qwertyuiopasdfghjklzxcvbnmqw
ertyuiopasdfghjklzxcvbnmqwert
yuiopasdfghjklzxcvbnmqwertyui
opasdfghjklzxcvbnmqwertyuiopa
sdfghjklzxcvbnmqwertyuiopasdf
Mansfield
ghjklzxcvbnmqwertyuiopasdfghj
University of Pennsylvania
klzxcvbnmqwertyuiopasdfghjklz
Guidelines for
xcvbnmqwertyuiopasdfghjklzxcv
Reading Specialist Candidates
bnmqwertyuiopasdfghjklzxcvbn
January 2013
mqwertyuiopasdfghjklzxcvbnmq
wertyuiopasdfghjklzxcvbnmqwe
rtyuiopasdfghjklzxcvbnmqwerty
uiopasdfghjklzxcvbnmqwertyuio
pasdfghjklzxcvbnmqwertyuiopas
dfghjklzxcvbnmqwertyuiopasdfg
hjklzxcvbnmqwertyuiopasdfghjk
lzxcvbnmrtyuiopasdfghjklzxcvbn
mqwertyuiopasdfghjklzxcvbnmq
Purpose
This document is intended to provide structure and guidance to the Mansfield University graduate student
who is pursuing a master’s degree with certification as a reading specialist/literacy coach. This document is not
intended to substitute for the MU graduate catalog or other university directives or documents. The information in
this packet is also available to you electronically on Desire to Learn (D2L, https://mansfield.desire2learn.com/)
each time that you take a course in the reading specialist core. You are strongly encouraged to refer to this
document frequently throughout the program and to utilize it as you reflect on the meaning each program-related
course and experience holds for your future work. In addition, this document should be used as the anchor for your
professional portfolio. Use it to organize the products of your coursework in accordance with the 2010 IRA
Standards for Reading Professionals (available on the International Reading Association site at www.reading.org).
It is suggested that you download and maintain an electronic of this file from session to session for this purpose
and that you update it frequently as you complete assignments, projects, and fieldwork.
MU Teacher Education Unit Conceptual Framework
The goal of "reflective decision-making" is the guiding
concept in the framework of the Mansfield University Teacher
Education Program. As reflective decision-makers, graduates of our
program will be able to provide effective instruction to their students
and use their skills in assessment, reflection, and self-evaluation to
make positive changes in their own teaching and curricula. To become
reflective decision-makers, students must develop and engage
thinking skills (Elder, 2010) and positive dispositions (Danielson,
2007; Wright, 2002), the two central elements that form the core of
the conceptual framework.
These elements also serve to strengthen four essential
functions in teaching, as presented by Charlotte Danielson (2007):
Planning and Preparation, Classroom Environment, Instruction, and
Professionalism. The materials used to create this framework are
developmentally appropriate teaching and learning, diversity, and
technology. The use of these materials ensures that students are the
focus, that their current needs, strengths, and differences are being
considered, and that their future success is the intended outcome as
the faculty plan how best to prepare them.
At the undergraduate level, teacher candidates gain knowledge
and skills relevant to each domain as they progress through the program, with each course and field experience
designed to cultivate their thinking skills and positive dispositions in the larger context of reflective decisionmaking. Advanced teacher education programs continue the focus on reflective decision-making to prepare
graduates with the knowledge, skills, and dispositions to be effective teachers and dynamic leaders. The
graduate programs are guided by state, national, and international standards. Through coursework, reflection,
fieldwork, and internships or practicums, advanced teacher education graduates successfully demonstrate the
competencies and standards identified by various professional associations.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA:
Association for Supervision and Curriculum Development
Elder, L. (2010). Reason to live. retrieved March 20, 2010, from
http://www.timeshighereducation.co.uk/story.asp?sectioncode=21&storycode=410303&c=1
Wright, I. (2002). Challenging students with the tools of critical thinking. The Social Studies, 93(6),
pp. 257-261.
MU-RS-1
Program Overview and Professional Standards:
Mansfield University offers a 33 credit hour sequence of courses leading to recommendation to the
state of Pennsylvania for K-12 added certification as a reading specialist and the conferral of a masters degree
from the university. Passing scores on the Reading Specialist Praxis test must be obtained to complete the
certification.
Reading specialists perform a wide variety of roles in both public and private settings. They work
with students as diagnostic-prescriptive teachers and offer in-classroom assistance for readers experiencing
difficulties. Increasingly, they serve as reading/literacy coaches that work with members of school faculties.
The courses in the Mansfield University sequence are designed to prepare candidates for such a wide variety
of professional settings and responsibilities. We endorse the 2010 Standards for Reading Professionals of the
International Reading Association (IRA).
Premises of the Program:
The reading specialist program at Mansfield University is built on a conceptual framework that proceeds from an
interactive and constructivist definition of reading, "Reading is a process of constructing meaning from text." (Au,
Mason, & Scheu, 1995) Implicit in this deceptively simple definition is the active participation of readers in
constructing meaning, applying many forms of knowledge, and varying readers' strategies to texts and tasks.
Schema theory provides a useful means of explaining the dynamic interaction between readers' prior knowledge
and information derived from texts. (Rummelhart, 1980; Anderson & Pearson, 1984). Reading specialists must
make many informed, reflective decisions that are grounded in accepted theory, research, and practice, adapt
instruction to meet the learning needs and abilities of their students, and as they assume leadership roles in their
buildings as literacy coaches.
The course content and experiences in the reading specialist program are based on the following
propositions:

