Reading Specialist: Site-Based Supervisor Training

"It is noble to teach oneself; it is still nobler to teach others." - Mark Twain
In this Section

Welcome to the UW-Stout online information portal for school-based professionals who are, or have an interest in, supervising reading specialist practicum students from Stout or another institution of higher education. It is only through the service and contribution of professionals like you that our students receive the mentoring and real-world experiences so critical to becoming high quality and productive professionals in the field of reading!

Our hope is that this website will serve as a valuable resource to our school-based partners, offering updates on School of Education practicum supervision criteria, policies and procedures. Administrators who wish to serve as site-based supervisors are encouraged to complete our Reading Specialist Supervision Orientation Modules, required by the Wisconsin Department of Public Instruction.  

We hope you will find this site useful and encourage you to search here for additional resources and information related to supervision that may be of interest to you.

Module 1: Overview and Purpose

Mission of Reading Specialist Site-based Supervisor

This is the final course in the Reading Specialist (WI #5017) licensure program. The purpose of this course is to prepare reading specialists for reading program implementation and evaluation in a school-based setting. The emphasis in this course is directed toward developing coaching practices, planning professional development programs, and facilitating evidence-based reading programs. This experience is designed to align with the coursework and build on knowledge, skills, and dispositions developed in the coursework. The following is a summary of responsibilities of the field experience student, site-based supervisor, and university supervisor; the responsibilities are meant to guide, but are not limited to this summary, as based on unique experiences and individual needs.

Roles and relationships between student, site, and university:

Field Experience Student Responsibilities:

  • Observe and learn the role of the reading specialist in a school district.
  • Work and collaborate with school personnel to develop a reading program, implement interventions, and or suggest evidence-based literacy strategies.
  • Collaborate with teachers to understand literacy and assessment analysis needs.
  • Evaluate the reading program to determine effects on student achievement.
  • Interact with the site and university supervisors in a professional and positive manner at all times.
  • Complete progress, journal and evaluation reports by expected due dates.
  • Finalize ePortfolio and submit all required artifacts prior to completing the field experience.
  • Update university and site supervisor as needed of any changes in contact information during the course of the field experience.
  • NOTE:  Current background check required:  Per revised Wisconsin Department of Public Instruction PI 34 legislation for Educator Preparation Programs (EPPs), our reading program students are required to obtain a background check, using the online program supported by UW-Stout School of Education:  You will need to have a current background check on-file before you are able to complete RDGED 722 and apply for your #317 license.  Any questions/clarifications, please contact our UW-Stout DPI licensing coordinator, Heather Klanderman ( or 715.232.4088.

Site-based Supervisor Responsibilities:

  • DPI states: Supervision and primary responsibility should be a licensed local school district supervisor and indirectly the college or university supervisor.
  • Introduce the field experience student to the administrators and staff at the school.
  • Ensure that the student is totally aware of and adheres to all established institutional rules and regulations as they apply to protocol, schedules, dress, and formalities.
  • Help the field experience student develop a training plan and facilitate experiences to guide the student in meeting the experiences outlined in the training plan.
  • Observe/meet with the student regularly and evaluate progress at least 2 times during the semester using the evaluation form provided by the university.
  • Complete evaluation forms and disposition rating on the field experience student.
  • Communicate with the university supervisor at the midterm and completion of the field experience to discuss progress and evaluations.

University Supervisor Responsibilities:

  • Understand organizational patterns and structures of the host school.
  • Acquaint the host school site supervisor with the objectives and goals of the UW-Stout Reading Specialist Certification program.
  • Monitor the field experience student progress by telephone, Skype, Google Hangouts and or email conversations. In-person visits may be necessary when the situation dictates.
  • Converse with site supervisor to discuss the training plan.
  • Converse with the site supervisor at mid-term and completion of the experience to discuss progress.
  • Complete an ePortfolio evaluation at the end of the field experience.
  • Assign a grade based on the total field experience, including the Benchmark III requirements and ePortfolio evaluation.

