professor as soon as possible, or notify the secretaries in the Education Office (777-2727).
6.
The GSE, cooperating teacher and school district expect you to satisfy course requirements
within the context of a positive contribution to the students and classes where you are assigned.
7.
Your cooperating teacher and practicum instructor will observe you in your school setting and
provide written feedback in post-lesson conferences, e.g. teaching lessons to small groups and
entire classes, and working with colleagues. You should evaluate your work in writing as well.
Scholarly Paper: This paper is required for graduation for those with Elementary or Secondary
certification AND for those seeking EC/CH certification. It is not required for those who already hold
a master’s degree and seek only literacy certification.
This is a scholarly paper on a literacy issue, trend, or topic of your choice prepared at a level appropriate
for publication in a professional journal. The paper should be persuasively written and include evidence
from theory and research and may include your own action research (done this semester or in a previous
semester) to support the position you take. The paper should be at least 10 double-spaced pages, 12
font, and use APA style. If you collect data from students/teachers, you must get permission from the
Human Subjects Research Review Committee (HSRRC. An expedited (quick) form is found at
http://humansubjects.binghamton.edu/Forms.htm.
(Page #’s are required but the abstract, references and appendices are not included in the page count.
Please do not use plastic sleeves except for pictures/artifacts that need them).
Paper outline (use these headings or ones to reflect your content):
1. Title Page (separate page)
2. Abstract (a 75-100 word summary- on a separate page)
3. Introduction/rationale/problem/statement of position
4. Findings/Discussion
Evidence cited in support of position
- theoretical viewpoints
- research support
- action research findings (if appropriate)
6. Implications for classroom practice & research
7. Conclusion
8. References
9. Appendices (Figures/tables to show data, other documentation of action
research and other relevant info as needed)
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Websites of Interest:
“Preventing Plagiarism”- http://library.lib.binghamton.edu/instruct/plagfaculty.htm
“Graduate Level Writing Skills and Tasks”- (a tutorial with 21 modules- 6 hrs.)
http://gradschool.binghamton.edu/ps/orientation/writing.asp ID:guest@binghamton.edu
– Password: guest
APA Guidelines - http://www.apastyle.org/
Competencies: These represent three areas based on guidelines for Reading Specialists established in
2010 by the International Reading Association (IRA) and the New York State Reading Association
(NYSRA). You will demonstrate competence in:
A. Classroom teaching of reading and writing
B. Teacher of struggling readers
C. Collaborator with School Professionals and Parents
You are expected to demonstrate each competency in a manner appropriate to your field setting. Your
cooperating teacher, school administrator, other teachers, or professor will verify and initial
competencies upon your completion of them.
Portfolio (Electronic or paper file): You should maintain an organized collection of artifacts or
materials to document your field experience this semester and for use in future job interviews. It should
contain your competency checklist, and other evidence of your planning, instruction, assessment, and
professional activities as well as your reflection and self-assessment. Lesson plans, photos, videos,
examples of student work, etc. are all appropriate to include. A one-page self assessment for each of
the three competency areas should be included at the beginning of the portfolio. Following the selfassessment, please include a log of hours spent with the reading specialist so that s/he can be awarded a
stipend at the conclusion of the semester.
Course Requirements:
Attendance
Reading and discussion of text
Portfolio, competencies, self assessment, and log
Scholarly paper
Practicum Evaluations by cooperating teacher, self, and university
supervisor
Grades:
Satisfactory: Exceed or meets the requirements that are described in
course requirements above.
Unsatisfactory: Does not meet the requirements.
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Tentative Class Schedule
Meetings
Topics
Aug. 28
Introductions, Competencies, Observation, Lesson Plans,
Portfolio & Scholarly paper
Sept 18
Discuss LTRC Content Specialty Test
October 2
Share ideas/resources for competencies & paper
Establish observation schedule
Discuss assigned Blackboard articles
Share summaries of at least 3 articles/books for paper
Reading/Due
LTRC Content Test &
Written feedback
Read BB articles
October 16
Discuss assigned Blackboard articles
Topic/References/Article
Summaries
Read BB articles
October 30
Discuss progress on portfolio/paper
Discuss assigned Blackboard articles
Read BB articles
November 6
Discuss progress on portfolio/paper
Discuss assigned Blackboard articles
Read BB articles
Peer & Instructor feedback on scholarly paper
Draft of your paper
November 20
Peer & Instructor feedback on scholarly paper
Draft of your paper
December 4
Share Portfolios
Portfolio due
December 11
Presentation of your scholarly paper
Course evaluation
Scholarly paper due