A reading specialist is a specifically prepared professional who is responsible for the literacy performance
of readers in general, or struggling readers in particular, who believes that reading specialists should have
some responsibility for improving literacy achievements of all students in the school. A shift in the way
reading specialists perform their role has changed; it is no longer a diagnostic, prescriptive model but
instead a collaborative model designed with other professionals to improve classroom success and
individual strategies. (IRA’s Commission on the Role of the Reading Specialist, May 2002).

Reading specialists function in many roles, including remedial teacher, staff developer, supervisor, and
mentor. Reading specialists in exemplary schools, in addition to providing direct instruction to students,
spend a great deal of their time serving as a resource (i.e. “coach”) to classroom teachers (IRA’s Position
Statement on the Role and Qualifications of the Reading Coach in the United States, 2004).

Reading/literacy coaches fulfill a leadership role by modeling quality literacy instruction in teachers’
classrooms and helping teachers improve their own instruction. Coaches disseminate literacy-related
research findings and lead literacy inquiry groups and professional development sessions to help teachers
transfer what they learn about new practices into their instruction. Coaches are prepared to face the
challenge of initiating and maintaining a relationship of collaboration and support with classroom teachers
and work to establish a safe environment where teachers can strive to improve their practice without fear of
negative criticism or evaluation. By working with a range of teachers and administrators to incorporate
MU-RS-2
research, assessment data and best practices, literacy coaches are key figures in their school’s literacy
programs. (IRA’s Standards for Middle and High School Literacy Coaches, 2006)

Literacy is not a merely a static, quantifiable attainment of sub-skills. Literacy is lifelong developmental
process that intertwines reading, writing, listening, speaking and viewing with thinking as an individual
makes meaning of the texts and contexts they encounter in the world (Werner-Burke, 2012)

A comprehensive literacy program is based on building confidence and motivation, providing direct
instruction in reading and writing, and granting ample opportunities for independent reading and writing.
(Cooper & Kiger, 2005)

Reading, writing, listening, and speaking are integrally related. Developing writing abilities with an
emphasis on process, and thinking of oneself as an author is particularly helpful to overall reading growth.
(Tompkins, 2003; Anderson, Hiebert, Scott, & Wilkinson, 1985; Calkins, 2000)

Assessment of reading-related abilities is a continuous process. It requires careful observation, interaction,
and analysis of students' abilities over time with respect to their literacy attitudes, understandings, and
strategies. (Simmons, 2000)

Sound assessment focuses on readers' strengths and needs and considers evidence from a wide variety of
informal and formal sources. One of the primary goals of assessment is to guide reflection and selfevaluation. (Farr, 1997)

There are wide ranges of differences in reading teachers and their students. Teachers should be
knowledgeable, caring, and skilled professionals who are committed to continuous growth and capable of
adapting instruction to meet the unique strengths and needs of their students. (National Reading Panel,
2000)

Reading is a holistic process that requires skills to be applied in context and in combination. Excessive
attention to isolated skills can be detrimental to overall literacy development. Explicit instruction in the
following areas, when taught in context and adapted for the individual learner, can help students develop
their independence and confidence in reading (Merritt and Crawley, 2004)

Phonemic awareness is one of the best predictors of early reading success. Effective instruction in
phonemic awareness provides an important underlying foundation for learning to read. (Ehri and Nunes
(2002)

Word identification is an important (but not sufficient) condition for adequate reading comprehension.
Word identification is based on a strong basic sight vocabulary and use of strategies that attend to
graphophonic, semantic, syntactic, and pragmatic language cues. (Adams, 1990)

Vocabulary and background knowledge are related in theory and instruction. Reading is an active, personal
process. Students should be encouraged to express their personal responses to what they read and to bring
to bear their prior knowledge in constructing meaning from text. Encouraging predictions helps to activate
prior knowledge. Readers’ vocabularies can be developed and extended through concept development,
classification, and other background knowledge-based activities. (May & Rizzardi, 2002)

Fluency can especially be promoted through guided oral reading practice. Developing readers’ fluency
provides a bridge between word identification and comprehension and aids successful reading. (Rasinski,
2004)
MU-RS-3