Developing a supervisory relationship and setting goals:

Attached training plan

Module 2: Wisconsin Standards

Wisconsin Department of Education: Administrator Standards

  1. Mission, Vision, and Core Values. Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education, academic success, and well-being of each pupil.
  2. Ethics and Professional Norms. Effective educational leaders act ethically and according to professional norms to promote each pupil’s academic success and well-being.
  3. Equity and Cultural Responsiveness. Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each pupil’s academic success and well-being.     
  4. Curriculum, Instruction, and Assessment. Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each pupil’s academic success and well-being. 
  5. Care and Support. Effective educational leaders cultivate an inclusive, caring, and supportive school community to promote each pupil’s academic success and well-being.
  6. Professional Capacity of School Personnel. Effective educational leaders develop the professional capacity and practice of school personnel to promote each pupil’s academic success and well-being.
  7. Professional Community. Effective educational leaders foster a professional community of teachers and other professional staff to promote each pupil’s academic success and well-being.
  8. Meaningful Engagement. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each pupil’s academic success and well-being.
  9. Operations and Management. Effective educational leaders effectively manage school operations and resources to promote each pupil’s academic success and well-being.
  10. School Improvement. Effective educational leaders act as agents of continuous school improvement to promote each pupil’s academic success and well-being.
  11. Teacher Standards. Effective educational leaders understand and demonstrate competence in the teacher standards under s. PI 34.002.

Wisconsin Teacher Standards

1.Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

2.Teachers know how children grow.
The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

3.Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

4.Teachers know how to teach.
The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem-solving, and performance skills.

5.Teachers know how to manage a classroom.
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6.Teachers communicate well.
The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

7.Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

8.Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

9.Teachers are able to evaluate themselves.
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

10.Teachers are connected with other teachers and the community.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

Module 3: ILA Standards

Please read the following attachment: 

Standards for Reading Professionals

Module 4: University Policies

Reading Specialist Handbook

Please read and understand the UW-Stout Reading Specialist Field Experience Handbook


Practicum students/interns are expected to honor the schedule set in coordination their field-based supervisor and to adhere to that schedule consistently. Much like in the typical professional field, personal illness or emergency are generally accepted exceptions. Occasionally, students will have an opportunity to participate in a professionally relevant event, such as a conference, or job interview. All such events should be requested in advance with the field-based supervisor for approval, with a plan for making up the time developed if necessary.

Supervisors are encouraged to discuss the expected attendance policy with the practicum student/intern at the outset of the experience, and to develop a plan for notification of absences and planning make-up time, etc.

Termination or Removal of a Practicum Student/Intern

The University of Wisconsin-Stout recognizes the right of the cooperating school district and the university to terminate a student's professional placement without notice, if necessary. A practicum student/intern may be immediately removed when the continued participation in the experience is determined by the school district or university supervisor(s) to adversely affect the pupils served, the university student, the participating school or agency, or the University. If the practicum student/intern is not meeting the minimum requirements of the experience but not requiring immediate removal as determined by the field-based supervisor(s) and the university supervisor, the practicum student/intern may be consulted prior to a decision regarding termination. Whenever possible, the practicum student/intern will be provided an opportunity to remediate deficiencies prior to a termination decision. If possible, the School of Education's Coordinating Chair is to be consulted prior to a termination. In the event that removal of a practicum student/intern is deemed warranted by the field placement, the following procedures are recommended:

  • Consultation concerning the removal of a practicum student/intern takes place between the coordinating teacher and/or school principal and the field-based supervisor. The university supervisor is notified of their decision.
  • The university supervisor notifies the practicum student/intern of the impending removal from student teaching/internship and the reason.
  • The university supervisor notifies the School of Education's Coordinating Chair. The School of Education's Coordinating Chair provides written notification to the student and to the Coordinator of Field Experiences.
  • A practicum student/intern who is terminated for cause receives a failing grade.
  • The removal of a practicum student, when initiated by the university placement, includes the following procedures.
  • Consultation concerning the removal of a practicum student/intern takes place between the university supervisor, the coordinator of field-based experiences, and the field-based supervisor