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Nebraska Department of Education Rule 24 ReportREADING SPECIALIST
(Content Area)Educator Preparation Content Program Review
Name of institution University of Nebraska-Lincoln
Date Submitted 3.20.2017
Contact Person Thomas Wandzilak
Phone/Fax 402-472-8626
Email [email protected]
Folio type: Regular Mini X Advanced Program
Program(s) Covered by this FolioEndorsement(s) Type Grade Level Program Level
List Endorsements
SubjectLow-Enrollment
PK-12 Graduate
Reading Specialist
Is the endorsement offered at more than one site? Yes X NoIf yes, list additional sites where endorsement is offered:
Institution Accreditation Status: X National X State
Is this a Nationally Accredited Program? X Yes NoIf Yes, list Accrediting Organization: CAEP Attach National Letter
to Cover Sheet
Report to the Nebraska Department of EducationUniversity of Nebraska—Lincoln
Folio—June 2017
INTRODUCTION AND WELCOMEThe purpose of this section is to provide general background information on the University of Nebraska-Lincoln and the College of Education and Human Sciences. In addition, information is provided on the teacher education program, admission and retention standards, the field experiences in which students participate, and information on the key assessments used in Section 2 concerning data that have been collected in support of our programs.
Here is a list of websites that can provide some additional information on the university, the college, and our teacher education program:
http://www.unl.edu/This is the University of Nebraska-Lincoln website.
https://bulletin.unl.edu/undergraduate/This is the link for the undergraduate bulletin.
https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+SciencesThis is the link for the College of Education and Human Sciences section in the Undergraduate Bulletin.
http://www.unl.edu/gradstudies/bulletinThis is the link for the Graduate Bulletin.
http://cehs.unl.edu/This is the link for the website for the College of Education and Human Sciences.
http://cehs.unl.edu/ssc/undergraduate-advising/This is the link for our program sheets for all of the programs offered through the College of Education and Human Sciences. Program sheets will also be available for multiple years.
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If you have any questions, feel free to contact Tom Wandzilak, Certification Officer, College of Education and Human Sciences at:
402-472-8626 or [email protected]
SECTION 1: CONTEXTUAL INFORMATION NARRATIVE
SECTION 1A: ENDORSEMENT PROGRAM/CONTEXTUAL INFORMATION
The link to the Rule 20 Folio is:http://cehs.unl.edu/cehs/nde/Rule20.pdf
Mission Statement ion StatementThe University of Nebraska-Lincoln (UNL), chartered by the Legislature in 1869, is the part of the University of Nebraska system that serves as both the land-grant and the comprehensive public University for the State of Nebraska.
Through its three primary missions of teaching, research, and service, UNL is the state's primary intellectual center providing leadership throughout the state through quality education and the generation of new knowledge. UNL's graduates and its faculty and staff are major contributors to the economic and cultural development of the state. UNL attracts a high percentage of the most academically talented Nebraskans, and the graduates of the University form a significant portion of the business, cultural, and professional resources of the state. The quality of primary, secondary, and other post-secondary educational programs in the state depends in part on the resources of UNL for curricular development, teacher training, professional advancement, and enrichment activities involving the University's faculty, museums, galleries, libraries, and other facilities. UNL provides for the people of the state unique opportunities to fulfill their highest ambitions and aspirations, thereby helping the state retain its most talented youth, attract talented young people from elsewhere, and address the educational needs of the nontraditional learner.
The University of Nebraska-Lincoln has been recognized by the Legislature as the primary research and doctoral degree granting institution in the state for fields outside the health professions. Through its service and outreach efforts the University extends its educational responsibilities directly to the people of Nebraska on a statewide basis.
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The College of Education and Human SciencesThe College of Education and Human Sciences (CEHS) was founded on August 18, 2004, by Teachers College and The College of Human Resources and Family Sciences, with each founding college contributing extensive history and tradition. The College of Education and Human Sciences offers excellent educational advancement to both undergraduate and graduate students, serving approximately 2,800 undergraduates and 1,000 graduate students each year.
