<strong>University</strong> CurriculaFeature 2: Coaching and Mentoring uses scaffolding techniquesto assist teachers in taking on new learning, including a gradualrelease model for assuming responsibility.Feature 3: Model Classrooms are transformed from traditional approachesof instruction into literacy labs that become settings forobserving the model in action.Feature 4: High Standards are based on state, national, and professionalstandards with benchmarks along the way to ensure that allchildren reach their highest potential.Feature 5: Accountability includes a school-wide, seamless assessmentsystem with multiple measures for evaluating success, such as formativeand summative assessments, student portfolios, assessmentwalls, and school reports.Feature 6: Interventions are targeted to meet the needs of diversereaders, including Reading Recovery for the lowest students infirst grade and K-5 intervention groups for other needy students.Feature 7: Professional Development is embedded into the schoolclimate, including literacy team meetings, professional learningcommunities, teacher book clubs, peer observations, cluster visits,teacher conferences, and demonstration levels.Feature 8: Well-Designed Literacy Plan is created for continuousimprovement, including short and long-term goals as related toliteracy with a benchmark of three years with a monitoring system.Feature 9: Technology is used for communications, presentations,data collection, publications, and networking opportunities.Feature 10: Spotlighting and Advocacy are techniques for disseminatinginformation on the model, including news releases, researcharticles, and presentations by school teams, and school site visits.Implementing the Comprehensive Literacy ModelThe foundation of this model is literacy coaches. There are twopossible district level of coaches - District Coaches and BuildingCoaches.District Coaches - District Coaches are school district employees whoenroll in seven courses that comprise the literacy coach program andwho are qualified to train building coaches at the end of their trainingyear. In their role, a district coach acts as a building coach in oneelementary school building and trains coaches for other elementaryschool buildings or neighboring school district buildings. The trainingfor a district coach involves 21 credits of post-master’s courseworkwhich is to be completed in a 12-month time frame. At the completionof the coursework, a Literacy Coach <strong>University</strong> Registration willbe issued by <strong>Shippensburg</strong> <strong>University</strong> of Pennsylvania.Course Name Area of Specialty When Taken058-511 ComprehensiveSummer (Institute)Literacy Model for School Clinical (3 crs.)Improvement058-512 Theory & Practice inLiteracyTheory (3 crs.) Fall058-514 Processes & Strategiesin Reading ComprehensionClinical (3 crs.) Fall058-513 Supervision &Organization of Reading Supervision (3 crs.) FallPrograms058-515 Research in Language& Literacy AcquisitionTheory (3 crs.) Spring058-517 Curriculum Design& Evaluation of Literacy Clinical (3 crs.) SpringPrograms058-516 Literacy Coaches asAgents of ChangeSupervision (3 crs.) SpringBuilding Coaches - Building Coaches are trained to work full timein a school supporting teachers as they take on the ComprehensiveLiteracy Model. The training for building coaches is a minimum of9 credits of coursework in one academic year. Building Coaches cancontinue their training and obtain the remaining 12 credits to beawarded a Literacy Coach <strong>University</strong> Registration. Following are thecourses for building coaches:Course Name Area of Specialty When Taken058-511 ComprehensiveSummerLiteracy Model for School Clinical (3 crs.)(Institute)Improvement058-514 Processes & Strategiesin Reading ComprehensionClinical (3 crs.) Fall058-516 Literacy Coaches asAgents of ChangeSupervision (3 crs.) SpringReading RecoveryReading Recovery is an early intervention program used in schooldistricts for at-risk first grade students. The program helps to developearly reading/writing skills and to build successful literacy experiences.<strong>Shippensburg</strong> <strong>University</strong> is the State Site for Reading Recovery.The Pennsylvania Department of Education, Ohio State <strong>University</strong>,and the National Diffusion Network collaborated in developing andfunding this State Site.Post-Master’s DegreeTeacher Leader TrainingThe teacher leader training program is an 18-credit hour postmaster’sprogram which includes the following required courses:Fall semesterRDG554 Practicum in ReadingRDG601 Language Development TheoryRDG607 Reading Recovery Training for Teachers ISpring semesterRDG555 Practicum in AssessmentRDG602 Reading Thoughts and ProcessesRDG608 Reading Recovery Training for Teachers IIInterested persons must submit an application (available fromthe College of Education and Human Services) and be accepted asa Teacher Leader participant. Participants must be sponsored by aschool district or Intermediate Unit Consortium. Included with thetraining program and the required course work for two semesters,participants will be expected to complete extensive field work, workindividually with four Reading Recovery children each day, demonstrateteaching in front of a one-way observation window with atleast three of their own Reading Recovery children, lead a seminarof Reading Recovery teachers to learn the techniques of a TeacherLeader, perform arranged special collaborative activities designed tohelp the Teacher Leader candidate explore the full role of the TeacherLeader, and collect and maintain data on children in accordance withguidelines for evaluation. All course work must be taken during oneacademic year.Specific information on the teacher leader program and the applicationprocess can be obtained by contacting Dr. Janet Bufalino,the Trainer of Teacher Leaders at <strong>Shippensburg</strong> <strong>University</strong>, at (717)477-1166.Post-Baccalaureate DegreeTeacher TrainingThe Reading Recovery teacher training program is a 6-creditgraduate program which includes one 3-credit course in the fallsemester and one 3-credit course in the spring semester.These courses are taught through approved teacher training sitesby Teacher Leaders in school-based sites. Interested individualsshould contact the Office of the Dean of Education and HumanServices at (717) 477-1373 for information on teacher training sitesacross Pennsylvania, Maryland, Virginia, and West Virginia.63
