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Reading 316 Final Reflection

Professional Growth and Development


Ten months ago, I decided it was time for a change. Time to take my teaching to a whole new
level. Time to back up what I was doing in the classroom with the knowledge and research that I
knew in my gut to be true. It was time to become a leader in the educational world, specifically
literacy. Ten months ago, I decided to start the endeavor of completing my reading 316 license at
Viterbo University. The past ten months have changed my classroom practices, challenged my
thinking, stretched me as a teacher, and has resulted in a whole new perspective. Before starting
this endeavor I was a discouraged young teacher, who knew the practices I was using in the
classroom were what was best for kids, but didnt have the research to back up my practices.
Since completing the program, I teach only what is researched based. When challenged about
my practices as a literacy teacher, I can refute my practices with professional knowledge and a
base of data and research that supports the decisions Im making. I am eternally grateful for the
experience I have had at Viterbo University. It has reshaped, rejuvenated, and revitalized my
passion for teaching literacy. This document is my attempt to reflect upon the vast learning that I
was able to take part of over the last year as well as how I am currently using this learning within
the classroom. This program provided extraordinary experiences that promoted self reflection,
synthesis of new learning, and practical application. Some of the gained knowledge and
experiences are as follows:
1. New knowledge in emergent literacy instructional strategies. Throughout the
Emergent Literacy course, I was given opportunity to read Gail Tomkins Literacy in the
Early Grades. Throughout reading Tompkins work, I gained new knowledge about
emergent readers, the stages they move through and how to support their continued
growth. I also improved my own academic vocabulary so that I could effectively
communicate with parents and other staff about a students reading strengths and areas
for growth using the appropriate literacy development language. I was also given
opportunity to assess and analyze running records from emergent readers,specifically
kindergarteners, which was a new experience that stretched my comfort level as a teacher.
After taking the course, I would feel confident walking into and teaching in a classroom
within the realm of emergent literacy.
2. Knowledge of balanced literacy and best practices in literacy instruction. During
the Balanced Literacy course, I was able to read Zemelman, Smokey, and Hydes work in
Best Practice: Bringing Standards to Life in Americas Classrooms. This book describes
what research shows to be the best approach to structuring literacy instruction, and what
research shows to be best practices within a literacy classroom. During this course I was
also able to read other research from Richard Allington, Lucy Calkins, Brian Cambourne,
and Mary Howard that supported those same best practices read within the Best Practices
text.
3. Understanding of teaching reading through content areas as students progress
into more complex texts. During the Content Reading and Study Strategies course I

began to really understand the importance of teaching reading strategies through content
area lenses. This course provided me with better understanding and use of semantic
mapping, classroom discussion, constructivism, and teaching students the importance of
learning about how they learn and putting that understanding into practice.
4. Instructional strategies to teach reading engagement to young children and
adolescent readers. During my Childrens and Adolescent Literature class I gained many
new strategies in teaching reading engagement through reading Donalyn Millers
Reading in the Wild. Already in the short amount of instructional time I have had with
my students in the current school year, I have implemented and seen success with many
of Millers strategies with my sixth graders. This course also taught me the importance
of reading what my students are reading and allowing students to have discussions
through multiple outlets, such as traditional discussions and blogging.
5. Better understanding of the diverse needs of all learners within a literacy
classroom. Throughout all of my coursework, my learning about exceptional learners has
continued to grow. I have continued to grow my understanding of least restrictive
environment, pushing in, pulling out, and how to best support the diverse students within
a literacy class.
6. Gained knowledge and experience with diagnostic assessments and use of
assessment data. Throughout the Assessment and Practicum courses, I was able to gain
more assessment knowledge, such as types of assessments, how to use assessment data to
form instruction, and what to do if students arent responding to our instruction. I was
also able to set reading goals with my students and help them track their progress towards
meeting those goals. During this experience I was able to document growth within my
students, which I have continued to make a regular practice within my classroom.
Impact on the PK-12 Learner
Since beginning coursework at Viterbo, student growth has greatly accelerated. Students level
of thinking and questioning levels have moved from level 1-2 Depth of Knowledge questioning
and responses to level 3-4 questioning and responses. Students are thinking critically about their
reading, and digging deeper than just the surface level. Before coursework, students were not
tracking their own growth. Since learning, students are tracking their own growth and
documenting goals they are setting and meeting. Students have made their learning visible,
which has motivated them to continue to set goals, track progress and celebrate success. Student
feedback has improved. Students are receiving feedback that is more specific and timely than
previously. This has impacted their growth by allowing them to understand exactly what they
are doing well on and exactly where they need to see growth. Students have adopted a growth
mindset within the classroom. They are beginning to understand that failure is part of learning
and that we assess ourselves to continue to grow and without mistakes and failures, we would
have minimal growth as individuals. Students have truly become self-reflective thinkers.
Students engagement levels, reading accuracy, fluency, and comprehension levels have all
improved. Previously disengaged students are now engaging and excited about reading. Student
scoring limited in comprehension (6/9) are now scoring at a satisfactory level (8/9). RCBM
fluency probes have also shown great improvement. Students are decoding with a faster rate,
one moving from 38 WPM to 55WPM in just a 8 week time.
Alignment to WI Teaching Standards

