EDUC 646
Practicum II: Leadership in Literacy
3 graduate credits
Professor:
Course Catalog Description: This course is designed to build upon the content of EDUC 645 and prepare reading
specialists for their role as school leaders in literacy by requiring experiences in coaching and program supervision.
Candidates will demonstrate skills in professional development, literacy program design and supervision, coaching
teachers in design and implementation of effective literacy instruction, and professional leadership in the area of literacy.
Prerequisite: EDUC 626. 3 credits.
Text(s):
Noll, James
Altwerger, Bess
Zarrillo, James
(recommended, not required)
Taking Sides: Clashing Views on Educational Issues
McGraw Hill
2008
Reading for Profit: How the Bottom Line Leaves Kids
Behind
Are You Prepared to Teach Reading
Heinemann
2005
Pearson
2007
Course Objectives:
Course objectives have been written to reflect the match between this course and the International Reading Association
(IRA) Standards for Reading Professionals, Longwood University’s Conceptual Framework, and the Virginia Department
of Education Licensure Regulations.
Knowledge, Skills & Dispositions
As a result of this culminating practicum, candidates will identify, explain, value and demonstrate how they have
accomplished each of the International Reading Association standards below:
•
Demonstrate and use to support all professional decisions and actions a knowledge of reading research, literacy
theory and it’s historical context, literacy development, and the major components of literacy acquisition. (IRA 1.1,
1.2, 1.3, 1.4)
•
Support classroom teachers and paraprofessionals in their use of instructional grouping options. They help teachers
select appropriate options. They demonstrate the options and explain the evidence-based rationale for changing
configurations to best meet the needs of all students. (IRA 2.1)
•
Support classroom teachers and paraprofessionals in their use of a wide range of instructional practices, approaches,
and methods, including technology-based practices. They help teachers select appropriate options and explain the
evidence-base for selecting practices to best meet the needs of all students. They demonstrate the options in their
own teaching and in demonstration teaching. (IRA 2.2)
•
Support classroom teachers and paraprofessionals in their use of a wide range of curriculum materials. They help
teachers select appropriate options and explain the evidence-base for selecting practices to best meet the needs of all
students. They demonstrate the options in their own teaching and in demonstration teaching. (IRA 2.3)
•
Train teachers, paraprofessionals, and sometimes parents and caregivers to administer and/or interpret assessments
for literacy. (IRA 3.1)
•
Support the classroom teacher in the assessment of individual students. They extend the assessment to further
determine proficiencies and difficulties for appropriate services. (IRA 3.2)
•
Assist the classroom teacher in using assessment to plan instruction for all students. They use indepth assessment
information to plan individual instruction for struggling readers. They collaborate with other education professionals
to implement appropriate reading instruction for individual students. (IRA 3.3)
•
Collect, analyze and use schoolwide assessment data to implement and revise school reading programs (IRA 3.3)
•
Use methods to effectively revise instructional plans to motivate all students. They assist classroom teachers in
designing programs that will intrinsically and extrinsically motivate students. They demonstrate these techniques and
they can articulate the research base that grounds their practice. (4.4)
•
Assist the classroom teacher and paraprofessional in selecting materials that match the reading levels, interests, and
cultural and linguistic background of students. (IRA 4.1)
•
Assist the classroom teacher in selecting books, technology-based information, and nonprint materials representing
multiple levels, broad interests, and cultural and linguistic backgrounds. (IRA 4.2)
•
Assist teachers to model reading and writing as valued lifelong activities. (IRA 4.3)
•
Display dispositions related to literacy and the teaching of literacy including respect for cultural, linguistic, and
individual differences of students, teachers and families, efforts to work with families and communities to support
students’ learning, and the professional handling of information, issues and individuals. (IRA 5.1)
•
Conduct action research to improve student achievement in literacy. (IRA 5.2)
•
Positively and constructively provide an evaluation of their own or others' teaching practices. Assist classroom
teachers and paraprofessionals as they strive to improve their practices. (IRA 5.3)
•
Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and
paraprofessionals in identifying, planning, and implementing personal professional development plans. Advocate to
advance the professional research base to expand knowledge-based practices. (IRA 5.2)
•
Exhibit leadership skills in professional development. They plan, implement, and evaluate professional development
efforts at the grade, school, district, and/or state level. They are cognizant of and can identify and describe the
characteristics of sound professional development programs. They can articulate the evidence base that grounds their
practice. (IRA 5.4)
Course Outline
I.
