EDR 685 Common Course Assessment: Reading Teacher Practicum Experiences
Candidates in EDR 685 will draw upon and integrate theories of literacy learning and best/high-leverage instructional practices learned in the
Reading/Language Arts master’s program as well as on their own professional experience to perform the functions of a Reading Teacher and
document their work in the ways described in the following Practicum Experiences. Together, the sequence of Practicum Experiences outlined
below constitutes the Common Course Assessment for EDR 685. These practicum experiences, many of which take place ‘in the field’ that is, in a
classroom, are to be documented in the Reading Portfolio Section E.
The Reading Teacher puts learners and learning in the foreground. As reading teachers, we use content area assessments as well as language
and literacy assessment data to understand strengths and needs of students. We plan instruction with clear, worthwhile learning targets and
outcomes that call for authentic opportunities for learners to communicate by reading, writing, listening, speaking, viewing, and representing
visually. We use research-based instructional methods and materials as well as enhancements to the instructional environment. As reading
teachers, we provide intensive, differentiated instruction in one-on-one, small group, and whole class settings. We are conscientious in
accounting for our use of student time and in reporting the results of instruction in measurable, observable, and replicable terms. We are
purposeful and active in fostering our own professional growth and the growth of our peers.
Practicum Experiences:
1. Select and develop assessments (IRA 3.2)
Identify assessments of literacy - reading, writing, speaking, listening, viewing, and representing visually - to be administered to all
students in classroom for the purpose of creating a literacy profile of each student as well as planning differentiated instruction.
2. Analyze data from assessments (IRA 3.3)
After administering the assessments, organize and analyze the data for three representative students: one striving learner, one typicallyachieving learner, and one student who excels academically. Create a profile of each learner’s strengths and needs.
3. Establish learning targets and select instructional approaches (IRA 2.1, 2.2)
Use findings from assessment and a balanced curriculum to develop worthwhile learning goals. State how progress will be monitored.
Select an instructional approach. How will instruction be differentiated? Provide rationale and research/literature base for approach.
4. Develop goals for own professional growth (IRA 6.3)
In view of students’ needs and curriculum demands, how will you grow in a way that enables you to teach all of your students in the
most effective way? Establish goals that are a ‘stretch.’ Identify and plan to obtain resources needed to achieve those goals.
5. Support teaching and learning of peers (IRA 1.1, 4.1)
Engage with peers in collaborative analysis of student data and conversations for instructional planning. Participate in ‘classroom
learning lab’ evaluating student learning and discussing teaching. Share own professional growth and report student learning.
6. Provide instruction (IRA 4.1, 4.2, 5.1, 5.2)
Articulate what successful student learning looks like and design lesson plans with sufficient scaffolding to lead students to independent
performance. Creatively employ high-quality texts, appropriate participation structures, facilitative and technology.
7. Evaluate student learning and teacher instruction (IRA 1.1, 2.3, 3.3, 6.3)
Review video-record of instruction and artifacts produced by students to find evidence of student learning and/or evidence that learning
is not yet accomplished. Describe the interaction of factors observed to affect learning: learner, text, and instructional context.
8. Communicate with stakeholders (IRA 3.4
Report to student, family members, and/or educators a summary of students’ progress. Engage class members in learning related to
own professional development goals. Demonstrate to professor integration and application of learning to teaching practices.
Scoring Guide/Rubric for EDR 685 Common Course Assessment: Reading Teacher Practicum
The Pre-K and Elementary Classroom Teacher or Middle and High School Content Classroom Teacher or Middle and High School Reading
Classroom Teacher graduate candidate will…
1.1
IRA Standard
Distinguished (3)
Proficient (2)
Progressing (1)
Unsatisfactory
(0)
Explain the research and
theory about effective
learning environments and
the factors contributing to
reading and writing success
including individual
motivation to read and
write.
Apply literature to specific
environment;
Cite useful literature;
Fail to cite appropriate
literature;
Not meet
criteria for
progressing.
Accurately describe learning
environment featuring
student learning;
Consider in analysis
relations between
cognitive, linguistic,
motivational, and/or sociocultural factors re: learning
of individuals;
In analysis, take
responsibility for creating
learning environment that
ensures success.
