ࡱ> &?#$% YVbjbj:: PPN8llI^e{{{V@"IIIIIII,.LN^1I.O|!VV|!!1I$&{{FI$&$&$&!D{{I$&|!I$&$&NWCGPH#\D0I\I0I/E.O$&O`G$&GdsG^&!.T!( :  VITA Linda D. Smetana Home Address: Office Address: 106 Ardith Drive Department of Educational Psychology Orinda, California 94563 山, East Bay Home: (925) 376-8539 25800 Carlos Bee Boulevard Hayward, California 94542-3077 Email: HYPERLINK "mailto:linda.smetana@csueastbay.edu"linda.smetana@csueastbay.edu Earned Degrees Ed.D. Curriculum and Instruction, Brigham Young University M.S. Education, Emphasis in Reading Instruction California State University, Hayward. AB Psychology, University of California, Berkeley California Credentials Standard Elementary Credential- life Learning Handicapped Credential- life Resource Specialist Certificate of Competence- life Reading Specialist- life English Language Development (CLAD) Authorization Tier 1 Administrative Services Credential (SLLA examination) Professional Experience 山, East Bay Department of Educational Psychology 2011 Professor of Special Education Coordinator, Education Specialist Mild Moderate Disabilities Credential Programs; Masters of Science in Special Education, Option in Mild Moderate Disabilities Program 2008- 2011 Associate Professor of Special Education Coordinator, Education Specialist Mild Moderate Disabilities Credential Programs; Masters of Science in Special Education, Option in Mild Moderate Disabilities Program 山, East Bay Department of Teacher Education 2001-2008 2008 Associate Professor and Multiple Subjects Coordinator 2001-2008 Dual Credential, Multiple Subject and Education Specialist (TED/SPED) Team Leader 2005-2008 Associate Professor Education 2001-2005 Assistant Professor of Education 1990-2001 Holy Names College, Oakland California 1998-2001 Associate Professor of Education Coordinator Education Specialist: Mild Moderate Disabilities Credential Program Coordinator Educational Therapist Certificate Program Literacy Specialist 1998 Clinical Supervisor, Raskob Learning Institute 1993-1998 Assistant Professor of Education Coordinator Learning Handicapped Credential Program Literacy Specialist 1990-1993 Assistant Professor (pro-rata) 1998 1999 Teaching Fellow, Sequoia Elementary School, Oakland, CA 1988 1989 Clinical Supervisor and Lecturer, St. Marys College, Moraga, CA 1986 - 1988 University of California, Berkeley, School of Education Advanced Reading, Language Leadership Program (ARLLP) Assistant Director, Longfellow Reading Clinic Fieldwork Supervisor Lecturer 1987-1988 University of California, Berkeley, School of Education, Visiting Scholar, School University Partnership for Educational Renewal (SUPER) Project 1987-1988 Consultant, San Francisco Unified Consent Decree Schools 1988 to 1993 University of California, Berkeley Extension Division Course developer, instructor x 343, The Reading Program (1988, 1991) x 344 Literature for Children of All Ages (1991) 1976- present West Contra Costa Unified School District (Richmond Unified School District) 1978 Resource Specialist, elementary and present continuation high school levels Currently, Resource Specialist Madera Elementary School, El Cerrito, CA 1976-1978 Title I Project Director and Reading Specialist, Fairmede Elementary School 1972-1974 Pittsburg Unified School District Teacher, State Demonstration Pre School PUBLICATIONS Book Chapter (peer reviewed) Grisham, DL and Smetana L. (2013) Multimodal composition for teacher candidates: Models for K-12 classroom writing instruction in Ferdig, R. & Pytash, K. Exploring Multimodal Composition and Digital Writing. IGI Global pages DOI: 10.4018/978-1-4666-4345-1, ISBN13: 9781466643451, ISBN10: 1466643455, EISBN13: 9781466643468 Referred Journals Grisham, D. L., Yoder, K. K., Smetana, L., Dobler, E., Young, J., Wolsey, T. D., Chambers, S., Scales, R., Wold, L., & Ganske, K. (in press). Teacher candidates expressed literacy learning in ten teacher preparation programs: Phase I of a longitudinal study. Teacher Education and Practice. Wolsey, T. D., Young, J., Scales, R., Scales, W. D., Lenski, S., Yoder, K. K., Wold, L., Smetana, L., Grisham, D.L., Ganske, K., Dobler, E., & Chambers, S. (in press). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education. Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D. L., Scales. R., Smetana, L., Wolsey, T. D., Yoder, K., & Young, J. (2013). Literacy course priorities and signature aspects of nine elementary initial licensure programs. Journal of Literacy Research and Instruction, 52(1), 1-27. doi: 10.1080/19388071.2012.738778 Smetana, L. (2012). Revitalizing tier 2 intervention with graphic novels. Reading Horizons. 