Leading and Directing the Reading Program

RDGED 720 Leading and Directing the Reading Program

Online Course 3 semester hours graduate credit
Tuition and Registration
Not offered summer session
RDGED 720 930 January 12 - March 27, 2015
Instructor: Dr. Paula Harms

Description

Using theory, research data, evidence, and organizational change principles to develop, lead, evaluate, and improve PK-12 literacy and professional development programs.  Leadership in developing and promoting effective literacy programs for all students is emphasized.

Who should enroll?

Reading educators may enroll in this course to renew a reading specialist license, to meet professional development goals, or to transfer credit to another university's reading specialist program. This course is designed for certified reading teachers at all levels. This is the first of three required courses for individuals pursuing reading specialist certification, WI 17. This course is an approved elective in the Master of Science in Education online degree program.

Textbook

A free e-textbook will be provided when you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.

Lassonde, C., & Tucker, K. (2014). The Literacy Leadership Handbook: Best Practices for Developing Professional Literacy Communities    Pearson. ISBN:  978-0-13-301388-7

If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the used or new paperback from amazon.com

Learning Outcomes

Upon completion of this course, students will be able to:

  1. Interpret, convey, and promote the theoretical and evidence-based foundations of reading processes and reading instruction. (International Reading Association Standard 1, 6)

  2. Evaluate and implement evidence-based instructional approaches, materials, and a balanced literacy curriculum to facilitate the acquisition of reading skills for all students, including those from culturally and linguistically diverse backgrounds, across grade levels. (International Reading Association Standard 1, 2, 3, 4; Wisconsin Administrator Standard 3)

  3. Recommend a variety of formative, diagnostic and summative assessment tools and practices to plan and evaluate reading programs and instruction. (International Reading Association Standard 3, Wisconsin Administrator Standard 3)

  4. Apply organizational change principles to create a literate environment that fosters reading development by integrating foundational knowledge, instructional practices, approaches/methods, curricular materials, and the appropriate use of assessments. (International Reading Association Standard 2, 5, 6; Wisconsin Administrator Standard 2, 3)

  5. Advocate and plan evidence-based professional development and continuous learning opportunities for educators on reading acquisition, development, assessment, and instruction. (International Reading Association Standard 6; Wisconsin Administrator Standards 2, 3)

  6. Inform other educators about the Wisconsin Teaching Standards and the Wisconsin Common Core Standards in English Language Arts & Literacy (International Reading Association Standard 1, Wisconsin Administrator Standard 1)

  7. Promote a school or district-wide shared vision of literacy that all students can learn including those from culturally and linguistically diverse backgrounds. (International Reading Association Standard 2, 4,6; Wisconsin Administrator Standards 2, 3)

  8. Advocate, nurture, and sustain a school culture and instructional program in reading conducive to student learning and professional growth for school staff. (International Reading Association Standard 1, 2, 5, 6; Wisconsin Administrator Standard 3)

  9. Lead school-wide efforts and support classroom teachers in evaluating, selecting, and using a variety of print, digital, and online instructional resources to meet the specific needs and abilities of all learners and that are responsive to diversity. (International Reading Association Standard 4,5; Wisconsin Administrator Standard 4)

  10. Model integrity, fairness and ethical use of print, digital, and online materials when teaching students, working with other education professionals, and collaborating with families and the community. (International Reading Association Standard 1; Wisconsin Administrator Standard 6)

Alignment with State and National Reading Standards

Course objectives are aligned with the following:
International Reading Association's Standards for Reading Professionals (IRA 2010), the Content Guidelines for Reading Teachers State of Wisconsin - DPI, and the Wisconsin Standards for Administrators.

No travel to campus is required. Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule. Advanced computer or programming skills are not required. Learners need a basic understanding of Internet browsing, email, and word processing. Instruction will be differentiated to accommodate learners with varying levels of technical knowledge.

The class is highly interactive with a significant discussion component. All discussion postings, projects and assignments will be submitted via the course discussion board and dropbox. Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions. This class is a valuable first step for those interested in exploring a career as a reading specialist.

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Contact Us

School of Education
Email: Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693

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