Comprehension Strategies can be developed through quality instruction. Reading comprehension is the
centrally important aspect of all successful reading. Teachers should promote comprehension by giving
students ample opportunities to read interesting text at appropriate reading levels and by modeling and
teaching reading comprehension strategies. (Pressley, 1998; Sarroub & Pearson, 1998) Mature readers
employ varied, effective strategies as they read. Beginning readers and struggling readers benefit when they
can gain insights into the strategies used by good readers. (Christie, et al., 1997) Students benefit from
gaining strategies for reading and learning from expository texts. Instruction in text-based study strategies
should focus on knowing how, when, and why to use the strategies. (Harvey, 1998)

Motivation is an important catalyst to student achievement. Classrooms should be literate environments inviting places that entice and encourage students to engage in literacy experiences. Self-selected reading
and writing experiences are especially valuable to overall reading growth. (Routman, 1999) Exposing
students to high quality, enjoyable literature is one of the keys to overall reading growth. Reading growth is
fostered by success, delight, and a positive attitude. (Cullinan, 1994) Children's interests represent
tremendous instructional potentials. Teachers should capitalize on their students' interests and address
issues of motivation in designing instruction. (Templeton, 1995)

Children who are reading up to grade level in the primary grades do not automatically become proficient
readers in later grades. (Biancarosa & Snow, 2004) Even with the best instruction early on, differences
magnify as students develop from year to year. Some teens need special instruction to comprehend basic ideas in
print. Others need extensive opportunities with comfortable materials so they learn to read smoothly and easily.
And almost all students need to be supported as they learn unfamiliar vocabulary, manage new reading and
writing styles, extend positive attitudes toward literacy, and independently apply complex learning strategies to
print. The need to guide adolescents to advanced stages of literacy is not the result of any teaching or learning
failure in the preschool or primary years; it is a necessary part of normal reading development (Moore, Bean,
Birdyshaw & Rycik, 1999)