51(3) article 3. Grisham, D. L & Smetana, L. (2011) Generative technology for teachers and teacher educators. Journal of Reading Education, spring/summer 2011. Wilson, N. & Smetana, L. (2010). Questioning as thinking: A metacognitive framework to improve comprehension of expository text. Literacy. 45, 2, 84-90. Smetana, L.D., Odelson, D., Burns, H. & Grisham, D.L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent and Adult Literacy. 52(8) pp. 228-240. Reprinted in California Reader, 44 (2) 25-25. Smetana, L (2010) Graohic novel gurus: Graphic novels for students with learning disabilities. California Reader, 44(2) pp 3-14. Smetana, L. (2010) A view from the middle: Looking more closely at tier 2 (secondary) intervention. California Reader, 44 (1) pp 15-24. Smetana, L.D., Odelson, D., Burns, H. & Grisham, D.L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent and Adult Literacy. 52(8) pp. 228-240. Wilson, N., Grisham, D.L., & Smetana, L. (2009). Investigating content area teachers understanding of a content literacy framework: A year-long professional development initiative. Journal of Adult and Adolescent Literacy. 53(3) pp 708-718. Lubliner, S. & Smetana, L. (2005). The effects of comprehensive vocabulary instruction on the metacognitive word leaning skills and reading comprehension of title I students. Journal of Literacy Research. 37(2) 163-200. Smetana, L. (2004). Collaborative storybook reading: Bringing parents and children together. Reading Horizons Davenport, J. & Smetana, L (2003). Helping new teachers achieve excellence. Delta Kappa Gamma Bulletin. winter issue Smetana, L. (1990). Current Events: A springboard for integrating writing and social studies. California Reader. 23(2) Publications in Progress Smetana, L., Cepello, M., Porter, S. & Grisham, D.L. Needle in a haystack: Looking for Response to Intervention (RTI) teacher skills in the California Teacher Preparation Standards. Studying Teacher Education. Smetana, L. & Mickelson, T. (2010) Response to intervention: Enhancing the quality of private school services. Wilson, N & Smetana, L. (2010). Coaching teachers for change: Lessons learned about building trust. Staff Development. Non-refereed Publications Smetana, L (2009, 2011) Education Specialist Mild Moderate Disability Programs, program document for CTC, NCATE accreditation reviews Smetana, L. & Grisham, D. (2007). Adventures at the national book festival. CEAS Crosscurrents, fall 2007. Available at HYPERLINK "http://edschool.csueastbay.edu/bulletin/index.php?option=com_content&task=view&id=118&Itemid=48."http://edschool.csueastbay.edu/bulletin/index.php?option=com_content&task=view&id=118&Itemid=48. Smetana, L. (2003) 山, Hayward Special Education Intern Program California Special Education Intern Programs monograph Smetana, L. (1988). A parent's guide to read aloud enjoyment. Publication prepared for San Francisco Unified School District Consent Decree Schools. Books Lubliner, S. & Smetana, L. (2004) Getting Into Words: Vocabulary Instruction for Comprehension. Boston: Brookes Publishing Company. RESEARCH INTERESTS Teacher preparation for literacy instruction Models for fieldwork supervision Collaboration for differentiation Graphic novels as motivational and instructional text Response to Intervention Tier 2 : Creating effective intervention programs Strategic Intervention Model (SIM) Strategies Use of questioning as thinking strategies by students with learning disabilities CONFERENCE PRESENTATIONS 2010 California Educational Research Association. Smetana, L., Cepello, M., Porter, S. & Grisham, D.L. (2010). Needle in a haystack: Looking for Response to Intervention (RTI) teacher skills in the California Teacher Preparation Standards. 2010 Literacy Research Association (formerly National Reading Conference) December 1- 4, 2010, Fort Worth, Texas. Graphic Novel Symposium Learning from Graphic Novels: Word and Images Meet (with T.D. Wolsey, D.L. Grisham, D. Lapp, N. Frey) 2010 Literacy Research Association (formerly National Reading Conference) December 1- 4, 2010, Fort Worth, Texas. Teacher Education Research Study Group (TERSG) Alternative Session Teacher Preparation and Literacy Development (with TERSG research group members) 2010 International Reading Association 55th Annual Convention, April 25-28, Chicago, Illinois. Generative Technology for Teachers and Teacher Educators TILE SIG (Technology in Literacy Education Special Interest Group) with Dana Grisham 2009 American Reading Forum, National Reading Conference, 30th Annual Meeting, December 9-11, 2009, Sanibel Island, Florida. Engaging Deaf Students with Graphic Novels (with Dana Grisham) 2009 California Association of Resource Specialists, Plus (CARS+) February 1-2, 2009 Reno, Nevada. A Look At Special Education Reform 2008 Teacher Education Division of the Council for Exceptional Children, National Conference, October 31-November 2, 2008, Dallas, Texas. Developing Teacher Preparation Standards for Special Education Teachers of the Next Decade. 