RDGED 720 Leading and Directing the Reading Program 3 Graduate Credits

Instructor: Telephone: Email: Skype:

Emily Hines 715.232.5487 [email protected]

Course Description Usage of 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. Textbook Lassonde, C., & Tucker, K. (2014). The Literacy Leadership Handbook: Best Practices for Developing Professional Literacy Communities. Boston, MA: Pearson. ISBN: 978-0-13-301388-7 Objectives At the completion of the 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 2 & 3; WI Administrator Standard 3)

3. Promote and recommend a variety of technically adequate formative, diagnostic and summative assessment tools and practices to plan and evaluate reading programs and instruction. (International Reading Association Standard 3) 4. Apply theory, research, evidence, and 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 5 & 6; WI Administrator Standard 2 & 3) 5. Use research, data, and aggregated/disaggregated test scores 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. & 5) 6. Evaluate and recommend literacy practices that develop awareness, understanding, respect, and valuing of differences in our society. (International Reading Association Standard 4) 7. Advocate and plan for evidence-based professional development and continuous learning opportunities for educators on reading acquisition, development, assessment, and instruction. (International Reading Association Standard 6; WI Administrator Standard 2 & 3) 8. Understand and demonstrate competence in the Wisconsin Teaching Standards, the Wisconsin Common Core Standards in English Language Arts & Literacy, and the Reading Specialist Content Guidelines. (WI Administrator Standard 1; WI Reading Specialist Content Guidelines 1-8) 9. Facilitate a vision of learning in literacy that is shared by the school community. (International Reading Association Standard 2, 5 & 6; WI Administrator Standard 2) 10. 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; WI Administrator Standard 3) 11. Manage program resources to provide a safe, efficient, and effective literacy environment for all learners. (International Reading Association Standard 5; WI Administrator Standard 4)

12. Collaborate with families and community members to mobilize community resources and respond to diverse interests and needs related to reading acquisition for all learners. (International Reading Association Standard 4, 5, & 6; WI Administrator Standard 5) 13. Act with integrity, fairness, and in an ethical manner when teaching students, working with other education professionals, and collaborating with families and the community. (International Reading Association Standard 1; WI Administrator Standard 6) 14. Understand, respond to, and effectively interact with the larger political, social, economic, legal, and cultural context that affects schooling, literacy instruction, and literacy outcomes. (International Reading Association Standard 4, 5 & 6; WI Administrator Standard 7) Course objectives are aligned with the following teaching standards: Wisconsin Standards for Teacher Development and Licensure (WI DPI): #3, 8 Course Requirements This class will involve readings, articles, case studies, discussion postings, group activities, and written assignments. Evaluation Students will be evaluated on their in class participation and written projects. *Class Participation/Discussion Postings - 58% *Activities - 42%:
Recommendations Disciplinary Student

for Improvement - 7%

Literacy Materials List - 7%

Reading Screening Report - 7% Change Chart - 7%

Organizational Professional

Development Needs Assessment/Professional Development Plan to Support Teachers - 7% Reflection - 7%

Memo

Course Outline I. The Role of the Reading Specialist in Districts, Schools and Classrooms a. Instructing Struggling Readers b. Supporting Teacher Learning c. Developing, Leading, or Evaluating the PK-12 Reading and Writing Program II. Developing Effective Developmental Literacy Programs a. Pre-elementary b. Elementary c. Middle d. High School III. District & School-wide Reading Programs and Interventions a. Curriculum b. Instruction c. Assessment d. Interventions for Struggling Readers IV. Program Implementation a. Materials Selection Process b. Coaching and Professional Development c. Using Assessment Data (summative, diagnostic and formative) d. Community Outreach and Support VI. Facilitating a Culture of Literacy VII. Program Evaluation a. Determining the Need for Revisions to the Program or Instruction b. Using Organizational Change Principles to Improve Programs b. Targeting Areas for Professional Development Accommodations If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged. If you have a disability or health condition that may require special accommodation, please notify the instructor within the first two weeks of the semester so that appropriate options can be discussed.