Support during and beyond the early and intermediate years is essential. When intervention is needed, it is
not implemented from the perspective of remediating deficiencies of the student. Instead, the focus is on
modifying and re-arranging the elements of instruction, including the learning environment, to best fit each
learner’s strengths and needs (Blanton & Wood, 2009). Certified, experienced reading specialists serving in
the role of literacy coaches in the middle and secondary setting and modeling best practices in collaboration
with classroom teachers will increase the quality and effectiveness of content area teaching (Werner-Burke,
2012)
Required Courses: The required courses for this program are delineated on the following page in chart
form for easier reference and for planning purposes.
Please note:
*ELE 5530 and ELE 5531 must be taken concurrently, in the same summer. Three of the four core reading
courses (ELE 5523, ELE 5524, ELE 5528 and ELE 5529) must be completed prior to starting
ELE 5530, ELE 5531, and ELE/ED 5553.
If a candidate can provide evidence of having successfully completed (with a grade of B or better) the new
SPE 5501, SPE 5543, SPE 5544 or SPE 5530 courses at the undergraduate level or their
equivalent, ED 5500 is the first course that may be substituted. If it is demonstrated that more
than one of these courses or their equivalent has been met at the undergraduate level, RS
candidates may select additional substitutions with advisor approval.
(PLEASE check the course catalog to see what pre-requisites apply!)
MU-RS-4
Program: Track II
Concentration: Masters with Reading Specialist
Semester Hours: 33
Name: ______________________
Soc. Sec. #: ____________
Date Admitted:________________
Theme: The Teacher as Reflective Decision-Maker
Required Courses: Reading Core
Required Courses: Reading Core
Prefix
Number Course Name
ELE
5523
S.H. Grade
Date
Completed
Tentatively
offered
FALL
Foundations of Reading
Instruction
3
SPRING
ELE
5524
Diagnosis of Reading Difficulties
3
FALL
ELE
5528
Dev. And Rem. Reading Mid. and
Sec. Schools
3
ELE
5529
Remediation of Reading
Difficulties
3
SPRING
SUMMER 2014
*ELE
5530
Reading and Study Practicum
(Elementary)
3
*ELE
5531
Reading and Study Practicum
(Secondary)
3
SUMMER 2014
SPRING
*ELE/ED
5553
Applications in Literacy Coaching
3
Required Courses: Masters Level Foundations
SPE
5501
Educating Children with
Exceptional
Learning Needs
3
FALL
SPE
5543
Assessment and Behavior
Management
3
SUMMER
SPE
5544
High Incidence Disabilities
3
SPRING
SPE
5530
Diverse Cultural and Linguistic
Learners
3
FALL/SPRING
*Pre-requisites, advisor and instructor approval may apply…please check with your advisor before
scheduling! NOTE: Offering times may change based on demand.
MU-RS-5
Conceptual Framework and Standards Alignment:
The reading specialist program is designed in accordance with the IRA standards for Reading Professionals
(2010). The six IRA standards, which serve as the RS program SLOs at MU, are closely aligned with the
PDE-RS Guidelines and the four domains in the Danielson framework as depicted below.
IRA Standard
Crosswalks to PDE and Danielson
Standard 1: Foundational Knowledge- Candidates
understand the theoretical and evidence-based foundations
of reading and writing processes and instruction.
PDE RS Guidelines
I. Knowing the Content
IA. Historical perspective, methodologies and
1.1 Understand major theories and empirical research that
theories of language and reading acquisition and
describe the cognitive, linguistic, motivational, and
development
sociocultural foundations of reading and writing
I.B. Phonemic, morphemic, semantic, syntactic,
development, processes, and components, including word
and pragmatic systems of language and their
recognition, language comprehension, strategic knowledge, relation to the reading and writing processes
and reading–writing connections.
1.2 Understand the historically shared knowledge of the
Danielson Domains
profession and changes over time in the perceptions of
1 – Planning and Preparation
reading and writing development, processes, and
2 – The Classroom Environment
components.
3 - Instruction
1.3 Understand the role of professional judgment and
practical knowledge for improving all students’ reading
development and achievement.
Standard 2: Curriculum and Instruction – Candidates
PDE RS Guidelines
use instructional approaches, materials, and an integrated,
comprehensive, balanced curriculum to support student
I.C. Classic and contemporary literature,
learning in reading and writing.
textbooks, and curriculum materials that are
appropriate for various age levels and mediums
2.1 Use foundational knowledge to design or implement an II. B., IIC.
integrated, comprehensive, and balanced curriculum.
2.2 Use appropriate and varied instructional approaches,
Danielson Domains
including those that develop word recognition,
1 – Planning and Preparation
language comprehension, strategic knowledge, and
3 – Instruction
reading–writing connections.
2.3 Use a wide range of texts (e.g., narrative, expository,
and poetry) from traditional print, digital, and online
MU-RS-6
Standard 3: Assessment and Evaluation - Candidates
use a variety of assessment tools and practices to plan
and evaluate effective reading and writing instruction.
3.1 Understand types of assessments and their purposes,
strengths, and limitations.
3.2 Select, develop, administer, and interpret assessments,
both traditional print and electronic, for specific purposes.
3.3 Use assessment information to plan and evaluate
instruction.
3.4 Communicate assessment results and implications to a
variety of audiences.
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.
4.1 Recognize, understand, and value the forms of
diversity that exist in society and their importance in
learning to read and write.
4.2 Use a literacy curriculum and engage in instructional
practices that positively impact students’ knowledge,
beliefs, and engagement with the features of diversity.
4.3 Develop and implement strategies to advocate for
equity.
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.
PDE RS Guidelines
II.D. Selecting, developing and administering
assessments that involve multiple indicators of
student progress and maintain records of
information
Danielson Domains
1 – Planning and Preparation
3 – Instruction
PDE RS Guidelines
IA, IB
II.C. Selecting, implementing and adapting
effective instructional strategies, curriculum
resources and technologies in collaboration with
other educators to meet the needs of diverse
learners
Danielson Domains
1 – Planning and Preparation
2 – The Classroom Environment
3 – Instruction
4 – Professional Responsibilities
PDE RS Guidelines
II. Performances
II.A. Managing the instructional environment
II C, II D
Danielson Domains
2 – The Classroom Environment
5.1 Design the physical environment to optimize students’
use of traditional print, digital, and online resources in
reading and writing instruction.
5.2 Design a social environment that is low risk and
includes choice, motivation, and scaffolded support to
optimize students’ opportunities for learning to read and
write.
5.3 Use routines to support reading and writing instruction
(e.g., time allocation, transitions from one activity to
another; discussions, and peer feedback).
5.4 Use a variety of classroom configurations (i.e., whole
class, small group, and individual) to differentiate
instruction.
MU-RS-7
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.
6.1 Demonstrate foundational knowledge of adult
learning theories and related research about organizational
change, professional development, and school culture.
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.
6.3 Participate in, design, facilitate, lead, and evaluate
effective and differentiated professional development
programs.