2007 Re-structuring Special Education Teacher Certification: Role of IHEs 2006 California Council for Teacher Education, October 19-21, 2006, San Diego, California. TETF Preparing Teachers for Teaching Diverse Students: General Education/Special Education Collaboration (with members of the TETF panel) 2006 American Educational Research Association, March 28-April 1, 2006, San Francisco, California. Preparing Teachers to Teach in Inclusive Settings: What Teachers Need and How to Help Them. 2006 American Association of Teacher Education, January 30- February 2, 2006, New York, New York. Preparing Teachers to Teach in Inclusive Settings: Strategies for Success. 2004 49th Annual Meeting of the International Reading Conference, Reno, Nevada, May 2-6, 2004. Enhancing Comprehension Through Visual Imagery 2004 38th California Reading Association, October 31-November 2, 2004, San Jose California. Castles in the Air: Using Visual Imagery to Enhance Comprehension. 2003 37th California Reading Association, November 1-3, 2003, San Diego, California. Storybook Reading: Engaging at Readers with Text. News and Views: Using Reciprocal Teaching Strategies with Texts (2.5 hour workshop with Shira Lubliner). 2003 National Council for Social Studies November 19-20, 2003, Chicago, Illinois. News and Views: Using Reciprocal Teaching Strategies with Texts (with Shira Lubliner). 2003 48th International Reading Association, May 4-8, 2003 Orlando, Florida. Vocabulary Instruction that Strengthens Comprehension (2.5 hour workshop, with Shira Lubliner. 2003 American Educational Research Association Conference, April 21-25, 2003 Chicago, Illinois. Recognition or Recall: What Reading Comprehension Tests Really Measure (with Shira Lubliner). 2003 California Council for Teacher Education, March 1-2, 2003, San Jose, California. Concept Development in Lesson Planning. 2003 Hawaii International Conference on Education, January 2, 2003, Honolulu, Hawaii. Test Format Differences in the Measurement of Reading Comprehension (with Shira Lubliner) 2002 36th California Reading Association, November 7-10, 2002, Sacramento, California. Questioning Strategies to Improve Comprehension of Content Area Text (with Shira Lubliner) 2002 California Council for Teacher Education, October 18-19, 2002, San Diego, California Beyond Survival: Case Studies of Struggling Readers (with Thea Maestre). 2000 Holy Names College, Oakland, California, July 1, 2000 Sustaining Ourselves: Meeting the Challenge of Urban Schools A Symposium for Teachers 1999 Parent University, Oakland Unified School District, October 1, 1999. Multicultural Literature for Children's Enjoyment 1999 Holy Names College, Irvine Multicultural Project, July 2, 1999 Co-Leader Building Literacy in Multicultural Settings (with Thea Maestre) 1998 Olinda Elementary School Learning 山 Learning Disabilities Over 50 hours of student and staff development regarding reading disabilities, ADD/ADHD, writing difficulties and other learning differences. 1997 Holy Names College, January 25, 1997 Learning Differences: Family Involvement, What to Do Next. Families: Bridges to the Next Millennium Conference 1993 Unity Conference (by Fresno Pacific College and the San Joaquin County Office of Education) February 12, 1993 Making Connections: Developing Children's Enjoyment of Literature 1993 West Contra Costa Unified School District, January 14, 1993, El Sobrante Elementary School Special Education, Is It Really Special? An overview and analysis of the laws and regulations that impact the education of student with suspected as well as identified special needs. 