Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Desire to Learn!)

READ 580: School Reading Program Leadership (3 credits)
Winter 2014
Summer 2006, 2007, 2008, 2009, 2010, 2011
Fall 2012

Winter 2014 (01/06/14 - 03/21/14)

Donna Shrier – Portland State University

COURSE
DESCRIPTION
This course is designed for preservice and practicing educators who are applying for a reading endorsement or MS. Ed with a Reading emphasis as well as others interested in school reading program leadership. Emphasis is on the functional planning, organization and management of classroom and school wide reading programs.
PREREQUISITES This course should one of the last classes in the Reading Endorsement Program. Two or three years of classroom teaching will also be helpful.
COURSE
STRUCTURE
Textbook and online readings with posted reflections; posting to whole class discussion forums; providing feedback to other learners; professional organization involvement, vision of literacy, and literacy improvement plan.
STANDARDS This course supports the following International Reading Association's 2010 Standards for Reading Professionals:
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4 Candidates understand and influence local, state, or national policy decisions.
PRACTICAL
APPLICATIONS
The assignments are designed to be meaningful to you as a developing reading specialist. You will access professional literacy organization materials, develop a personal vision of literacy, explore the many roles of a literacy leader, and develop a literacy action plan for your school.
CORE/ELECTIVE This graduate course can be used to fulfill the 3-credit requirement in the Leadership in Reading Programs thematic area in the 24-credit Reading Endorsement program.
INSTRUCTOR Donna Shrier, Senior Instructor, Graduate School of Education, Portland State University. Literacy Program faculty and cohort leader and faculty for the Graduate Teacher Education Program. She taught grades K-9 in Colorado, Washington and Oregon, including serving as a reading specialist and TAG specialist. Her areas of expertise include working with struggling readers and writers, gifted learners, literature study and differentiated curriculum. Certifications include Oregon Teaching License (K-9), Reading Endorsement (K-12), Administrator License.(BA, MA, University of Northern Colorado)
TARGET
AUDIENCE
This course is designed for teachers in pre-K through 12 who are working on a reading endorsement. It is important to understand all the roles and responsibilities of a reading specialist.
TIME
COMMITMENT
Although it is difficult to predict time commitment for each individual, participants will be expected to read from the required text, interview reading specialists and teachers, design reading programs and understand the role of the reading specialist. Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written and classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.
TEXTBOOK A textbook is required for this course. Please check with PSU's ReadOregon program.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including all fees, for students in the ReadOregon program.
CONTACT For more details on this course, please contact Elizabeth Snyder at Portland State University

REGISTER at PSU

For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.


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