6.4 Understand and influence local, state, or national
policy decisions
PDE RS Guidelines
II. B. Planning of instruction in collaboration with
other professionals at a variety of instructional
levels
III. Professionalism
The professional education program provides
evidence that Reading Specialist Certification
candidates demonstrate knowledge and
competencies that foster professionalism in
school and community settings including:
III.A. Reading local, state, national, and
international publications and belong to
professional organizations.
III.B. Collaborating with other educators, allied
professionals and wider community, as well as
serving as a resource to teachers, administrators,
community and allied professionals.
III.C. Communicating with parents to make them
effective partners in the literacy development of
their children
III.D. Integrity and ethical behavior, professional
conduct as stated in the Pennsylvania’s Code of
Professional Practice and Conduct for Education:
and local, state, and federal laws and regulations
Danielson Domains
4 – Professional Responsibilities
Program Assessments and Their Relationship to the Unit’s System:
The reading specialist program assessments are based on the IRA Standards 2010 and aligned with the unit
assessment plan. Both the unit and the reading specialist program require Praxis II tests, and a portfolio that
includes a demonstration of candidates’ abilities to positively influence P-12 student learning and work
collaboratively with other educational professionals.
Because the reading specialist program is an advanced program and most of the other Mansfield University
teacher education programs are initial programs, there are important assessment differences. The portfolio
required in the reading specialist program includes different artifacts and assessment procedures than
portfolios required for initial programs and the state required Praxis II tests vary from program to program. A
variation on the P-12 learning requirement in the initial program has been developed for reading specialist
assessment. The initial program portfolios are organized around the Danielson Framework and the reading
specialist portfolio is organized around the IRA Standards 2010. In the portfolio, candidates must present
evidence of proficiency in working as a literacy leader with faculty and staff, as well as working effectively
with students. The other reading specialist assessments are unique to the reading specialist program. For that
reason, all reading specialist program assessments have also been aligned with the Danielson Framework.
MU-RS-8
Frequently Asked Questions
QUESTION:
Is there a special order in which the courses must be taken?
ANSWER: The ELE 5523 and ELE 5528 courses are considered introductory level graduate courses. If
possible, it is desirable that students take at least one of those two courses before attempting either ELE 5524
or ELE 5529. The two clinical courses, ELE 5530 and ELE 5531, are offered concurrently in the same
summer (presently in even numbered summers only). Students may take the clinical courses if they have
completed at least three of the four core reading courses, however it is strongly recommended that all of the
core courses be completed prior to the clinical experience. Because this is an added certification program,
students must have completed student teaching in their initial program prior to taking the clinical reading
courses. Clinic must be successfully completed and there are no substitute experiences for the summer
practicum.
QUESTION: How many credits may be transferred into the Reading Specialist graduate degree program?
ANSWER: Mansfield University academic policy permits up to six credits of graduate coursework to be
transferred from other accredited colleges and universities and applied to graduate degrees. Students must
apply for transfer credit consideration and courses are evaluated for their applicability to the graduate degree
program. A Request to Transfer Graduate Credit(s) form is available in the Forms List section of the
Academic Records website. The two supervised reading clinical practicum courses, ELE 5530 and ELE 5531,
must be taken from Mansfield University and cannot be transferred from elsewhere.
QUESTION: Must I complete all four graduate SPE prefix courses required in the graduate program
(three special education courses and one English Language Learner course) if I previously
completed similar courses as a part of my undergraduate teacher preparation program?
ANSWER: The Pennsylvania Department of Education (PDE) mandates that all approved teacher education
certification programs in Pennsylvania require three courses which prepare teachers to effectively meet
students’ special learning needs in inclusive settings and one course in effectively meeting the learning needs
of English Language Learners (sometimes called the PDE 3+1 courses). Accordingly, the Mansfield
University reading specialist graduate degree program requires the following graduate 3+1 courses: SPE 5501,
SPE 5530, SPE 5543, and SPE 5544. When students have previously completed undergraduate or graduate
courses that address the 3+1 competencies, other graduate courses will be substituted into the students’
programs. The minimum degree requirements remain at 33 credits. If it is demonstrated that one of the
required SPE prefix courses or their equivalents was previously met, ED 5500, Methods and Materials of
Research will be required as a substitute course. If more than one SPE prefix course was previously
completed, additional courses from the following list maybe selected by with prior advisor approval: ED 5554,
ED/ELE 5570, ED/ELE 5592, ELE 5503, and any of the Children’s Literature courses, currently: ED/ELE
5560, 5561, 5562, 5565, 5567, 5568, and 5569).
QUESTION: If I take a semester off and don’t take any class during this time, will I need to apply to be readmitted to the graduate program?
MU-RS-9
ANSWER: If you are planning to take a semester off, you must register for ED-5600: Continuous Enrollment
to remain active in your current program. If you take a semester off without enrolling in ED -5600, you
program will become inactive and you will need to reapply through the online admissions process. (There is
no application for readmits.) If you are separated from Mansfield University for more than one semester,
when you return for classes you will be readmitted under the most current program requirements and these
can change.
Why? Students who did not continuously register for coursework are considered “No Shows” and
automatically withdrawn from the university. This is due to our continuous enrollment policy.
Continuous Enrollment Policy:
Graduate students who fail to enroll or register for any credit bearing course(s) will be classified as No Shows
or Abandons and will become inactive in the student system. Students with an inactive status will lose
privileges to the library and WebAdvisor. In order to reactivate their student status, students must reapply for
admission.
If a graduate student wishes to remain active in the program, but does not intend to take credit bearing
course(s), then s/he may schedule at no cost for ED-5600 Continuous Enrollment for a maximum of two
consecutive semesters. This program allows you to maintain active status within your respective program.
Graduate students will be eligible to enroll in the continuous enrollment course during the registration and
add/drop periods. If you are considering the continuous enrollment option, then it is suggested that you
contact your advisor. Should you have any questions or concerns, please contact the Office of Graduate
Admissions at 570-662-4812. NOTE: IT IS MU POLICY THAT YOU MUST COMPLETE YOUR
PROGRAM WITHIN 7 YEARS OF INITIAL ENROLLMENT.
Who is eligible for ED-5600: Continuous Enrollment?






