State University of New York
School of Education – Spring 2012
LTRC 592: IN-SERVICE PRACTICUM & SEMINAR IN LITERACY (Sections 01-03)
Instructors Time and Location Office Hours
Cathy McLain (Section 01) Wednesday
Catherine.email@example.com 4:40 PM
798-7369 FA -
Jackie Visser (Section 02) Wednesday Tuesday and Wednesday
firstname.lastname@example.org 7:20 PM 3:00 – 4:30 PM
607-262-0346 and by appointment
Susan Hallenbeck (Section 03) Wednesday
Description: Supervised field experience includes opportunities for practice, demonstration, self-
evaluation and validation of competencies gained in the literacy program plus a seminar to provide: (1)
opportunity for planning, feedback and evaluation for the collaborative and congruent role with teachers,
with input from both peers and faculty, and (2) opportunity to develop skills and strategies for the
consulting role with parents, teachers and other school and community personnel. (Pass/Fail)
Classroom Environment: SOE faculty and staff are committed to serving all enrolled students. We
intend to create an intellectually stimulating, safe & respectful class atmosphere. In return we expect
each of you to honor and respect the opinions and feelings of others.
Accommodations: If you are a student with a disability and wish to request accommodations, please
notify me by the second week of class. You are encouraged to contact the Office of Services for
Students with Disabilities (SSD) at 777-2686 (LH-B51). This office makes recommendations regarding
necessary and appropriate accommodations based on specifically diagnosed disabilities. Information
regarding disabilities is treated in a confidential manner.
Academic Honesty: Members of the university community have the responsibility to maintain and
foster a condition and an atmosphere of academic integrity. Specifically, this requires that all classroom,
laboratory, and written work for which a person claims credit is in fact that person’s own work. The
annual university Student Handbook publication has detailed information on academic integrity.
Students assume responsibility for the content and integrity of the academic work they submit. Students
are in violation of academic honesty if they incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material from the work of another (plagiarism); or if
they use, request, or give unauthorized assistance in any academic work (cheating). (SOE Academic
Honesty Policies) Plagiarism and cheating will not be tolerated in this class. Incidents of either will
result in a failing grade for the assignment in question.
Blackboard: Course handouts will be posted on Blackboard (BB) where you can email classmates and
discuss course readings & class topics. (You need a BU ID to access BB & online library journals. You
may print 100 pgs/wk free in any campus computer pod). Directions:
1. Go to http://blackboard.binghamton.edu
2. Login using the first part of your Binghamton email address. (Use BUSI to find out your
Binghamton University Email if you don't already know it) http://busi.binghamton.edu/ (go to
active accounts). You need the pac number from your BU student ID to login on BUSI. If you
don’t know it, contact the Registrar's Office for instructions on how to obtain
a replacement PAC (607-777-6871).
3. Your initial password should be the first two letters of your last name & the last four numbers of
your Soc. Sec. #. You can change your password once you are logged in.
4. Once logged in you will see a list of your classes using BB & announcements. Click on the class
link you want to enter. From there you can view class documents
Required Text: (In BU Bookstore) Allington, R., & Cunningham, P. (2007). Schools that work: Where
all children read and write, 3rd ed. Boston: Pearson.
1. For those who hold Elementary or Secondary certification, the minimum placement period is two
full days per week for the entire semester (120 hours). For those who are uncertified and enrolled
in the Childhood/Early Childhood program, the minimum placement period is five full days per
week for the semester (300 hours). (Seminars are in addition to the school placement).
2. Supervision is conducted by the seminar instructor and supervisor and by the cooperating
3. Attendance at your placement should conform to the time established by your school for teaching
faculty and to the public school calendar rather than Binghamton University’s calendar.
4. You should not accept a substitute teaching position that conflicts with your placement schedule.
5. If you are absent due to illness or emergency, notify your cooperating teacher at the earliest possible
time, and if you must be absent when an observation is scheduled, notify us as soon as possible, or
notify the secretaries in the Education Office (777-2727).