1992 26th California Reading Association, November 5-7, San Diego, California Book Journeys: Developing Metacognitive Reading Strategies for Intermediate Grade Students 1988 West Contra Costa Unified School District, May 1, 1988 Introducing the California English/Language Arts Framework. REPORT and DOCUMENT PREPARATION 2009 Response to the Standards of Quality for Education Specialist: Mild/Moderate Disabilities Credential Programs Preliminary Level I Professional Level II 2009 Biennial Report to the Commission on Teacher Credentialing (Data Report) Education Specialist: Mild Moderate Disabilities Credential Programs Preliminary Level I Professional Level II 2004 Response to the SB 2042 Standards for the Multiple Subjects Credential Program (included structure and content of program; syllabi preparation) 2000 Response to the Standards of Quality for Education Specialist: Mild/Moderate Disabilities Credential Program Level II 1997 Response to the Standards of Quality for Education Specialist: Mild/Moderate Disabilities Credential Program Level I 1997 Reading Instruction Competency Assessment (RICA) Document Education 336: Curriculum and Instruction Language Arts 1997 Certificate Program in Educational Therapy UNIVERSITY AND COMMUNITY SERVICE Committee on Teacher Special Education Design Team (wrote new standards for Credentialing: Education Specialist programs, added authorizations) Special Education Task Force Member Program Review Panel (new program review) Board of Institutional Reviewers (on-site program review) University Committees: Faculty Learning Community, Assessment and Instructional Learning Outcomes, 2010-2011 Faculty Affairs; Lecturer Subcommittee (2008-present) Committee on Academic Program Review (CAPR) 2004-2009 Teacher Education Task Force (TETF), CSU Office of the Chancellor (2005-2007) CAPR Representative to the Library Committee (2008-2009) Honorary Degree Committee (2002-2004, chair 2003-2004) Higher Education Committee of the Oakland Cabinet Faculty Development Committee, 1995-1997 Appointments Committee, 1993-1995 Admissions Committee, policy only 1993-1994 Learning Disabilities Task Force 1995-2001 WASC Accreditation Standard subcommittee School/College Committees: Unit Accreditation and Assessment Task Force (2009-present) CEAS Institute for Research and Development (2002-2004, chair 2003-2004) CEAS Special Events Committee (2001-2001) CEAS College Council Faculty Welfare Committee, 1997-2001 Program Review Committee 1996-1998 Department Committee PTR Kinesiology and Physical Education 2011-2012 Student Faculty Affairs Committee (2006-2008) Faculty Search Committee (2007-2008) Faculty Search Committee (2005-2006) PTR Educational Leadership PTR Hospitality, Leisure and Tourism Curriculum Development Committee (2002-2004) Teacher Education Committee, 1997-2001 Student Support Committee 1993-1998 Community Service Editorial Review Board: California Reader (2009-present) PROFESSIONAL DEVELOPMENT 2010 California Teachers Association, Classroom Management 2009- present Alameda Unified School District Strategic Intervention Model 2009 University of Kansas, Center for Research on Learning Strategic Intervention Model Content Enhancement Strategies Courses in the Department of Educational Psychology Educational Specialist: Mild/Moderate Disabilities Program and Masters of Science in Special Education Program EPSY 5021 Teaching Diverse Learners in General Education Settings EPSY 6133 Curriculum for Mild Moderate Disabilities EPSY 6134 Advanced Curriculum and Behavioral Support EPSY 6206 Current and Emerging Research and Practice EPSY 6021 Thesis/Project EPSY 6023 Research EPSY 6630 Induction Planning EPSY 6670 Graduate Seminar Level I EPSY 6820 Graduate Seminar II EPSY 6127 Instruction and Behavioral Support (spring 2010) TEACHING EXPERIENCE PROFESSIONAL DEVELOPMENT May 31 June 5 Preservice Educator Institute: Strategic Intervention Model (SIM) University of Kansas September March 2009-2010 Alameda Unified School District June July 2009 SIM Educators Workshops: Learning Strategies and Content Enhancement. PROFESSIONAL AFFILIATIONS Association for Supervision and Curriculum Development (ASCD) California Council on Teacher Education (CCTE) International Reading Association (IRA) California Reading Association (CRA) National Reading Conference (NRC) California Association of Professors of Special Education (CAPSE) Council for Exceptional Children (CEC) Middle School Association REFERENCES Dr. Thea Maestre, Professor Dr. Jan Jones-Wadsworth Department of Teacher Education retired consultant Commission on Holy Names University Teacher Credentialing HYPERLINK "mailto:Maestre@hnu.edu"Maestre@hnu.edu HYPERLINK "mailto:drjjw@aol.com"drjjw@aol.com Dr. Michelle Cepello, Professor Special Education CSU Chico HYPERLINK "mailto:mcepello@csuchico.edu"mcepello@csuchico.edu      PAGE 3  $)*:JOP  " # R S o p r    R S ļϴļļĴļĴļĬĴĴĴĴĴhKOJQJhphq5OJQJhpOJQJh{$hp0J!OJQJhjhUhqOJQJhcOJQJhqhqOJQJhqhq5OJQJhc5OJQJh)(q5OJQJhq5OJQJhf5OJQJ1:u q r  S T l  6 s t gd 0^`0gdq]gdp]gdqdhgdq$a$gdqS T _ i j k l  5 ` r s t  5 < 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