You must have completed at least one semester of coursework.
You are not eligible for this course if you are a first-time student.
You are not eligible for this course if you are a readmit who is just returning to school.
You may register for the ED-5600: Continuous Enrollment course for the semester you are not
planning to take coursework.
You must register for this course during the normal registration period or during the Add period.
You may register for this course for two continuous semesters only. If you try to register for a third
consecutive semester, then you will be withdrawn from the university and must reapply for admission.
QUESTION: What paperwork is required to apply for the program and to receive Pennsylvania
certification?
ANSWER: When students begin studies leading to reading specialist certification and/or a graduate degree,
they apply through the Admissions Office of the university. Upon successful completion of the graduate
degree program and the PRAXIS reading specialist test, students must complete their certification application
online through the Pa Department of Education website at PA Department of Education. The online
application is available through the Teacher Information Management System (TIMS). A more complete
discussion of graduate degree program requirements, applications, and examinations is found in the graduate
catalog available from Graduate Admissions in South Hall (662-4806).
MU-RS-10
QUESTION: Can I receive initial Pennsylvania certification as a reading specialist or must it only be an
added certification?
ANSWER: The reading specialist program at Mansfield University only provides an opportunity for students
to earn added Pennsylvania certification K-12 in reading. All students applying for the program must submit
evidence of prior teaching certification in Pennsylvania (Instructional I or II). Questions concerning
certification can be directed to Ms. Lori Cass, the certification officer for the university (662-4873).
QUESTION: If I successfully complete the program and receive certification, can I take a first teaching
job as a reading specialist or must I have classroom teaching experience first?
ANSWER: Students entering the program without prior teaching experience may find limited reading
specialist employment opportunities. Increasingly, some school districts will not consider hiring reading
specialists who lack prior classroom teaching experience (sometimes even specified as a minimum of three
years). In other school districts, it may be possible to obtain a first full-time teaching position as a reading
specialist. Mansfield University's faculty members strongly recommend that reading specialists first teach in
regular education or special education classroom positions. Today, many reading specialists work within
regular classrooms as resource teachers (rather than in pull-out situations) and there is no substitute for prior
classroom teaching experience.
QUESTION: Are there any Pennsylvania teaching tests that must be passed to receive reading specialist
certification?
ANSWER: All persons seeking added certification as a reading specialist are required to take a PRAXIS II
statewide reading specialist test. The Educational Testing Service (ETS) code number for the test is 0300.
The Praxis exam for the reading specialist certification is designed to assess the candidate’s understanding of
and ability to apply the theoretical and knowledge bases of reading, particularly in regard to diagnosis and
assessment. Web resources for the PA teaching examinations including study guides titled “Tests at a Glance”
can also be found at http://www.ets.org/praxis/. Students are encouraged to carefully prepare to take the
Praxis II test by devoting extensive study time and reviewing course materials.
QUESTION: Does this program lead to New York state reading specialist certification?
ANSWER: Mansfield's program leads to Pennsylvania certification only. Students desiring to obtain New
York state certification must contact New York state education officials (BOCES offices) to file the
appropriate New York state forms and to arrange to sit for appropriate Regents' examinations (if currently
required). There is a study guide available through New York BOCES for the reading specialist Regents'
examination that students who have taken the exam have reported finding helpful.
Contact information for two local BOCES regional certification officers
Betty DeNardo
SCT BOCES
Certification Officer
459 Philo Road
Charlene Sisco
BOCES, Steuben-Allegany
Certification Officer
6985 Technology Way, PO Box 586
Elmira, NY 14903
Hornell, NY 14843-0586
MU-RS-11
(607)-739-3581 x2503
QUESTION:
(607)-324-7880 x166
What should I do if I have questions not answered here?
ANSWER: Another useful source of information is the graduate catalog available from the Graduate
Admissions in the ground floor of South Hall (662-4806). In addition, graduate students are assigned a
graduate advisor. Students with questions should direct them to their advisors. The Registrar’s Office offers
many of the required forms for routine procedures and special requests in an electronic format on their
website:
http://esd.mansfield.edu/registrar/
Information contained in this document is subject to change. Students are advised to consult the graduate
catalog for official policies and program requirements.
MU-RS-12
PORTFOLIO PLANNING GUIDE:
This planning guide is intended to assist you in your efforts to provide evidence that you have developed
proficiency in all the areas delineated in the IRA Standards for Reading Professionals – Revised 2010. As you
complete assignments and activities in the reading specialist course sequence, add the items to the standards
and standard strands to which they most closely correspond. Your portfolio will use these standards as the
basis for its organization. Each artifact must be accompanied by a written reflective piece that clearly
articulates how the item meets both the reading specialist (w/students) and literacy coach (w/education
professionals) aspects of each standard strand. More information regarding the standards, including the
evidence that demonstrates competence, is available in print and online forms.
Each of the IRA Standards is described in a matrix that includes a range of levels linked to professional roles
of reading professionals. The standards descriptions listed in the planning guide below are those associated
with the role of Reading Specialist/Literacy Coach Candidates. However, because professional knowledge
and skills for the reading specialist/literacy coach role are built upon classroom teaching knowledge and skills,
candidates are encouraged to also review the descriptions of the standards pertaining to the roles of Pre-K and
Elementary Classroom Teacher Candidates, Middle and High School Content Classroom Teacher Candidates,
and Middle and High School Reading Classroom Teacher Candidates.
Portfolio Introduction
Your portfolio will consist of two categories: an introduction, and then the IRA Standards and subcategory
strands and the specific artifacts you have selected as demonstrating the strands. Each strand should have an
accompanying reflective piece that explains why you chose the work that you did to meet each strand and how
it does so. Organize your portfolio in a binder with a cover page and table of contents or electronically with a
linked table of contents.
Introduction: You will need to create a document to serve as the introduction to your portfolio. Use the first
person point of view as you discuss the following:




