RDGED 721 Supporting Literacy Instruction

Online Course 3 semester hours graduate credit

Not offered Summer or Fall term
Dates for January 2018 will be posted soon.

Instructor: Dr. Paula Harms

Tuition, Due Dates and Registration

Who should enroll?

Educators may enroll in this course to renew a reading specialist license, to meet professional development/continuing education goals, or to transfer credit to another university's reading specialist program.

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.

What You Will Learn

Course 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.

Required Textbooks

Walpole, S., & McKenna, M.C.  (2013).  The literacy coach’s handbook:  A guide to research-based practice.  (2nd ed.).  New York, NY:  Guilford Press.

Wepner, S.B., Strickland, D.S., & Quatroche, D.J.  (Eds.)  (2014).  The administration and supervision of reading programs.  (5th ed.).  New York, NY:  Teachers College Press.

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 Literacy 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 Literacy Association Standard 1)

  3. Model and communicate the importance of fair-mindedness, empathy, and ethical behavior in literacy instruction. (International Literacy 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 Literacy 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 Literacy 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 Literacy 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 Literacy 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 Literacy 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 Literacy 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 Literacy Association Standard 3, 6, Wisconsin Administrator Standard 2)

  11. Coach teachers in the use of research, data and aggregated/disaggregated test scores to adopt or revise literacy programs and reading instruction and meet the needs of all learners in PK-12 settings. (International Literacy 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 Literacy Association Standard  6,Wisconsin Administrator Standard 3 )

Alignment with State and National Reading Standards

Course objectives are aligned with the following:
International Literacy 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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School of Education
Email: Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693



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