Education courses first became a part of the University curriculum in 1895 with the organization of a Department of Education designed to prepare students for teaching careers. On Valentine’s Day, 1908, the Board of Regents established a Teachers College. Since that time, the College has been highly respected for its programs preparing teachers, administrators, and specialists for the education of children, youth, and adults. The quality of these programs is reflected in outstanding educational leadership in communities across the state and in the nation in teaching, administration, communication disorders, special education, and educational psychology.
Teacher Education ProgramThe Reading Specialist Endorsement is situated in the Department of Teaching Learning and Teacher Education with strong collaboration with the Departments of Special Education and Educational Psychology, as well as the Kit and Dick Schmoker Reading Center. All students in the endorsement are pursuing a certificate or a degree.
1B. STANDARDS OF ADMISSION, RETENTION, TRANSITION, AND COMPLETION
Admission to the University of Nebraska-LincolnThe Graduate College (UNL Graduate Studies) is open to graduates of all colleges of this University and to graduates of other universities and colleges of recognized standing whose requirements for graduation are substantially the same as those in the corresponding colleges of this University. The University of Nebraska is a public university committed to providing a quality education to a diverse student body. Students are selected on the basis of academic preparation, ability, and the availability of space in the desired academic program.Applicants must have earned a bachelor's degree or higher from an institution that is regionally accredited, an institution that is accredited by an organization recognized by the Council on Higher Education Accreditation (CHEA), or from an accredited foreign institution that is recognized by Graduate Studies.
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Admission to Graduate Program and EndorsementAdmission to the University is based on a student’s demonstrated academic preparation for Graduate-level work (see Appendix—Table 1).
Admission standards to the University are established by the Department of Teaching, Learning, and Teacher Education and apply to all new, graduate degree or certificate-seeking students.
1. Teaching Certificate2. Two Years Teaching Experience3. Undergraduate Grade Point Average 3.0 or better (on a 4-point scale)4. Three letters of recommendation from supervisors and instructors
Retention1. A minimum grade of B is required for graduate credit in 800-level courses with 400 or lower counterparts within the
student’s major department or area. A grade of B- is not acceptable.2. A minimum grade of C or P (pass) is required for graduate credit in 800-level courses in minor, collateral, or
supporting areas of work. A grade of C- is not acceptable. A grade of B- or lower received in a minor course will result in a minor comprehensive being required.
3. A minimum grade of C or P (pass) is required for graduate credit in 900-level courses, or 800-level courses without 400 or lower counterparts.
4. All incomplete graduate courses on the Memorandum of Courses or Program of Study must become graded prior to graduation. If the course is not going to be used to complete the degree and is not listed on the Memorandum or Program, the course may remain incomplete. A grade of "I" for the incomplete course will be on the transcript but will not affect the GPA.
5. Must meet criminal history requirements at all times.
Transition PointsA summary of the transition points can be found in the Appendix in Table 2. The endorsement program includes three transition points: Acceptance into the program, participation in the capstone class TEAC 886/886B at the KDS Reading Center, and finally graduation after all requirements are met.
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Requirements to Complete the Reading Specialist Endorsement Program1. Successful completion of all coursework as specified in the program course list (Table 3).2. Successful completion of TEAC 886/886B3. Satisfy any additional requirements as in the graduate bulletin.4. Address all financial obligations tied to the University of Nebraska-Lincoln.5. Apply for the endorsement.
The Student Advising Sheet for the Reading Specialist can be found at:http://cehs.unl.edu/documents/tlte/readingSpecialist.pdf(And at the end of the appendices)
1C. FIELD EXPERIENCESThe main field experience for this endorsement is TEAC 886B in the Kit and Dick Schmoker Reading Center. TEAC/SPED 886 and 886B comprise a course block offering crucial tools for anyone specializing in literacy instruction. It is the cornerstone course block for the Pre-K to 12th Grade Reading Specialist Endorsement. Through participating and engaging in reflective inquiry during clinic-based practice, teachers develop their theoretical frameworks and critical views of Reading Assessment and Instructional Intervention. These courses combine theory and field work to establish the critical links between assessment, intervention, and student performance. This block of courses emphasizes the contribution of all members in a clinical approach—allowing all graduate students to use their experience and expertise to support everyone else’s learning. The final goal is advanced knowledge for effectively teaching K-12th grade students who struggle with reading and writing.