Your objective/purpose in organizing this portfolio (write for an outside audience, i.e. a potential
employer) and an overview of your professional training and experience
An overview of how the document is organized and the different categories from which your artifacts
came (courses, clinic, classrooms or other education settings, etc.
Two or more paragraphs that delineate your basic philosophic approach to teaching and learning
literacy across lifespan and developmental levels. Include the names of at least three (total) specific
literacy researchers and theories that are the most influential in shaping and defining your approach
and explain the influence. Include your stance on the role and efficacy of assessment, and how you
would differentiate your work based on the diversity of your demographic and the availability of
technology.
Two or more paragraphs that outline the specific professional dispositions (attitudes, behavior, beliefs)
you feel are the most vital for a reading professional when supporting students and helping them to
achieve, and when collaborating with and providing support and feedback for classroom teachers and
administrators
Artifacts: Because the reading specialist program at MU is designed around the 2010 IRA Standards for
Reading Professionals, it is likely that the majority of your artifacts will come from coursework for the core
reading courses, and depending on when you entered the program, one or more special education courses.
MU-RS-13
You may choose to include items you created for classroom use, but be certain that you have refined the item
to reflect the reading specialist criteria (beyond the classroom teacher level). If you have no artifacts for a
given standard, you may create items, but as a rule, if you can demonstrate that you have collaborated with
other education professionals to design/select, implement, and evaluate activities purposefully with
students, your artifacts will likely be of better quality than if you have only created items to fill your folio.
Examples:
materials for hands-on student use or use with students
position papers, guidelines, or essays
thinking/reading logs
assignments for coursework
reflections on course activities or outside readings and experiences
Making Connections: Reflective Pieces (Please set up your reflections with the following sub-headings.)


