Education 645
Developing Leaders in Literacy
3 credits
Summer, 2010
Instructor: Tami Slater
tamara_slater@ccpsnet.net
804-366-3689
Course Catalog Description: This course explores the evolving role of the reading coach in schools. Candidates will
analyze current research, procedures, and requirements for exemplary reading programs. Theoretical principles and
practices for effective program development and leadership in the field of literacy will be addressed that include
assessment, staff development, community outreach, reading material selection, and the evolving roles and responsibilities
of reading personnel. Prerequisite: EDUC 626.
Required Text:
Toll, Cathy. (2005). The Literacy Coach’s Survival Guide. International Reading Association.
Moran, M.C. (2007). Differentiated Literacy Coaching: Scaffolding for Student and Teacher Success. ASCD.
Allen, J. (2006). Becoming a Literacy Leader. Portland, Maine: Stenhouse Publishers.
Course Objectives:
Knowledge:
As a result of the class discussion, reading and assignments, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
describe and plan professional development programs that support local, state, and federal programs designed to
improve students reading and writing. (IRA 5.4)
identify an effective framework for professional development of literacy educators to support the strengths and
needs of individual learners. (IRA 5.3, 5.4)
define and discuss the roles and responsibilities of reading specialist and reading coach.(IRA 1.2, 5.1)
explain how to be collaborative in the coordination and supervision of reading programs and related school
services.(IRA 5.3)
justify all decisions made regarding literacy programs and instruction through theory, research, and the wisdom of
practice. (IRA 1.1, 1.2)
explain how to support adult learning when engaged in professional development. (IRA 5-all)
explain the process and variety of indicators used to observe, support, and evaluate professional growth for
paraprofessionals and classroom teachers. (IRA 5.2, 5.3)
identify the procedures necessary for assessing the classroom and school context to plan effective staff
development. (IRA 3.3)
explain the importance of effective communication between parents and school, classroom teachers and reading
specialists, paraprofessionals and reading specialists, principals and reading specialists, and allied professionals
and reading specialists. (IRA 5-all)
explain how to collaborate with personnel from various support services within the school. (IRA 5.3)
explain the importance of reading specialists in participating at local, state and national meetings and
conferences.(IRA 5.2)
interpret and disseminate research findings through staff development and individual coaching of colleagues to
improve instruction. (IRA 5.2, 5.4)
explain the importance of effectively preparing for staff development and conference presentations by researching
the topic by reading professional journals and publications. (IRA 5.2)
explain the importance of encouraging and assisting the classroom teacher to engage in classroom-based research.
(IRA 5.2)
Skills: as a result of the assignments, the candidate will be able to:
1. analyze programs through needs assessment. (IRA 3.3)
2. demonstrate how to use effective public relations skills and community resources to build collaborative
relationships and joint partnerships to enhance school reading programs. (IRA 5.1, 5.3)
3. prepare rubrics to use while coaching to measure paraprofessional and classroom teacher growth.(IRA 5.3)
4. provide feedback to other teachers or paraprofessionals on their literacy teaching. (IRA 5.3)
5. provide an action plan for continued personal and professional growth. (IRA 5.2)
6. use appropriate resources for designing a model for staff development for a literacy program. (IRA 5.4)
7. plan a professional development session for educators or a family event in the area of literacy. (IRA 5.4)
8. Demonstrate and model the use of reading and writing for real purposes in daily life to students and teachers.(IRA
4.3)
Dispositions:
As a result of the class discussions, readings, and assignments, the candidate will be able to:
1. value the importance of keeping current in trends in the administration, organization and supervision of reading
and writing programs. (IRA 1-all)
2. value the individual learning styles, cultural backgrounds, diverse needs, and interests of the students when
developing, implementing, and assessing a reading program. (IRA 5.1)
3. appreciate the factors that are involved in effective communication when coaching teachers to improve their
practice. (IRA 5.1)
4. appreciate the role of the reading specialist/coach as one who is a researcher, teacher, mentor, resource specialist,
and life-long learner. (IRA 1.2, 5.1)
5. appreciate the importance of effective, honest, professional and open communication with paraprofessionals,
parents, principals, classroom teachers, allied professionals, and school board. (IRA 5.3)
6. appreciate the importance of involving parents and caregivers in supporting student achievement. (IRA 5.1)
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
E. Modeling
III.
Literacy Programs
A. Design
B. Supervision
C. Assessment
IV.
Leadership in Literacy
A. Local level
B. National level
C. Publication
D. Presentation
E. Action Research
Course Timeline:
*This timeline is tentative—changes made will be posted on Blackboard. Any changes in
assignments, topics, or due dates posted on Blackboard take precedence over this syllabus.