Goals:1. Establish clear links between assessment results, instructional planning, and student outcomes2. Present a unified model of reading acquisition3. Present a flexible approach to reading instruction4. Demonstrate working knowledge of assessment procedures5. Demonstrate working knowledge of current assessment tools6. Assess, analyze, and report on student reading performance7. Develop and implement focused, individualized intervention programs based on assessment results8. Evaluate the impact of focused, individualized intervention programs9. Design and use on-going informal assessments to inform daily instruction10. Write a summative report
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11. Acquire skills, strategies, and experiences needed for effective peer literacy coaching 12. Develop rapport with individual students and preservice teachers13. Work effectively in a collaborative environment14. Communicate effectively with parents
1D. PROGRAM COMPLETERS
Table 4—Program Completers
Program Completers and Level – Content AreaAcademic Year Number of Endorsement Program Completers
Bac Post BacAlternate
Route MastersEd.
Specialist PhD20 14 to 20 15 0 5
20 15 to 20 16 0 0
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SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA
ARTIFACT
Table 5Summary Table of Endorsement Program Key Assessments
ADVANCED PROGRAMS
Name of Assessmentused for the following areas:
Type or Form of Assessment
Brief Description of Assessment, including indicated information obtained from Assessment
When Assessment is Administered
1Content- GPA
Cumulative GPA Summative Numerical computation of grades based onquality points earned divided by credithours completed
2 Knowledge of Learner/Learning Environments
Feedback on Practicum
Formative Written feedback on performance with students and pre service teachers
During reading center experience
3 Knowledge and Effective Use of Professional Practices
Feedback on Practicum
Formative Written feedback on performance with students and pre-
During reading center experience
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service teachers
4 Professional Responsibility and Overall Proficiency
Feedback on Practicum
Formative Written feedback on performance with students and pre-service teachers
During reading center experience
SECTION 3: USE OF RELATED DATA AND INFORMATION FOR CONTINUOUS PROGRAM IMPROVEMENT OF ENDORSEMENT PROGRAM
Strengths and Challenges:The Reading Specialist endorsement work has been designed for more than a decade. In the past decade, we have worked hard to make sure that the endorsement stays current on developments in the field of literacy instruction. We have identified four different areas in which the field has changed and responded to the growing needs.
The areas we have identified include the advent of Response to Intervention (RTI), the creation of Literacy instructional coaches, the use of instructional technology in the classroom, and the need to plan for English Language Learners.
The work in RTI focuses on the key components of Response to Intervention (RtI): assessment, data-based decision making, and research-based instruction/intervention. Included in this discussion will be exposing P-12 Reading Specialists to components of eligibility for this type of intervention, which include differences in level and rate of learning, adverse impact, and other exclusionary factors.In addition to building sufficient background knowledge related to the RtI, specialists will develop an understanding of integrated data collection/assessment system as well as the Three-Tier Model of this approach. This includes instruction, assessment, and problem-solving approaches at the whole group, small group, and one-on-one levels.
Literacy Coaching is a requirement for the P-12 Reading Specialist Endorsement Program at the University of Nebraska, Lincoln. It provides an opportunity to investigate school-wide issues for graduate students in Literacy Studies or Leadership. The goal of the emphasis is to equip professionals to contextualize their training in the whole school setting. The focus of this is consistent with the increasing demands on Reading Specialists to provide expert instruction to struggling readers, mentor teachers in research-based literacy instruction, and assist in the administration of effective
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school-wide reading programs. The goals of the coaching course are to explore issues in program needs assessment and administration, literacy assessment, materials selection, individualized coaching, and intervention design.