Professional Development
A. Design
B. Implementation
C. Evaluation
II. Coaching Teachers & Paraprofessionals
A. Planning
B. Observing
C. Providing Feedback
D. Providing Resources
III. Literacy Programs
A. Design
B. Supervision
C. Assessment
IV. Leadership in Literacy
A. Local level
B. National level
C. Publication
D. Presentation
Course Schedule:
Date Week of
6-23
6-30
7-7
7-14
7-21
Assignments
RFP: Ch. 1 & 2
Portfolio Standards Due 6-27
RFP: Ch. 3
Portfolio Philosophy Statement Due 7-6
RFP: Ch. 4 and/or 5
Portfolio Presentation Proposal Due 7-11
Summer Literacy Institute
Taking Sides—Your Choice
Portfolio #12 Due 7-20
Taking Sides Issue 8
Portfolio 2 Observations Due 7-25
7-28
Taking Sides Issue 5
RFP: Ch. 16 & 17 (recommended rdg.)
8-4
Portfolio Due
RFP: First posts due by Wednesday 625/ Responses Due by Sunday 6-29
RFP: First posts due by Wednesday 7-2/
Responses Due by Sunday 7-6
RFP: First posts due by Wednesday 7- 9/
Responses Due by Sunday 7-13
Taking Sides—you will just be posting
in a small group for this one, no
discussion is required Due by 7-19
Taking Sides—Pro people will post by
Tuesday 7-22; Con by Friday 7-25; Pro
Respond by Sunday 7-27
Taking Sides—Con people will post by
Tuesday 7-29; Pro by Friday8-1; Con
Respond by Sunday 8-3
Monday , August 4
Course Assignments
I. Professional Portfolio
Current resume
Philosophy statement
Coaching/Specialist Essay
Standards worksheet [How would you demonstrate each of the objectives/record in boxes]
Demonstration lessons/photo with caption 2
Literacy Lesson observations (2)
Proof of professional organization & title of journal received
Proposal to conference
Presentations you’ve done [may include in class presentations]
Proof of attendance at a professional development workshop & reflection
Professional Development Plan
Evidence for Standard 2, 3 and 4
These are just suggestions, using the standards, include one item that shows your understanding of each of the
standards 2, 3, and 4.
Lesson plan (no more than 2)
Booklists, text sets, other materials related project
Child study (if you have it)
Provide ideas to support teachers [these are on the standards worksheet]
Instructional grouping 2.1
Wide range of instructional practices, approaches, methods 2.2
Wide range of curriculum materials 2.3
Assessment of individual students 3.2
Train teachers to administer and interpret assessments 3.1
Using an assessment plan for instruction 3.3
Selecting mtls that match reading levels, interests, cultural and linguistic bk 4.1
Selection of books, tech, nonprint materials 4.2
Model reading and writing as valued lifelong activities 4.3
Designing programs that will intrinsically and extrinsically motivate students 4.4
Identify, plan and implement personal pd plans 5.2
Assist teachers as they strive to improve their practice 5.3
II. Professional Development Planning & Implementation
Participation in the Summer Literacy Institute
III. Issues & Trends: Readings, Responses & Discussions
See above course schedule and Blackboard for reading assignments and due dates.
Grades are determined as follows:
Assignment
Portfolio
Professional Development: Planning & Implementation
Readings, Responses & Discussions
% of grade
60
10
30
100
GUIDELINES:
Student Responsibility:
**All graduate students are required to maintain and check their Longwood email account. All University
correspondence, including important information from the graduate studies office, will be sent to your Longwood email. It
is your responsibility to access and regularly check this email account. Changing your account in Blackboard only changes
email for that course, not overall.**
It is the responsibility of students to inform themselves of, and to observe, all regulations and procedures required by the
university. In no case will a regulation be waived or an exception granted because students plead ignorance of the
regulation or assert that they were not informed of the regulation by an advisor or other authority. Refer to the Academic
Regulations sections of the most recent Graduate Catalog available online at:
http://www.longwood.edu/academic/affairs/catalog_home.htm {Select Graduate Catalog; Select General
Information; Select Academic Regulations}
GRADING SCALE:
A minimum cumulative grade point average of 3.00 on a 4-point scale is required to remain in the graduate program and
for graduation. Passing grades are A, B and C.
A = 100-90
B = 89-80
C = 79-70
Incompletes: The instructor may choose to grant a grade of "I" which indicates that because of illness or for good reason,
the work of the semester has not been completed. An Incomplete Contract should be completed by the instructor and
student listing work to be done and deadlines for completion. When this work has been completed, a final grade will be
reported. A grade of "I" will revert automatically to a grade of "F" if the necessary work has not been completed by the end
of the subsequent regular semester.
ATTENDANCE:
 Students are expected to attend and participate in all class activities. Instructors have the right to assign a course
grade of "F" when the student has missed a total (excused and unexcused) of 25 percent of the scheduled class
meeting times.
 Students must assume full responsibility for any loss incurred because of absence..
 Class assignments are due during the class period on the assigned date.
