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Going through the Reading Literacy Added Authorization program has been an eye-opening experience. I’ve gained a deeper understanding of structured literacy and how essential it is to provide explicit, systematic instruction, especially in phonics and phonemic awareness. One of the biggest takeaways for me is how important it is to use data to guide instruction. I feel more confident now in using diagnostic assessments and progress monitoring to identify gaps and adjust my teaching to meet students where they are. Another major learning is the importance of tailoring instruction for diverse learners, especially English learners and students with disabilities. I’ve learned how to scaffold lessons by incorporating visuals, sentence frames, and vocabulary previews to give all students equitable access to literacy. I also feel better equipped to build comprehension and vocabulary through engaging read-alouds, meaningful discussions, and explicit strategy instruction. I’ve already started applying these strategies in my classroom by incorporating short, focused phonics lessons into my daily routine, using data from running records and phonics surveys to create small groups, and embedding vocabulary and comprehension strategies during read-alouds and independent reading time.

To continue growing as a reading teacher, I plan to take additional trainings focused on structured literacy and evidence-based practices. I also want to collaborate with my colleagues at my school site to share the knowledge and strategies I’ve gained from the RLAA program. By working together, we can analyze student data, refine our instructional practices, and support each other in implementing best practices. I believe that sharing this learning with my team will help create a more cohesive and effective approach to supporting our students. Lastly, I’ll continue to reflect on my teaching and adjust my approach based on what works best for my students.

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The most powerful information I have learned from the RLAA program is the importance of being explicit and provide growth opportunities for students. The explicit instruction is crucial for student and to better equip them for their reading literacy journey. Being explicit is important and can be extremely pivotal in providing the guidance for students. Explicit protocols is researched based and has proven to be effective in teaching students reading and literacy. The second powerful piece of the RLAA for me is providing growth opportunities for students. Creating safe space for students and being able to provide them with their opportunities to grow and learning from their errors is the most invaluable resources for students when learning from phonological awareness.

The steps teachers can take to improve their professional development is by seeking out programs and research that explorers new and innovative techniques and strategies to help students grow as a reader. The key to growing as a professional educator is to embrace the new techniques and strategies and incorporate them into everyday lessons whether or not the student is tier 3, 2, or 1.

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In a nutshell...I’ve deepened my understanding of structured literacy, the science of reading, and evidence-based interventions. Even though I learned many of the fundamentals of Reading as I was earning my credential, I’ve learned how to assess students’ decoding and comprehension skills more effectively and differentiate instruction to meet diverse needs. These insights helped me implement explicit phonics instruction, provide targeted support for struggling readers, and integrate fluency and vocabulary-building strategies into daily lessons.

To continue growing as a reading teacher, I want to engage in ongoing professional development by attending literacy workshops, collaborating with colleagues, and staying updated on research-based practices. I will also participate in professional learning communities, reflect on student data to refine instruction, and seek mentorship opportunities. Reading professional literature and engaging in training, such as LETRS or UFLI, ensures I maintain expertise. By continuously learning, I can better support my students in becoming confident, proficient readers.

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This program has been eye-opening. I have learned so much and still have so much more to learn. Diana has been a great resource for me. She took the time at office hours to teach me explicitly how to use Elkonin boxes. Since she taught me I have been working on Elkoniin with my preschoolers. With some students, we are only pushing the first counter up for the first sound. My students have really been enjoying and learning how to use Elkonin boxes. There are a few that I am still doing hand over hand.

I have been teaching for 18 years. In these 18 years, I have always sought professional development on how to improve my practice and work with my students. I have received authorizations and additional credentials. First I would tell teachers to think about what areas they want to improve in their practice and then look for A PD that will enhance that area for them.

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Diving into the learnings and practices required from this Reading Literacy and Added Authorization Program has been a fulfilling learning experience. I have learned about Phonological Instruction and the importance of delivering structured literacy lessons for our struggling students. I have also learned about how imperative assessments are in the designing, delivering, and reflecting of teaching. Assessments play a valuable role in obtaining data that guides our instruction. This is a big takeaway for me because I had always felt that I should be doing more with the assessment data obtained from my students. I now have a clearer idea of what needs to happen once I have that assessment data. Another takeaway from this practicum is the immediate corrective feedback. This is a practice I have now adopted and find myself doing in my classes. Finally, the reflective mindset I have developed from this practicum has transformed my teaching practice. It has made me more aware of my teaching practices, biases, and strengths. Ongoing practice, readings, and research are steps teachers can take to continue to refine their teaching craft and ensure we are teaching reading effectively. There is a plethora of reading research available that we can continue to explore. This practicum is just the beginning of our journey.