To be global citizens, students must develop 21st Century skills to effectively use technologies needed in today’s world (IRA, 2009; Partnership for 21st Century Skills, 2009). More and more the “digital divide” refers to the ability to effectively locate, integrate, evaluate, and create useful information for a variety of purposes (Digital transformation, 2007). These emerging processes require new digital ways of learning, planning, and teaching. For teachers to integrate 21st Century skills into the curriculum they must receive ongoing professional development. At the same time, teacher educators must prepare Reading Specialists to plan and facilitate learning experiences integrated with meaningful new literacies. The Reading Specialist endorsement must include an emphasis on a collaborative process when attempting to integrate new literacies.
As U.S. schools continue to diversify both demographically and linguistically, training and retaining teachers capable of working with English learners is an increasingly pressing concern. In fact, the School and Staffing Survey in 2011-2012 reveals that 56% of teachers in the U.S. have at least one English learner in their classroom. Although districts have exerted considerable efforts to prepare teachers for teaching English learners, empirical studies still show that teachers are underprepared and feel low efficacy in helping English learners to adjust and achieve academic success (Lucas, 2011; Wong et al., 2016). As a result, Reading Specialists must be trained to support instruction for this group.
To facilitate these changes, in the near future we are adding to the endorsement:
1. A focus on response to intervention. Changing TEAC 886 to focus on RTI practices as well as TEAC 811B that focuses exclusively on RTI. This class is offered annually in the summer.
2. Reading coaches. Reformatting TEAC 836A, a class focused on literacy coaching. The class is taught every 2 years.
3. Technology integration into reading instruction. Adding TEAC 880 a workshop focusing on technology integration. The class is taught 1-2 times annually.
4. Courses on multi-literacy (TEAC 815C) and English learners (TEAC 813). These classes are taught every semester including summer.
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Challenges:
Key assessment rubric is not currently available and is identified in the mini-folio as a written formative assessment. Plans to integrate RTI will allow us to create assessment rubrics and begin to implement data-based decision making for this endorsement. This change will allow us also to link program data with future program improvements. The main challenge is low enrollment in the program. In essence, very few positions across the state require this endorsement, but the endorsement requires 30 hours of classwork.
REQUIRED RULE 24 FOLIO APPENDICES
Table 1UNL Admission Requirements
Teacher Certification Must have primary Nebraska certification
Teaching Experience Minimum two years of K12 Teaching ExperienceUndergraduate GPA Must have a minimum of 3.0 Undergraduate GPARecommendations Must have 3 Recommendations by supervisors and instructors.
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Table 2Major Transition Points
Acceptance into University
Acceptance into Graduate Studies at TLTE
Program Completion/Graduation(After Student Teaching)
--Evidence of an undergraduate Degree from an accredited institution
--Undergraduate GPA 3.0 or higher--Teaching endorsement--Two years teaching experience--Three Recommendations
-- 30 credit hours-- successful completion of TEAC 886/886B-- Maintain grade requirements-- Completion of all required classes-- Apply for endorsement
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Table 3Program sheet for Programs related to this folio:
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Course Cr Days/Wk
Hrs/Day
Weeks Total Hrs
TEAC 802
3 1 3 16 48
811 3 1 3 16 48838 3 1 3 16 48839 3 1 3 16 48841 3 1 3 16 48836A 3 1 3 16 48886 3 1 3 16 48886A 3 1 3 16 48Optional 6 16 96989 3 1 3 16 48817 3 1 3 16 48818 3 1 3 16 48890 3 1 3 16 48921 3 1 3 16 48950 3 1 3 16 48951 3 1 3 16 48952 3 1 3 16 48953 3 1 3 16 48854 3 1 3 16 48805B 3 1 3 16 48ENG 957B
6 4 4 8 128
Total 30+ ----- --------- 480+
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Rule 24 Folio Appendix A – Endorsement Program Student Advising Sheet
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