Date
June 29
9:00 – 12:00
On campus
Week of June
27 – July 3
Week of July
4 – July 10
Topics
Introduction, IRA Standards
Establish requirements for assignments
Create working definition of “need”
Classroom modeling discussion
Jennifer Allen’s text will be the focus of the
Blackboard discussions
Book Discussion: Cathy Toll text
Developing Professional Development model
Week of July
11 – July 17
Book Discussion: Moran text
Investigation of Modules – explore one module
in the Moran text and share your review on
Blackboard
Week of July
18 – July 24
Week of July
25 – July 31
Presentations (PowerPoint)
Review of classmates Literacy Plan – post a
response to 3 classmates presentations
Assignments
**you will be reading and
posting responses on
Blackboard— 1 per week
beginning this week. (Sun-Sat)
1. Read Allen text
1. Toll text- read for discussion.
2. Read Ch. 2 article on PD
3. Parts I and II of Literacy Plan
due
1. Moran text - read only Parts I
and II for discussion
2. Classroom Modeling due
3. Comparison Essay due
Literacy Plan and Professional
Development presentation
Blackboard postings to Literacy
Plan presentations
Course Assignments: All assignments, except the Readings, are due on assigned due date.
Readings: Read all texts in their entirety.
Respond on Blackboard by: submitting your thoughts, posing questions for others to answer,
answering questions that I have posted, and reflecting on key ideas about the readings. Your
responses could include major themes you find in the texts, including:
Define, compare and contrast the reading specialist and reading coach.
Ideas for programs, initiatives, change
Ways to work with teachers—both willing and unwilling
Professional development, faculty training, study groups and other ways to support teachers
Which IRA Standards for Reading Professionals are addressed in the books and how?
Requirements: 1 posting and 2 responses to others’ postings each week beginning 6/27
Due Dates for responding:
July 3, July 10, July 17, July 24, July 31
School Wide Literacy Plan & Professional Development:
This is an opportunity to determine a literacy need in your own school, generate and research
solutions, and design a school wide plan that includes materials, methods, at least one professional
development opportunity, and a timeline for implementation. In addition to a written plan, create a
PowerPoint presentation to explain your plan to our class. Refer to additional handout for specifics.
Due Date: July 24
Classroom Modeling:
Model a literacy activity for two different classroom teachers. One lesson should be at the primary
level and the second should be at the secondary level. Submit your lesson plans and your responses to
the given questions. Email me the days and times of your lessons.
Due Date: July 17
Comparison Essay:
Write a short essay comparing and contrasting the role of a Reading Specialist and a Reading Coach.
Use the required readings, discussions, and any outside research you have done as support.
Date Due: July 17
Course Assignments:
The final grade will be based on performance in the following areas:
Activity
Readings, Notes, Discussion
Comparison Essay
Classroom Modeling
School-wide Literacy Plan & Professional
Development
TOTAL
Percent
25
10
15
50
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.
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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.
Representative Works Consulted:
Allington R.L. & Cunningham, P.M. (2002). Schools that work: Where all children read and write. Boston, MA:
Allyn and Bacon.
Bean, R. M., Cassidy, J., Grumet, J. E., Shelton, D. S., & Wallis, S. R. (2002). What do reading specialists do?
Results from a national survey. The Reading Teacher. 55(8), 736-744.
Cambourne, B. (2001). Conditions for literacy learning. The Reading Teacher, 54(8), 784-786..
Coaches, controvery, consensus. (2004, April/May). Reading Today, 21(5), 1, 18. Retrieved 5/1/07 from
http://www.reading.org/publications/reading_today/samples/RTY-0404-coaches.html
Cohen, D. K & Ball, B. I. (2001). Making change: Instruction and its improvement. Phi Beta Kappan, 83(3), 7378.
Darling-Hammond, L. & Falk, B. (1997). “What matters most: A competent teacher for every child.” Phi Beta
Kappan, 79(3), 190-201.
Dole, J.A. (2004). The Changing Role of the Reading Specialist in School Reform. In Preparing Reading Professionals (pp.
365-374). Newark, DE: International Reading Association. [free download at http://dx.doi.org/10.1598/RT.57.5.6]
Hall, B. (2004). Literacy coaches: An evolving role. Carnegie Reporter, 3(1). Retrieved 5/1/07 from
http://www.carnegie.org/reporter/09/literacy/index.html
Jaeger E. L. (1996). The reading specialist as a collaborative consultant. The Reading Teacher. 49(8),622-629.
Jongsma, K. (2001). Literacy links between home and school. The Reading Teacher, 55(1), 58-61.
Lazar, A. M. & Weusber, R. (1996). Inviting parents’ perspectives: Building home-school partnerships to support
children who struggle with literacy. The Reading Teacher. 82(8), 573-576.
Tatum, A.W. (2004, September). A Road Map for Reading Specialists Entering Schools Without Exemplary Reading
Programs: Seven Quick Lessons. The Reading Teacher, 58(1), 28–39.
Quatroche, D. J., Bean, R. M., & Hamilton, R> L. (2001). The role of the reading specialist : A review of
research. The Reading Teacher, 55, 282-294.
http://www.reading.org/resources/issues/positions_specialist.html
International Reading Association free pdf download “The Roles of the Reading Specialist” position statement
http://www.reading.org/resources/issues/positions_coach.html
International Reading Association free pdf download “The Roles and Qualifications of the Reading Coach”
position statement
http://www.reading.org/resources/issues/positions_excellent.html
International Reading Association free download “Excellent Reading Teachers” position statement
www.reading.org
Search ‘reading specialist’ or ‘reading coach’ many other literacy terms for lots of excellent, free information,
articles, position statements on the International Reading Association website.