Academic Dishonesty Academic dishonesty is unacceptable. Academic dishonesty includes cheating (intentionally using, or attempting to use, unauthorized materials, information, or study aides in any academic exercise); fabrication (intentional and unauthorized falsification or invention of any information or citation in an academic exercise); and plagiarism (intentionally or knowingly representing the words or ideas of another as your own in any academic exercise). Plagiarism is considered a form of theft and is considered a serious violation. For further information, please refer to UW-Stouts policy at http://www.uwstout.edu/services/dean/facultystaff/dishonesty.cfm Participation and Collaboration As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project. Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the needs and challenges of reading specialists. Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.
The World Clock - Time Zones

Course Discussion Board Many of the course activities will occur in the discussion board, so it is important that you check it regularly each week. You will also submit selected assignments to the discussion board. Perhaps its most vital use, however, is the exchange of ideas that can occur among class participants. You will be able to communicate with everyone in the class through your postings to the discussion board. Communicate with each other frequently and freely. Please review these pages:
Student

Expectations and Responsibilities

 Discussion Discussion

Board Etiquette rubric.

Citations No more that 10% of a discussion posting or paper may be directly quoted. Tips for documenting direct quotes in a discussion posting or paper:
http://owl.english.purdue.edu/owl/resource/560/02/

See: "short quotations" and "long quotations" and "summary or paraphrase." Grading Scale A = 94-100 % A- = 90-93 B+ = 87-89 B = 84-86 B- = 80-83 C+ = 77-79 C = 74-76 C- = 70-73 Work below 70% is unacceptable at the graduate level and will result in a grade of F. Rubrics Assignments will be evaluated for clarity and your understanding of the course readings and activities using a rubric. Evaluation of your discussion board participation is cumulative and subjective based on notes that the instructor records each week. Discussion rubric. Any time that you want to ask about your progress, send a private email or call your instructor. Late Policy Work that is submitted after the close of a module will be penalized 10%. In other words, you need to be on time to earn 100% and have only one week to make up late work. Late work will not be accepted after one week unless previously approved by the instructor. If there is an emergency, contact the instructor as soon as possible.

Emergencies are defined as serious events which are not planned. Emergencies cannot be written on the calendar in advance. Examples of emergencies are: car accidents, serious health crises of the student or in the student's immediate family, and deaths in the students family. Examples of non-emergencies are: family weddings, vacations, or any other event which can be planned around. If the family calendar looks busy at a particular time, plan to work ahead on your coursework. Prompt submission of assignments for assessment allows the instructor to provide guidance and timely feedback. Due dates for each module are published on the course calendar at the start of the class. Work turned in by 11:30 pm, CST, on the due date will be considered on time and will receive full credit. Excused Makeup Work - If a late submission has been requested and approved in advance of the due date, there will be no deduction of points from the assignment grade. Send an e-mail to the instructor requesting an extension and to discuss an alternate due date. Minimum Technology Requirements Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk. Phone: If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout. Help is available 7 days a week. 1-888-435-7589 select option 3 or 1-608-264-HELP (4357) select option 3 Take a few minutes to review the Frequently Asked Questions, (FAQs). Problems with Email Ask5000 Help Desk Ask5000 is the place to start for technical assistance such as forgotten passwords, email, storage, and problems logging in to Access Stout to view tuition billing or final grades. Student Services ADA Accommodations In compliance with the Americans with Disabilities Act (ADA), students are encouraged to register with UW Stout Disability Services for assistance with instructional accommodations due to disabilities. The phone number of the Disability Services office is 715-232-2995 or contact the staff via email at this

website:
http://www.uwstout.edu/services/disability/contact.cfm.

Library Services To access UW - Stout's Library Services visit http://www.uwstout.edu/lib/ In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.