6. The School of Education, the cooperating teacher and the school district expect you to satisfy
course requirements within the context of a positive contribution to the students and classes where
you are assigned.
7. Your cooperating teacher and practicum instructor will observe you in your school setting and
provide written feedback in post-lesson conferences, e.g. teaching lessons to small groups and
entire classes, and working with colleagues. You should evaluate your work in writing as well.
Scholarly Paper: This paper is required for graduation for those students in the Elementary and
Secondary Literacy program and for those in the Early Childhood/Childhood program. It is not
required for those who already hold a master’s degree and seek only literacy certification.
This is a scholarly paper on a literacy issue, trend, or topic of your choice prepared at a level appropriate
for publication in a professional journal. The paper should be persuasively written and include evidence
from theory and research and may include your own action research (done this semester or in a previous
semester) to support the position you take. The paper should be at least 10 double-spaced pages, 12
font, and use APA style. If you collect data from students/teachers, you must get permission from the
Human Subjects Research Review Committee (HSRRC. An expedited (quick) form is found at
(Page #’s are required but the abstract, references and appendices are not included in the page count.
Please do not use plastic sleeves except for pictures/artifacts that need them).
Paper outline (use these headings or ones to reflect your content):
Title Page (separate page)
Abstract (a 75-100 word summary- on a separate page)
Statement of position
Evidence cited in support of position
- theoretical viewpoints
- research support
- action research findings (if appropriate)
Implications for classroom practice & research
Appendices (Figures/tables to show data, other documentation of action
research and other relevant info as needed)
Websites of Interest:
“Preventing Plagiarism”- http://library.lib.binghamton.edu/instruct/plagfaculty.htm
“Graduate Level Writing Skills and Tasks”- (a tutorial with 21 modules- 6 hrs.)
– Password: guest
APA Guidelines - http://www.apastyle.org/
Competencies: These represent three areas based on guidelines for Reading Specialists established in
2010 by the International Reading Association (IRA) and the New York State Reading Association
(NYSRA). You will demonstrate competence in:
A. Classroom teaching of reading and writing
B. Teacher of struggling readers
C. Collaborator with School Professionals and Parents
You are expected to demonstrate each competency in a manner appropriate to your field setting. Your
cooperating teacher, school administrator, other teachers, or professor will verify and initial
competencies upon your completion of them.
Portfolio (Electronic or accordion file): You should maintain an organized collection of artifacts or
materials to document your field experience this semester and for use in future job interviews. It should
contain your competency checklist, and other evidence of your planning, instruction, assessment, and
professional activities as well as your reflection and self-assessment. Lesson plans, photos, videos,
examples of student work, etc. are all appropriate to include. A one to two page self assessment for
each of the three competency areas should be included at the beginning of the portfolio. Following the
self-assessment, please include a log of hours spent with the reading specialist so that s/he can be
awarded a stipend at the conclusion of the semester.
Course Requirements: Reading and discussion of text
Portfolio, competencies, self assessment, & log
Practicum Evaluations by cooperating teacher, self, and SOE supervisor
Proposed Class Schedule:
Meetings Topics Reading/Due
Feb 1 Introductions, Competencies, Observations, Lesson
Plans, Portfolio & Scholarly paper
Feb 8 Discuss Allington & Cunningham Ch. 1-4
Share ideas/ resources for competencies & paper
Establish observation schedule
Feb 22 Discuss Allington & Cunningham Ch. 5-8
Share ideas/resources for competencies & paper
March 7 Discuss Allington & Cunningham Ch. 9-12
Share summaries of 2 articles/books to use in paper Topic/References
(as rationale, theory or research evidence) Article summaries
March 14 Analyze video lessons Graphic organizer
Peer Feedback on Outline or Outline & More
March 28 Analyze video lessons First draft of
Peer Feedback on Scholarly Paper Scholarly Paper
April 18 Peer Feedback on Scholarly Paper Second draft of
Tips for Interviewing Scholarly Paper
April 25 Optional Class
May 9 Share papers Portfolio and
Course Evaluation Scholarly Paper