Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Moodle)

READ 580: Leadership in School Literacy Programs (3 credits)
Spring 2004, 2005, 2013, 2014
Winter 2006, 2007, 2008, 2009, 2010, 2011, 2013
Summer 2012, 2013
Spring 2014: 03/31/14 06/13/14

Markisha Smith, Ed.D.

COURSE
DESCRIPTION
This course has the following purposes: 1) to understand the role of the reading specialist as a teacher and school literacy leader, 2) to understand how develop curriculum, 3) to understand the role of coach, supervisor, and professional developer, and 4) to understand the role of a reading advocate for all students.
PREREQUISITES This is a graduate course only, to be taken by teachers who already have a teaching license. It should also be one of the last classes you take in the Reading Endorsement Program. Many assignments are designed to be implemented in your school setting. If you are not currently teaching, you will need to find a school that will allow you to talk with the reading specialist and a few classroom teachers. Also, 2-3 years of previous classroom teaching will be extremely meaningful as you learn the role of a literacy leader.
COURSE
STRUCTURE
Textbook, field trips, and online readings with posted reflections; posting to whole class discussion forums; providing feedback to other learners; three assignments (both theoretical and applied) plus an integrative capstone assignment.
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.
5.3 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
During this course, you will be asked to incorporate some of the assignments into your daily teaching. The assignments are designed to be meaningful to you as a practicing teacher.
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. Markisha Smith, Adjunct Professor, Western Oregon University College of Education. Eight years as high school English teacher; ten years teaching undergrad and graduate courses. Works as Education Equity Specialist for Oregon Department of Education. Specialties: culturally proficient teaching, equity and social justice, content area literacy, multicultural education, teacher professional development. (BA, University of Memphis; M.Ed., University of Missouri - Columbia; Ed.D., Texas Southern University)
TARGET
AUDIENCE
This course is designed for teachers in pre-K through 12 who are working on a reading endorsement. It is most 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. See the syllabus or contact the instructor.
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 Susan Griffin or the instructor, Dr. Markisha Smith.

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


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