Phase 3: Project Implementation (6 weeks)  To Do: Implement your plan and document your process. Note that you will not formally submit anything to me during Phase 3.  This phase is dedicated to putting your plan

Phase 3: Project Implementation (6 weeks) 

To Do: Implement your plan and document your process. Note that you will not formally submit anything to me during Phase 3.  This phase is dedicated to putting your plan into action and gathering evidence of your progress. You will submit all your evidence (and other relevant items/information from Phase 3) when you submit Phase 4! 

Carry out your project, following the steps in your plan of action. Be sure to: 

• Document, document, document! 
• Collect evidence of your project implementation, such as: 
• Photos, videos, or other media (respecting privacy as needed). 
• Participant feedback (e.g., surveys, interviews, quotes, reflections). 
• Data or results (e.g., books shared, people reached, outcomes achieved). 
• You will need to organize your documentation/evidence within your reflection in Phase 4.  
• Track your progress and reflect on challenges as they arise. Additionally, explain what specific actions you took when challenges emerged and how you addressed or adapted to those challenges during the project. 

 

Phase 4: Reflection on Outcomes (1.5  weeks) 

To Do: Reflect critically on the process, outcomes, and overall impact of your project, using the evidence and documentation gathered during Phase 3. This phase is focused on synthesizing your experiences into a thoughtful reflection and exploring implications for the future. 

• Review Your Evidence: Compile the documentation from Phase 3, including visuals, artifacts, participant feedback, and progress notes, to support your reflection. 
• Analyze Outcomes: Evaluate the effectiveness of your project in addressing your goals and literacy equity. Use specific evidence to substantiate your discussion. 
• Reflect on the Process: Consider what worked well, what challenges arose, and how you responded to them during the implementation phase. 
• Think Forward: Explore the broader implications of your project for literacy equity and your future teaching practice. 

Organizing Your Documentation/Evidence: 

• Integrate your documentation strategically within your reflection. 
• Use specific examples (e.g., participant quotes, images, or data points) to support key points in each section of your reflection. 
• Clearly label and describe each piece of evidence in the text, so it is easy to follow. For example: 
• As shown in Figure 1, students responded positively to the interactive read-aloud, with 90% expressing increased confidence in their reading skills. 
• Participant feedback, such as the quote ‘This workshop inspired me to read more with my child,’ highlights the impact on family engagement (see Appendix A). 
• Include visuals, charts, or other artifacts within the body of your reflection and/or as appendices. If using appendices, be sure to reference them explicitly (e.g., “See Appendix B for survey results”). 

Submit for Phase 4: A 6-8 page written reflection (must be submitted as ONE document) that incorporates the following sections and integrates your documentation and evidence by the due date: 

1. Project Overview: (no more than 1 page) 

• Briefly describe your initiative, the goals you set, and your overall plan of action. 
• Include relevant context and the rationale behind your project. 

2. Outcomes and Impact: (this section should be the “bulk” of your submission) 

• Discuss the outcomes achieved, supported by specific evidence from Phase 3 (e.g., data, participant responses, photos, or other documentation). 
• Reflect on how your project addressed literacy equity and its impact on participants or the community. 

3. Challenges and Successes: 

• Describe any obstacles encountered during the project and how you adapted to or resolved these challenges. 
• Highlight key successes and what factors contributed to them. 

4. Future Implications: (this section must include at least three references from scholarly works from our course and/or outside sources) 

• Consider ways the project could be expanded, adapted, or sustained in the future. 
• Reflect on how this experience will shape your approach to literacy instruction and equity in your future teaching. 

Phase 4 RUBRIC – posted below (75 points) 

Rubric for Phase 4: Reflection on Outcomes 

Criteria	Exceptional	Meets Expectations	Below Expectations	Unacceptable	Points
Project Overview	Provides a concise and compelling summary of the project, including clear goals, context, and rationale.	Provides a clear summary of the project, including goals, context, and rationale, but may lack some depth or conciseness.	Provides a general summary of the project but lacks detail, clarity, or a clear rationale.	Fails to provide a clear summary of the project or omits key elements such as goals, context, or rationale.	10
Outcomes and Impact	Thoroughly discusses outcomes achieved, supported by robust and specific evidence (e.g., data, visuals, feedback). Effectively analyzes the project’s impact on literacy equity and participants.	Discusses outcomes achieved with supporting evidence, though some examples may lack depth or specificity. Analyzes the impact on literacy equity and participants, though connections may need more clarity.	Discusses outcomes but provides minimal evidence, or evidence lacks specificity and connection to analysis. Impact on literacy equity and participants is not clearly articulated.	Fails to discuss outcomes meaningfully or lacks supporting evidence. Impact on literacy equity and participants is missing or unclear.	25
Challenges and Successes	Offers a thoughtful analysis of challenges encountered and how they were addressed, as well as highlights successes with clear contributing factors.	Describes challenges and successes with some analysis, but may lack depth in identifying contributing factors or solutions.	Mentions challenges and successes but provides little analysis or lacks detail on contributing factors or responses to challenges.	Does not address challenges or successes, or discussion is superficial and lacks analysis.	10
Future Implications	Provides insightful exploration of broader implications for literacy equity and teaching practice. Incorporates at least three scholarly references effectively.	Explores implications for literacy equity and teaching practice, though reflection may lack depth or sufficient integration of scholarly references.	Touches on implications for literacy equity and teaching practice but provides minimal exploration or lacks scholarly references.	Fails to explore implications for literacy equity or teaching practice meaningfully. Scholarly references are missing or irrelevant.	10
Integration and Use of Evidence	Strategically integrates documentation and evidence throughout the reflection with clear and consistent labeling. Examples strongly support key points.	Integrates documentation and evidence into the reflection, though labeling and connection to points may need refinement. Examples generally support key points.	Includes limited documentation and evidence with unclear labeling or weak connections to key points. Examples are insufficient or minimally support points.	Documentation and evidence are missing, insufficient, or lack any meaningful connection to key points.	15
Organization and Writing Quality	Reflection is exceptionally well-organized, cohesive, and free from errors, with professional and clear language. Adheres to APA 7th ed. Guidelines.	Reflection is well-organized and professional, with minor errors that do not impede readability. Usually adheres to APA 7th ed. Guidelines-may include several mistakes.	Reflection lacks organization or clarity, with multiple errors that affect readability. Somewhat adheres to APA 7th ed. Guidelines-may include frequent mistakes.	Reflection lacks organization, is difficult to follow, or has numerous errors. Minimally adheres to APA 7th ed. Guidelines- includes many mistakes.