<strong>Shippensburg</strong> <strong>University</strong>Science Education (M.A.T. with TeacherCertification)The Master of Arts in Teaching (M.A.T.) in Science Education isdesigned for professionals and recent college graduates who alreadyhold a degree in a scientific discipline and who wish to teach sciencein either a middle school or high school. Completion of the programwill result in both a master’s degree and teacher certification throughthe Pennsylvania Department of Education (approval pending).Students will complete a sequence of seven courses to teachresearch-based principles of safe and effective science instruction aswell as a twelve-week student teaching practicum. Students will alsocomplete and present a research project and comprehensive teachingportfolio.Program DeliveryThe 30-credit M.A.T. is designed to meet the needs of workingprofessionals and can be completed in 18 months. Cohorts of 10-15students will complete a sequence of six modules using a combinationof monthly face-to-face meetings at the Dixon <strong>University</strong> Center inHarrisburg, online interactions, and video conferencing. Each modulewill be three credit hours. At the beginning of the program, studentswill be assigned an experienced science teacher in a local school as amentor and approximately 25 hours of observation and co-teachingper module will be required.During the 12-week student teaching practicum (12 crs.), studentswill implement principles from the modules and assume responsibilitiesfor planning, instruction, and assessment. Two capstone projects,a professional portfolio and the results of a research project, will bepresented at the end of the program.The sequence for completing the M.A.T. is as follows:• One module during the first summer. (3 crs.)• Four modules during the first academic year. (12 crs.)• One module during the second summer (3 crs.)• Student teaching during the fall semester of second academicyear. (12 crs.)• Presentation of professional portfolio and research project duringDecember of fall semester of second academic year.• Assistance with job placement during the spring semester ofthe second academic year.M.A.T. Admission Requirements• Bachelor’s degree in a scientific discipline from a regionallyaccredited institution.• Official undergraduate and graduate (if applicable) transcriptssent to <strong>Shippensburg</strong> <strong>University</strong>.• Completed application including a statement of intent summarizingtheir motivations and goals for entering the teachingprofession.• Two letters of recommendation.• Passing scores on two teacher certification exams required bythe Commonwealth of Pennsylvania: Praxis I Pre-ProfessionalSkills Test and Praxis II Subject Assessment. More informationcan be found at the Educational Testing Services website(www.ets.org). Applicants may be conditionally admitted ifPraxis scores are pending.The M.A.T. is designed for students who already have contentexpertise in a scientific discipline that is consistent with one ormore of the secondary (grades 7-12) licensure areas in Pennsylvania:biology, chemistry, physics, earth and space science, environmentalscience, and general science. Applicants may also pursue MiddleLevel (grades 4-8) certification. The M.A.T. directors will revieweach applicant’s transcripts and Praxis examination scores as part ofthe admissions process. Applicants are encouraged to register for thePraxis examinations as soon as possible to ensure that scores are availableby the application deadline. Final M.A.T. program admission iscontingent upon passing the Praxis examinations.Program Core (30 crs.)SCED510 Foundations of Science Education in the (3 crs.)United StatesSCED520 Research and Contemporary Issues in ScienceEducation(3 crs.)SCED530 Instructional Strategies and Technology in (3 crs.)Science EducationSCED540 Assessment in Science Education (3 crs.)SCED550 Safety and Welfare in Science Education (3 crs.)SCED560 Accommodating all Students in Science (3 crs.)TeachingSCED590 Student Teaching and Science Education (12 crs.)PracticumProgram StaffCarolyn M. Callaghan, Assistant Dean, PCDE, 717-477-1502,cmcallaghan@ship.eduJoe Shane, Associate Professor, Chemistry, 717-477-1572, jwshan@ship.eduFacultyJoseph W. Shane, Ph.D., Curriculum and Instruction (ScienceEducation). Former high school chemistry teacher who currentlyteaches university-level chemistry and science-specific educationcourses for pre-service teachers.Christine Anne Royce, Ed.D., Curriculum, Instruction, and TechnologyEducation (Science Education). Currently serves as thechairperson of the Department of Teacher Education who has anextensive background in middle and high school science instructionand administration.David F. Bateman, Ph.D., Special Education (Law and Policy).Twenty years experience with teaching special education courses,working directly with schools and teachers, policymakers.Cancellation Policy<strong>Shippensburg</strong> <strong>University</strong> reserves the right to cancel any coursesdue to insufficient enrollment or other unforeseen circumstances.For More InformationOffice of Professional, Continuing, and Distance Education Studies717-477-1502, extended@ship.edu, ship.edu/SciEd.64