CI 510/READ 580: School Reading Program Leadership

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 be taken by educators who already have a teaching license. It 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

1.1	Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
2.3	Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.3	Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
3.4	Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
4.1	Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
5.1	Display positive dispositions related to reading and the teaching of reading.
5.2	Continue to pursue the development of professional knowledge and dispositions.
5.3	Work with colleagues to observe, evaluate, and provide feedback on each other's practice.
5.4	Participate in, initiate, implement, and evaluate professional development programs.

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

Dr. Susan Davis Lenski, Professor, Graduate School of Education, Portland State University. International literacy consultant. Author of 11 books and more than 65 articles. Board member of International Reading Association. Twenty years public school teaching experience in grades K-12, reading specialist at elementary school. (B.A., Trinity College, IL; MS Ed. and Ed.D., Northern Illinois University, DeKalb).

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

There are two required textbooks for this course:
1) Leading a Successful Reading Program: Administrators and Reading Specialists Working Together to Make It Happen (2005), by N.D. Guth and S.S. Pettengill. International Reading Association. ISBN: 0872075796.
2) The Literacy Coach's Handbook: A Guide to Research-Based Practice by S. Walpole and M.C. McKenna. Guilford Press. ISBN: 1593850344.

COST

No course in the ReadOregon curriculum will cost more than $300 per credit, including all fees, for students in the ReadOregon program.

TECHNICAL
REQUIREMENTS

This online course requires access to the Internet with Word/WordPerfect for written assignments. Recommended minimum computer configuration:

PC running Windows 95 or newer
Macintosh Quadra 700 or better or Power PC
Modem 28.8 or faster, or other network connection
Sound card and speakers (optional)
32 Megabytes or greater of system RAM
Adequate hard disk drive

CONTACT

For more details on this course, please contact Val Katagiri or Dr. Susan Lenski.

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