Name: Candace Stout Kee
IRA Standards Artifacts Rationale
Standard 1. Foundational Knowledge.
1.1 Candidates understand major theories and empirical
research that describe the cognitive, linguistic, As an educator that has been in Title 1 for several years as well
motivational, and sociocultural foundations of reading as Exceptional Children’s Department as a teacher I have found
In RE 5040, that many of our struggling students have a need to communicate
and writing development, processes, and components, Teacher as Researcher Action with someone in their own way without fear of retaliation for
including word recognition, language comprehension, Research Paper grammar and spelling mistakes as well as receiving harsh
strategic knowledge, and reading–writing connections. judgment for their life’s problems. Many times the educator does
RE 5210, the reflection paper not understand why students act like they do or do not seem to
value education. In RE 5040 For my action research plan I
on RTI, demonstrates my decided to implement Daily Journaling in my junior and senior
1.2 Candidates understand the historically shared knowledge of diversity in the Exceptional Children’s classroom. The journaling not only
knowledge of the profession and changes over time in ways that students learn to read motivated my students to write but it also motivated them to read
the perceptions of reading and writing development, and write. the daily feedback I wrote for them. As the student’s continued
processes, and components. to write they began to model better sentence construction,
grammar and neatness in their journaling. I felt lines of
RE 5120 Psychological Bases of communication opening with them and was able to understand
Reading-Final Reflection their educational needs as diverse and unassuming. Implementing
a new strategy of learning can make a major impact on student
1.3 Candidates understand the role of professional learning and teacher understanding. RE 5210 also gave me
judgment and practical knowledge for improving all opportunity to further understand diversity and learning
students’ reading development and achievement. capabilities of my students. This final reflection paper
demonstrates my knowledge of both RTI models and my
understanding of evolving trends in testing and tier interventions
for struggling readers. All teachers need to be trained in the
origination of RTI models, the pros and cons of each and the tier
interventions if RTI is a forthcoming testing and intervention for
their school. This knowledge base can create a more effective
teacher as well as how to implement more effective
interventions.
IRA Standards Artifacts Rationale
Standard 2. Curriculum and Instruction.
2.1 Candidates use foundational knowledge to design or In RE 5140 I compiled an annotated list of children’s award
implement an integrated, comprehensive, and balanced RE 5140 Advanced Study of winning literature ranging in genre from multicultural, fiction
and non-fiction tests. Each of the reviewed books were
curriculum. Children’s Literature, author’s
purchased and made available as an integral part of my
Study, Book critiques set 1 resource literacy library along with the description of each. In
RE 5730 I designed a lesson plan using the Read, Write Think
format and IRA standards. This k-2 lesson plan integrated
2.2 Candidates use appropriate and varied instructional science as well as a plan to distinguish the difference between
RE 5730 Read, Write Think
approaches, including those that develop word real and make-believe characters. Web resources and
recognition, language comprehension, strategic Lesson Plan through
activities were listed for use in this plan to insure every child
knowledge, and reading–writing connections. Teaching the Language Arts would understand the goal of the plan. Several fiction and
non-fiction books were purchased and used for the unit as
RE 5140 Advanced Study of well. All the materials have been organized into wonder
Children’s Literature- Book boxes on real and fake animals and have been made available
for the classroom use in K-2. In RE 5140, I read and
2.3 Candidates use a wide range of texts (e.g., narrative, Critiques set 2
reviewed a variety of award winning books, (Coretta Scott
expository, and poetry) from traditional print, digital, King Award books, Schneider Family Awards, James Adam
and online resources. RE 5130 Teaching the Award). These books have been placed in my multicultural
Language Arts Memoir library in my literacy center with my critiques. In RE 5130, I
experienced reading several true memoirs including The
Glass Castle. This book depicted the life of a struggling
female adolescent through adulthood. Her environment and
family gave little support for her in her endeavor to be
successful. This book has been placed in my classroom
library to be read and use as an inspirational account of a
struggling adolescent that conquered her childhood and
became a very successful writer.
Standard 3. Assessment and Evaluation.
3.1 Candidates understand types of assessments and Reading assessments, lesson plans and on going
their purposes, strengths, and limitations. In RE 5100, midterm final observances of student learning are based upon research
contributed from leading educational researchers. Artifacts
I planned units of study in RE from RE 5100 exhibit my awareness and understanding of
major theories and research in reading and writing, learning
and teaching. Understanding the developmental process of
3.2 Candidates select, develop, administer, and reading and writing and how it progresses over time, have
RE 5730, Reading and
interpret assessments, both traditional print and helped me develop curriculum that is applicable to a child
electronic, for specific purposes. Writing strategies
struggling in reading and for emergent and beginning
readers. My artifacts show that I can provide individualized
and correct instruction based on students’ individual needs
RE 5120 Psychological Bases and diagnosis. I learned how to give and interpret many
3.3 Candidates use assessment information to plan and of Reading different kinds of information as shown by examinations in
evaluate instruction. RE 5100. In RE 5730 I compiled a list of annotated
classroom strategies for learning many concepts in language
RE 5715 Reading Assessment arts. These strategies with websites and locations included
and Correction have been made available for classroom use as well as parent
use. In RE 5120 I learned of theories and research based
3.4 Candidates communicate assessment results and practices in the processes of learning to read. Through a
implications to a variety of audiences. weekly blog, I shared and reflected on my readings from
some of the most infamous reading psychologists in history.