2.1
Use foundational knowledge
to design, implement an
integrated, comprehensive,
balanced curriculum for all
learners
Use ‘Understanding by
Design’ inquiry model to
design and implement
lessons of a coherent unit of
study that integrate a
balanced literacy curriculum
with interesting content.
Explain relation of curriculum
to standards, student
resources and needs.
2.2
Use literature- and
research- supported
Select instructional
approaches that suit
Accurately describe
learning environment;
Consider in analysis
individual cognitive,
linguistic, motivational,
socio-cultural factors re:
sub-group (e.g., boys,
English language
learners) characteristics;
Describe learning
environment with limited
insight;
Show in analysis limited
awareness of cognitive,
linguistic, motivational,
and/or socio-cultural
factors;
In analysis, assign
responsibility to students
for some
factors/outcomes that
are within teachers’
control, but recognizes
this upon discussion.
Interpret students from
deficit perspective;
Design, implement
lessons that balance
direct instruction,
supported and
independent work;
individual and group
work; teach skills and
providing authentic
opportunities for oral and
written forms of
communication.
Design lessons that lack
balance or coherence or
interest or authentic
opportunities to use oral
and written
communication.
Not meet
criteria for
progressing.
Select instructional
approaches that suit
Select instructional
approaches that are not
Not meet
criteria for
In analysis, assign
responsibility to students
for factors that are
teachers’ responsibility.
2.3
IRA Standard
Distinguished (3)
Proficient (2)
Progressing (1)
Unsatisfactory
(0)
instructional approaches
to develop word recognition,
comprehension and critical
thinking, oral language, and
written expression in all
learners.
instructional purpose,
student need, and own
professional growth
goals;
instructional purpose and
student need;
ideally suited to
instructional purpose;
progressing.
Provide rationale for
choice.
Rationale has gaps in
connections between
research and practice.
Critically evaluate, select,
use varied high-quality
print, digital, online
resources; lead others in
collaborative efforts to do
so.
Select instructional resources
that suit instructional
purpose, student
characteristics and own
professional growth
goals;
Select instructional
resources that suit
instructional purpose and
student need;
Instructional resources
are not ideally suited to
instructional purpose or
student;
Model for peers;
Model showing partial
understanding of
resources;
Provide evidence-based
rationale and literature to
support choice and describe
implementation.
Collaboratively evaluate
use;
Provide rationale for
choice.
Provide rationale with
gaps in connections
between research and
practice.
Provide evidence-based
rationale, literature to
support choice, implement.
3.2
3.3
Select, develop,
administer, and interpret
assessments of reading,
writing, language, interest,
and/or content area(s) for
specific purposes.
Analyze and use assessment
data from multiple sources
to plan instruction and
monitor response to
Select, develop, and
administer assessments of
reading, writing, language,
interest, and content area(s)
that are well-matched to
students, goals, and
instructional context as well
as sensitive to change.
Select, develop, and
administer assessments
of reading, writing,
language, interest, and
content area(s) that are
appropriate for students,
goals, instructional
context.
Interpret assessment data
collaboratively with peer
teachers.
Interpret assessment
data independently.
Accurately, completely
analyze assessments;
Use assessment data to
plan instruction, monitor
progress in response to
instruction, evaluate
Articulate how instructional
goals and plans are aligned
Not meet
criteria for
progressing.
Select, develop, and
administer assessments
of reading, writing,
language, interest and
content area(s) with
considerable support from
instructor to align
assessments with
students, goals,
instructional context.
Not meet
criteria for
progressing.
Interpret data partially
accurately.
Construct plan for
instruction, chose
instructional approach not
well-informed by
Not meet
criteria for
progressing.
IRA Standard
Distinguished (3)
Proficient (2)
Progressing (1)
instruction.
with assessment data,
progress monitoring
information.
effectiveness of
instruction, and revise
instructional goals and
approaches as needed.
assessment nor revised in
response to progress
monitoring data.
Describe progress toward
instructional goals, with
evidence from student
responses to instruction.
Describe progress without
convincing evidence or
substance.
Communication is not
sufficiently complete or
organized.
Revise as needed.
3.4
Communicate
assessment/progress
results, implications to
educators, families, and
learners.
Describe substantive
learning re: worthwhile
goals, with quotes, other
evidence from student
responses to instruction.
