READ 582: Reading Leadership in Middle and High Schools

COURSE
DESCRIPTION

This course is designed for administrators and teachers who have leadership roles in middle and high schools. Participants will explore ways to improve reading achievement in their schools by identifying the school's existing strengths, applying current research and practice, and creating a literacy action plan.

PREREQUISITES

Learners in this graduate-level course should be either teachers or administrators at the middle or high school level. If you are seeking a Reading Endorsement, this course should be one of your final courses so that you can integrate skills and knowledge from previous literacy courses into your literacy action plan.

COURSE
STRUCTURE

This 3-credit course includes an optional regional face-to-face meeting. Learners read textbook and web resources, respond to WebCT assignments and questions, meet with building or district literacy teams to develop a literacy action plan, and prepare a PowerPoint presentation. Learners participating without team members from their school will still be responsible for organizing a literacy action plan with building or district teams.

STANDARDS

This course supports the following International Reading Association's 2003 Standards for Reading Professionals:

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

Learners will evaluate existing reading programs and practices, develop a literacy action plan and timeline, and make recommendations for their school or district.

CORE/ELECTIVE

This graduate course can be used as 3 required or elective credits in the Literacy Leadership thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.

INSTRUCTOR

Dr. Betty J. McEady, Graduate School of Education, Portland State University. 17 years teaching English, literature, writing, reading, and language development skills in middle and high schools in FL, GA, CA, and Washington, DC. 26 years post-secondary experience in California in community colleges, San Francisco State University, University of San Francisco, University of California – Sacramento and University of California – Monterey Bay as professor, curriculum developer, and administrator. (B.S., Tuskegee Institute, AL; M.S., San Francisco State University; M.A., Pacifica Graduate Institute, Santa Barbara; Ed.D., University of San Francisco).

TARGET
AUDIENCE

This course is optimally designed for middle and high school teacher-administrator teams since a major outcome is the development of a school or district literacy action plan. Solo teachers or administrators enrolling in the course will still be responsible for organizing school or district teams to develop a literacy action plan.

TIME
COMMITMENT

Students should expect to spend approximately 9 hours per week for 10 weeks in course-related activities. Assignments are completed on the learner's time schedule and are due as posted.

TEXTBOOK

Lenski, S.D., Wham, M.A., & Johns, J.L. (2003). Reading and learning strategies: Middle grades through high school. Dubuque, IA: Kendall/Hunt. ISBN 0-7872-8880-2
Center for Student Success. (2005). A guide to Oregon's new reading standards: Grades 6-CIM. Portland, OR: Portland State University. Order from Continuing Education Press or 503-725-4891.

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 as well as Word/WordPerfect and PowerPoint for assignments. Recommended minimum computer configuration is:

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 .

REGISTER at PSU