I learned theory behind word letter and word recognition,
decoding, fluency, vocabulary development and
comprehension. In RE 5715 I not only learned how to
administer assessments but learned how to enter the
information into the ASU Summary Assessment Sheets and
plan curriculum for my students based on this information.
Standard 4. Diversity.
4.1 Candidates recognize, understand, and value the In RE 5725, I assessed, diagnosed and instructed a second
forms of diversity that exist in society and their RE 5725 Comparative case grade student and a fifth grade student on there instructional
importance in learning to read and write. level in reading. In order to properly diagnose and instruct I
study and Practicum in the
learned a variety of research based assessments including
Clinical Teaching of Reading conducting an IRI, spelling inventory, fluency rate, and
writing samples. Strategies and instruction of the student
Re 5210 Educating Students correlated to the results of the assessments given.
4.2 Candidates use a literacy curriculum and engage in In Re 5210 I studied how historical social movements have
with Reading Disabilities
instructional practices that positively impact driven our instruction on identifying, diagnosing and
students’ knowledge, beliefs, and engagement with comparative case study
instructing students with reading disabilities. I wrote a
the features of diversity. comparative case study on two students with disability
RE 5730 Reading and Writing identification and their struggle to understand concepts
Instruction for Intermediate necessary for reading development.
and Advanced Learners- A literate environment filled with many book genres and
multicultural books are necessary for student learning,
4.3 Candidates develop and implement strategies to Basket of Books
development and success. Among the many artifacts in my
advocate for equity. portfolio I have included an annotated bibliography from RE
5730 known as “A Basket of Books”. In this assignment I
not only listed rich history and language books but have also
made these available for student’s reading within the
classroom. This basket not only contains printed text but also
several websites of interest to the student as it relates to
content area instruction and interest in the classroom.
Standard 5. Literate Environment.
5.1 Candidates design the physical environment to
optimize students’ use of traditional print, digital, RE 5525 Product of Learning In RE 5525 I have been able to explain and display skills
and online resources in reading and writing necessary to be a literacy consultant within my school
instruction. system and share some of the best reading practices,
strategies and research in the nation.
RE 5130 Teaching the Language
In RE 5130, I experienced reading several true memoirs
Arts The Glass Castle including The Glass Castle. This book depicted the life of a
struggling female adolescent through adulthood. Her
5.2 Candidates design a social environment that is low environment and family gave little support for her in her
risk and includes choice, motivation, and RE 5730 Reading and Writing endeavor to be successful. This book has been placed in my
scaffolded support to optimize students’ Instruction for Intermediate and classroom library to be read and use as an inspirational
opportunities for learning to read and write. Advanced Learners Book Clubs, account of a struggling adolescent that conquered her
Book Jackets childhood and became a very successful writer.
In RE 5730, I participated in a book club with several of my
peers. We read and blogged about the graphic teen novel,
The Hunger Games. Introducing me to this particular book
5.3 Candidates use routines to support reading and revived my love of reading and sharing my feelings and
writing instruction (e.g., time allocation, transitions thoughts on the plot and characters. I actually looked
from one activity to another, discussions, and peer forward to the blogs and group discussions in class. I was so
feedback). enchanted by this book and the author that I read the entire
trilogy. Even the most reluctant reader can enjoy this type of
literary participation and learn to love reading.
Also in RE 5730 I constructed a book jacket depicting the
5.4 Candidates use a variety of classroom graphic novel, The Marvelous Wizard of Oz. A critique of
configurations (i.e., whole class, small group, and the book accompanied the book jacket. This type of
assignment can provide an opportunity for students that
individual) to differentiate instruction.
struggle with reports an alternative way to report on their
assigned books. I enjoyed the variety of strategies and
alternative assignments in this class and will use these ideas
as motivational literacy activities.
Standard 6. Professional Learning and Leadership.
6.1 Candidates demonstrate foundational knowledge of Cleveland County Schools I enjoyed thirteen years as the Title 1 Teacher and
adult learning theories and related research about Parent Literacy Center Coordinator in one of the elementary schools in
organizational change, professional development, Coordinator Cleveland County. In this capacity I assessed and
and school culture. documented test scores and criterion for students in K-
Member NCAE 5 with history of academic struggle. With information
from the students assessed, I developed a list of “at-
Member CEC risk” readers from most in need to least in need. Each
6.2 Candidates display positive dispositions related to of these students were placed in reading programs
their own reading and writing and the teaching of Member Reading Recovery including one on one and in groups. I was an advisor
reading and writing, and pursue the development Council and participant in Student Services Management Team
of individual professional knowledge and weekly where we reviewed progress on the students
behaviors. Member IRA and discussed interventions. Three years following I
had the opportunity to serve many of the same
Member CCS T-1 Advisory student’s in the Exceptional children’s program in
Council grades 9-12. I handled individual cases and IEPs.
6.3 Candidates participate in, design, facilitate, lead, Currently I have been moved to a newly established
and evaluate effective and differentiated Educational Book Clubs Cleveland County Schools Parent Literacy Center in
professional development programs. Shelby, N.C. as the coordinator. I plan workshops
based on the need of the parent and student population
in the county and maintain the center as a resource for
parents and students. I have been a member of NCAE
6.4 Candidates understand and influence local, state, or for seventeen years, Council of Exceptional Children
national policy decisions. for four years, International Reading Association for
fifteen years and have been a member of Cleveland
County Schools Title 1 Parent Advisory Council for 17
years.