University of Wisconsin Stout | Wisconsin's Polytechnic University

RDGED 721 Supporting Literacy Instruction

Online Course 3 semester hours graduate credit
Instructor: Dr. Susan Israel
Tuition and Registration
June 10 - August 16, 2013

Description

Supporting teachers in learning about effective literacy instruction through coaching, consultation, and ongoing professional development. Special attention will be given to analyzing data and mastering the complexities of observing, modeling, and providing feedback to teachers.

Who should enroll?

This is the second 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.

NOTE: 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.

Required Textbook

Vogt, M. J., & Shearer, B. A. (2010). Reading specialists and literacy coaches in the real world (3rd ed.). Boston, MA: Allyn & Bacon.  ISBN: 978-0137055395

Optional Enrichment Textbook for Your Professional Library
Rodgers, A., & Rodgers, E. (2007). The effective literacy coach. New York, NY: Teachers  College Press. ISBN: 978-0807748015

Learning Outcomes

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

1. Explain the role of the literacy coach and factors that influence adult learning when developing and sustaining ongoing professional development. (International Reading Association Standard 6, Wisconsin Administrator Standard 3)
   
   
2. Interpret major theories, research, and the historically shared knowledge base on reading and writing processes for fostering individual motivation to read and write (e.g., access to print, choice, challenge, and interests). (International Reading Association Standard 1)
   
   
3. Model and communicate the importance of fair-mindedness, empathy, and ethical behavior in literacy instruction. (International Reading Association Standard 1; Wisconsin Administrator Standard 6)
   
   
4. Support and coach teachers and other school personnel in the design, implementation, and evaluation of the reading and writing curriculum. (International Reading Association Standard 2, Wisconsin Administrator Standard 3)
   
   
5. Provide assistance to teachers and other school personnel in developing an evidence-based literacy curriculum that has vertical and horizontal alignment across PK-12. (International Reading Association Standard 2, Wisconsin Administrator Standard 3)
   
   
6. Support classroom teachers and other educators in being responsive to diversity, in using Response to Intervention and differentiation principles to adapt and implement instructional approaches to meet the needs of all students, including English language learners. (International Reading Association Standard 2, 4, Wisconsin Administrator Standard 1)
   
   
7. Observe and provide feedback to teachers on the use of evidence-based grouping practices to meet the needs of all learners, especially those who struggle with reading and writing. (International Reading Association Standard 5, Wisconsin Administrator Standard 1)
   
   
8. Collaborate with teachers and other school personnel to promote equity and build strong home-to-school and school-to-home literacy connections and literacy events. (International Reading Association Standard 4, Wisconsin Administrator Standard 5)
   
   
9. Provide leadership and guidance to teachers and other school personnel in understanding district and state assessment frameworks, proficiency standards, and student benchmarks. (International Reading Association Standard 3, 6, Wisconsin Administrator Standard 2)
   
   
10. Collaborate with and coach teachers and other school personnel in the analysis of multiple measures of data and using the assessment results for progress monitoring and program evaluation.  (International Reading Association Standard 3, 6, Wisconsin Administrator Standard 2)
    
    
11. Coach teachers in use research, data and aggregated/disaggregated test score to adopt or revise literacy programs and reading instruction to meet the needs of all learners in PK-12 settings. (International Reading Association Standard 3, 4, 6, Wisconsin Administrator Standard 2)
    
    
12. Use knowledge and research base to assist in building ongoing effective professional development programs for teachers. (International Reading Association Standard  6,Wisconsin Administrator Standard 3 )
    
    

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 second step for those interested in exploring a career as a reading specialist.

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The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

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