 All written assignments will be typed unless otherwise specified.
 Students who require special arrangements for taking notes and/or tests should make arrangements with the
instructor at the beginning of the semester.
 If serious circumstances necessitate a make-up test/exam, students must present a doctor's note or other valid
documentation of the circumstance and complete the alternate test/exam by arrangement with the instructor.
 In no case should assignments for this course be ones that have been submitted for another course. Mere
submission of work does not guarantee a passing grade. Grades are assigned on the quality of the work according
to the professional judgment of the instructor.
ACCOMMODATIONS:
Any student who feels s/he may need an accommodation based on the impact of a physical, psychological, medical, or
learning disability should contact me privately. If you have not already done so, please contact the Office for Disability
Services (103 Graham Building, 434-395-2391 or http://www.longwood.edu/disability) to register for services.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students. You can reach User Support
Services, the Library Reference Desk and the Graduate Studies Office during working hours. After working hours you can
leave a message for the Library and Graduate Studies. You can email User Support Services at helpdesk@longwood.edu
after working hours and will get a response on the next working day.
EVALUATION OF THE INSTRUCTOR:
At the conclusion of the course, each student will have the opportunity to evaluate the course instructor.
HONOR CODE:
Each student is expected to follow Longwood University’s policy for the Honor Code as stated in the latest edition of the
Graduate Catalog.
Honor Code:
“A strong tradition of honor is fundamental to the quality of living and learning in the Longwood community.” When
accepting admission to Longwood College, each student made a commitment to respect, support, and abide by the
college’s honor code system without compromise or exception. Students must follow the policy of the Honor Code as
described in the current college catalog and refrain from lying, cheating, stealing, and plagiarism.
PROGRAM REMINDER INFORMATION:
Prospective applicants are allowed to enroll in up to nine credit hours (3 courses) prior to being admitted to a degree or
licensure only program and have those hours apply to the admitted program. Students should submit an Application for
Graduate Admission promptly to avoid having course work in excess of the nine credit hours not apply once admitted.
Application materials are available by contacting the Office of Graduate Studies (434-395-2707 or
graduate@longwood.edu) or on our web site at www.longwood.edu/graduatestudies/apply.htm.
Department of Record: Questions about this course and its instruction should be addressed to the Department of
Education, Special Education, Social Work, & Communication Disorders.
Bibliography:
Allington R.L. & Cunningham, P.M. (2002). Schools that work: Where all children read and write. Boston, MA:
Allyn and Bacon.
Baumann, J. F. (2001). Teacher-researcher methodology: Themes, variations, and possibilities. The Reading
Teacher. 54(6) 608-615.
Cambourne, B. (2001). Conditions for literacy learning. The Reading Teacher, 54(8), 784-786..
Cohen, D. K & Ball, B. I. (2001). Making change: Instruction and its improvement. Phi Beta Kappan, 83(3), 73-78.
Coles, G. (2001). Reading taught to the tune of the ‘scientific’ hickory stick. Phi Beta Kappan, 83(1), 73-78.
Cunningham, P. M., Hall, D. P. & Defee, M. (1998). Nonability-grouped, multilevel instruction: Eight years later.
The Reading Teacher. 51(8), 652-664.
Darling-Hammond, L. (1996). “Using standards and assessment to support student learning..” Phi Beta Kappan,
78(3), 193-200.
Darling-Hammond, L. & Falk, B. (1997). “What matters most: A competent teacher for every child.” Phi Beta
Kappan, 79(3), 190-201.
Edmonson, J. (2001). Taking a broader look: Reading literacy education. The Reading Teacher, 54(6) 620-629.
Eisner, W.E. (1998). The kind of schools we need: Personal essays. Portsmouth, NH: Heinemann.
Jongsma, K. (2001). Literacy links between home and school. The Reading Teacher, 55(1), 58-61.
March, J. K. & Peters, K. H. (2002). Curriculum development and instructional design in the effective schools
process. Phi Beta Kappan, 83(5), 379-381.
Raphael. T. E., Ruane-Florio, S., Kehus, M. J., George, M., Hasty, N. L., & Highfield, K. (2001). Thinking for
ourselves: Literacy learning in a diverse teacher inquiry network. The Reading Teacher. 54(6) 598-607.
Smith, F. (2001). Just a matter of time. Phi Beta Kappan, 83(1), 17 –27.
Yatvin, J. (2002). Babes in the woods: The wandering of the National Reading Panel. Phi Beta Kappan, 83(5),
364-369.
Journals consulted on a regular basis:
Educational Leadership
The Reading Teacher
Reading Research and Instruction
Reading Research Quarterly
Journal of Reading Behavior
Journal of Adolescent & Adult Literacy
Phi Beta Kappan