Situate learning re:
significance of progress.
Communicate in detail
without jargon.
Unsatisfactory
(0)
Not meet
criteria for
progressing.
Chose language or
content of message that
is ill-suited to the
audience.
Communicate thorough,
accurate message in
audience-sensitive
language.
4.1
Understand the relationship
between first and second
language acquisition,
literacy development.
Articulate the relationship
between 1st and 2nd language
acquisition and literacy, and
the implications of this
relationship for teaching and
learning, supported by
relevant literature. Apply
this information planning to
teaching, professional
conversations.
Articulate the
relationship between 1st
and 2nd language
acquisition with citations
and literacy and the
implications of this
relationship for teaching
and learning.
Articulate the relationship
between 1st and 2nd
language acquisition with
insufficient development;
the implications of this
relationship for teaching
and learning are illdefined.
Not meet
criteria for
progressing.
4.2
Provide differentiated
instruction, use practices,
materials that are
responsive to, respectful of,
learners’ diverse skills,
interests, and backgrounds.
Identify diversity present in
classroom; identify
potential tensions between
own backgrounds and those
of students.
Identify the diversity of
language, culture, family
background, academic
skills and interests
present in classroom.
Not meet
criteria for
progressing.
Model practices, choose
materials, resources,
technology, that are
empowering, responsive to,
respectful of, learners’
Use practices, chose
materials that are
responsive to learners’
diverse skills, interests,
and backgrounds.
Demonstrate limited
awareness of diversity
present in classroom and
of potential tensions
between own background
and that of students.
Use practices, materials
that are not sufficiently
responsive to learners’
diverse skills, interests,
IRA Standard
Distinguished (3)
Proficient (2)
diverse skills, interests, and
backgrounds.
Progressing (1)
Unsatisfactory
(0)
backgrounds.
5.1
Design the physical
environment to optimize
students’ use of traditional
print, digital, and online
resources in reading and
writing instruction.
In discussion, discover
more opportunities for
interesting, authentic uses of
literacy. Provide abundant
literacy
opportunities/resources to
students.
In modeled lessons,
provide students with
opportunities for
interesting, authentic
uses of reading, writing,
speaking, listening,
viewing, and
representing.
Do most talking;
opportunities for students
to engage in interesting,
authentic uses of literacy
are rare.
5.1
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.
In discussion of plans,
lessons, articulate
understanding of
principles of ‘guided
practice’ or ‘gradual release
of responsibility’ models of
scaffolding learning.
In lesson plan and
lessons modeled, show
use of ‘guided practice’
or ‘gradual release of
responsibility’ models of
scaffolding student
learning.
Base lesson plan and
lessons modeled on
‘guided practice’ or
‘gradual release of
responsibility’ steps, but
instructional practice
shows limited scaffolding
of student learning.
Not meet
criteria for
progressing.
6.3
Participate in, design,
facilitate, lead, and evaluate
effective and differentiated
professional development
programs.
Engage in/initiate wellresearched professional
conversations around
instruction, creating own
prompts, eliciting useful
information re: a thoughtful
plan, directly focusing on
student learning, and
producing deep insights into
own and other’s thinking
in reflection;
Engage in
professional/peer
conversations around
instruction using
suggested prompts,
attending to student
learning, demonstrating
active listening, and
producing insights in
reflection;
Engage in
professional/peer
conversations with
minimal evidence of
planning or attention to
authentic uses of literacy
or student learning and
little depth of reflection;
Not meet
criteria for
progressing.
Model research-based
instructional practices,
achieving, articulating fit
between practice, learning
targets, K-12 student
strengths, needs, teacher
Model research-based
instructional practices
consistent with learning
targets, sensitive to
student or teacher
needs.
Apply learning from
Model instructional
practice without evidence
of a cleat understanding
of the practice and
without a good fit
between practice,
learning targets, K-12
student strengths and
needs, and teacher
IRA Standard
Distinguished (3)
Proficient (2)
Progressing (1)
needs, and Reading
literature.
individual and group
professional development
to own instructional
practice.
needs.
Extend learning from
professional development to
own instructional practice.
Fail to integrate
information from
professional development
into teaching practice.
Unsatisfactory
(0)