Identify the specific artifacts that demonstrate each aspect of the standard and where each artifact is
drawn from
Align the artifact(s) with the standard strand by clearly explaining the connection, including why you
selected these artifacts for this purpose and how all aspects of the strand have been met.
Address how proficiency has been demonstrated beyond the classroom teacher level:


how the standard has been met in terms of supporting students.
how the standard has been met in terms of collaborating with other education professionals
You may lose points if an artifact demonstrates a given standard component but the reflective piece does not
sufficiently connect the item and the standard. It is not possible to earn full points for a reflective piece if the
item itself is not of high quality or does not actually demonstrate what the reflection says it does. You may
choose to revise some of your previous work for this purpose.
Artifacts and reflective pieces will be graded according to the following rubric scale for each standard strand:
Distinguished (4)
Proficient (3)
Basic (2)
Unsatisfactory (0-1)
Note that while you should be adding to your portfolio throughout your program, grading points for the final
work will likely be divided between the two clinical courses; ELE 5530 and ELE 5531.
Use the following pages to organize your working documents, then the course syllabus for each of these
courses to polish and streamline your final product. You are encouraged to maintain and refine your folio
beyond your program and into your daily professional development.
MU-RS-14
Standard 1: Foundational Knowledge - Candidates understand the theoretical and evidence-based
foundations of reading and writing processes and instruction.
Reading Specialist/Literacy Coach
Candidates …
1.1
1.2
1.3
List artifacts from your courses and
teaching experiences that demonstrate
proficiency in the areas listed on the left.
(Please also see related professional role
Be certain to note which of the two
descriptions for Elementary and Secondary categories (RS, Coaching)you are
Teacher Candidates)
addressing. Keep these artifacts for your
portfolio.
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.
Understand the historically shared knowledge
of the profession and changes over time in the
perceptions of reading and writing
development, processes, and components.
Understand the role of professional judgment
and practical knowledge for improving all
students’ reading development and
achievement.
Standard 2: Curriculum and Instruction - Candidates use instructional approaches, materials, and an
integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
Reading Specialist/Literacy Coach
Candidates …
(Please also see related role descriptions for
Elementary and Secondary Classroom
Reading Teachers)
2.1
List artifacts from your courses and
teaching experiences that demonstrate
proficiency in the areas listed on the left.
Be certain to note which of the two
categories (RS, Coaching) you are
addressing. Keep these artifacts for your
portfolio.
Use foundational knowledge to design or
implement an integrated, comprehensive, and
balanced curriculum.
MU-RS-15
2.2
Use appropriate and varied instructional
approaches, including those that develop
word recognition, language comprehension,
strategic knowledge, and reading–writing
connections.
2.3
Use a wide range of texts (e.g., narrative,
expository, and poetry) from traditional print,
digital, and online resources.
Standard 3: Assessment and Evaluation - Candidates use a variety of assessment tools and practices to
plan and evaluate effective reading and writing instruction.
Reading Specialist/Literacy Coach
Candidates …
(Please also see related role descriptions
for Elementary and Secondary Classroom
Reading Teachers)
3.1
Understand types of assessments and their
purposes, strengths, and limitations.
3.2
Select, develop, administer, and interpret
assessments, both traditional print and
electronic, for specific purposes.
3.3
Use assessment information to plan and
evaluate instruction.
3.4
Communicate assessment results and
implications to a variety of audiences.
List artifacts from your courses and teaching
experiences that demonstrate proficiency in
the areas listed on the left. Be certain to note
which of the two categories (RS, Coaching)
you are addressing. Keep these artifacts for
your portfolio.
MU-RS-16
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.
Reading Specialist/Literacy Coach
Candidates …
(Please also see related role descriptions
for Elementary and Secondary Classroom
Reading Teachers)
4.1
Recognize, understand, and value the forms
of diversity that exist in society and their
importance in learning to read and write.
4.2
Use a literacy curriculum and engage in
instructional practices that positively impact
students’ knowledge, beliefs, and
engagement with the features of diversity.
4.3
Develop and implement strategies to
advocate for equity.
List artifacts from your courses and
teaching experiences that demonstrate
proficiency in the areas listed on the left.
Be certain to note which of the two
categories (RS, Coaching) you are
addressing. Keep these artifacts for your
portfolio.
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.
Reading Specialist/Literacy Coach
Candidates …
(Please also see related role descriptions
for Elementary and Secondary
Classroom Reading Teachers)
5.1
List artifacts from your courses and
teaching experiences that demonstrate
proficiency in the areas listed on the left.
Be certain to note which of the two
categories (RS, Coaching) you are
addressing. Keep these artifacts for your
portfolio.
Design the physical environment to
optimize students’ use of traditional print,
digital, and online resources in reading and
writing instruction.
MU-RS-17
5.2
Design a social environment that is low risk
and includes choice, motivation, and
scaffolded support to optimize students’
opportunities for learning to read and write.
5.3
Use routines to support reading and writing
instruction (e.g., time allocation, transitions
from one activity to another; discussions,
and peer feedback).
5.4
Use a variety of classroom configurations
(i.e., whole class, small group, and
individual) to differentiate 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.
Reading Specialist/Literacy Coach
Candidates …
(Please also see related role descriptions
for Elementary and Secondary Classroom
Reading Teachers)
6.1
Demonstrate foundational knowledge of
adult learning theories and related research
about organizational change, professional
development, and school culture.
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.
Participate in, design, facilitate, lead, and
evaluate effective and differentiated
professional development programs.
6.3
6.4
List artifacts from your courses and
teaching experiences that demonstrate
proficiency in the areas listed on the left.
Be certain to note which of the two
categories (RS, Coaching) you are
addressing. Keep these artifacts for your
portfolio.
Understand and influence local, state, or
national policy decisions.
MU-RS-18