The following is how coursework at Viterbo met the Wisconsin teaching standards:
Standard 1-Teachers know the subjects they are teaching
Continued growth towards the highest quality reading instruction has always been an area
that I have professionally wanted to grow and continue to develop. Since completing
coursework, I see the incredible vitality in truly having deep understanding how to teach reading
and support students within their development as a reader. Coursework has given me
background knowledge, research based strategies, and practice needed to become an expert
reading teacher.
Standard 2-Teachers know how children grow
Throughout coursework, I was able to see the entire spectrum of reading development PK12. As a literacy leader, it is important to understand the developmental continuum and
where a student falls on that continuum to best support that students reading growth.
Without understanding of how students grow and develop, it would be difficult to reach a
student where they are at and ascertain growth out of that student.
Standard 3-Teachers understand that children learn differently
During coursework, my understanding of diverse learners as well as my ability to
differentiate has improved. Reaching all students varying instructional needs is vital to their
success and growth as learners and readers. Learning different approaches and practicing
pinpointed mini-lessons has improved my ability to reach all learners.
Standard 4-Teachers know how to teach
Throughout all of my courses, I gained new instructional strategies to directly implement
within my classroom. Not only did I gain expertise in researched based instruction, but also
deeper understanding of the learning process in general. Making learning visible for students
has also improved through use of new strategies and goal setting.
Standard 5-Teachers know how to manage a classroom
Throughout coursework and readings, my knowledge of how to better manage a literacy
program has greatly improved. Coursework addressed organization, structure, and balance of
a successful literacy classroom. Within courses, I was able to see an overview of several
different approaches and how to use those approaches in a balanced way to support all
readers. Understanding how to manage and balance a literacy classroom can further
accelerate students reading growth.
Standard 6-Teachers communicate well
Within coursework, my own academic vocabulary improved. I am now able to more clearly
and precisely communicate with students, colleagues, parents, and administrators about
students reading growth and development on the learning continuum. Being able to
communicate with all stake holders has supported students in other teachers classes, at
home, and with other students. Without my improvement in communication, student growth
wouldnt be as significant.
Standard 7-Teachers are able to plan different kinds of lessons

Throughout coursework, I was able to improve my large group instructional practices, small
group lessons, conferring, and one minute mini-lessons. Having the time to plan, practice,
and reflect upon my planning and practices caused a great amount of growth within my
lessons. My teaching is becoming more student centered, with less teacher talk and more
facilitating of learning. My lesson procedures are also more clear, learning targets are posted
and referred to to ensure that learning expectations are clear and understood. These
improved practices have resulted in greater student growth and understanding. Being able to
plan different kinds of lessons and differentiate is vital as a literacy teacher.
Standard 8-Teachers know how to test for student growth
Within the courses, I was given opportunity to practice assessing and evaluating readers of all
levels. This was a worthwhile experience that grew my ability to successfully find where
students are at, diagnostically look at approaches and strategies to facilitate growth, and how
to measure progress along the way. I also learned best practices in assessment procedures
and appropriate ways to measure progress. While participating in coursework, I have
improved my own progress monitoring approaches and therefore have seen positive growth
within my students.
Standard 9-Teachers are able to evaluate themselves
During this entire program, I have had opportunity to greatly reflect on myself and practices
as a teacher. I have found this to be a vital part of being a successful teacher. We are
constantly evaluating our students and their growth and need to also be looking within for
our own personal growth as an educator. Teachers who do not evaluate themselves become
stagnant and show little growth within themselves, which in turn trickles down to little
growth in their students. Constantly evaluating your practices and methods to find the
absolute best, researched based approaches to teaching will create an environment of success
for both teacher and learners.
Standard 10-Teachers are connected with other teachers and the community
During my time within the 316 program at Viterbo I was able to connect with many likeminded educators and make lasting connections. I was also able to connect and serve the
community throughout my practicum experience with the Boys and Girls Club of Tomah. I
believe that the most important part of teaching before all the instructional strategies and
content area information, comes building relationships. My experience at Viterbo has
reminded me of this importance and also has allowed me to build relationships with fellow
colleagues. When teachers build relationships with the community, everyone succeeds.

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