KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name
EDRD 8380
Department Secondary and Middle Grades
Degree Title (if applicable) EdS/EdD
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDRD 8380
Course Title _Supervision of School Literacy Programs__
Credit Hours 3-0-3
Prerequisites Admission to EdS/EdD program
Description (or Proposed Degree Requirements)
This course introduces candidates to the organization, administration, and supervision of school literacy
programs including instructional, remedial, supplemental, and technology-based programs. Candidates
analyze existing programs for elementary middle, and high schools in terms of best practices in reading
instruction including scientifically-based reading research (SBRR). In addition, students examine roles of
literacy personnel and address methods of program evaluation.
III.
Justification
The purpose of this course is to advance an experienced teacher’s knowledge base about the reading
process relative to adolescents, content area reading demands, as well as national research, reform, and
policy. Program candidates will become knowledgable with regard to reading development,
understanding the reading needs of their diverse students, and meeting the demands of national reform
and policy. To that end, candidates will examine and work with reading theories, research, approaches,
and methods for meeting the needs of their diverse students as well as research the reading development
of their students and plan for meeting their diverse needs within content areas utilizing existing and
supplementary materials.
IV.
Additional Information (for New Courses only)
Instructor: Various
Texts:
Marrow, L. M, Gambrell, L. B., & Pressley, M. (Eds.). (2003). Best Practices in Literacy
Instruction (second edition). NY: The Guildford Press.
Wepner, S. B., Feeley J. T., & Strickland, D. S. (Eds.). (2002). The Administration and
Supervision of Reading Programs (third edition). Newark: Teachers College Press.
National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: an evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction:
Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S.
Government Printing Office.
Prerequisites:
Admission to EdS/EdD program
Objectives:
Course Objectives
IRA Rdg. Standards
1. Candidate demonstrates an
understanding of different theories of
reading process and reading
development by comparing,
contrasting, and evaluting school
literacy programs.
2. Candidate demonstrates an
understanding of the five dimensions of
reading and can compare, contrast,
and evaluate programs for adherance
to these dimensions.
3. Candidate can choose and support
school literacy programs with a wide
range of instructional techniques,
including technological formats.
4. Candidate can assist classroom
reading teachers with choosing primary
and supplementary materials
appropriate for classroom of diverse
readers.
5. Candidate can compare, contrast,
interpret, and recommend a variety of
assessments to inform instruction
decision-making
6. Candidate develops and implements
plans for appropriate and effective
reading instruction based on
knowledge of diverse readers, reading
theory, and research-based practices.
7. Candidate demonstrates knowledge
of and the ability to translate research,
theory, and findings into classroom
application and evaluation of students.
8. Candidate uses technology to
research in the area of reading.
9. Candidate participates through
collaboration, questioning, listening,
evaluating,analyzing, verbalizing, and
demonstrating during class discussions
and activities and with parents and
colleagues.
10. Candidate develops an
appreciation of diverse reading needs
based factors such as culture,
economic background, family structure,
and disabilities.
11. Candidate appreciates, applies,
and reflects upon reading instruction in
experimental teaching and in
philosphical reflections.
-
NCATE
Standard 1
Element
NBPTS
Core
Principles
Evidence
1
Subject Matter
Pedagogical
Content
2
Program Research Write-Ups;
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
1
Subject Matter
Pedagogical
Content
2
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation
1, 2
Subject Matter
Pedagogical
Content
2
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
1, 2, 4
Subject Matter
Pedagogical
Content
2
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
3, 5
Subject Matter
Pedagogical
Content
1
1, 2
Subject Matter
Pedagogical
Content
1
5
Professional &
Pedagogical
Disposition
3
4
2, 4
Professional &
Pedagogical
Disposition
Subject Matter
Pedagogical
Content;
Professional &
Pedagogical
Disposition
3
3
4, 5
Professional &
Pedagogical
Disposition
3
5
Professional &
Pedagogical
Disposition
3
Program Research Write-Ups; Group
Program Evaluation; School Literacy
Program Analysis Notebook &
Presentation; Conference Proposal
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
Program Research Write-Ups; Group
Program Evaluation; School Literacy
Program Analysis Notebook &
Presentation; Conference Proposal
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
Program Research Write-Ups; Group
Program Evaluation; School Literacy
Program Analysis Notebook &
Presentation; Conference Proposal
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
Program Research Write-Ups; Group
Program Evaluation; School Literacy
Program Analysis Notebook &
Presentation; Conference Proposal
Instructional Method:
Seminar, small and whole group discussion, workshop, lecture
Method of Evaluation:
V.
Resources and Funding Required (New Courses only)
Funding is addressed in the comprehensive proposal for the umbrella EdD degree.
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Adolescent Education
EDRD 8380
Literacy Supervi
3-0-3
Fall 2006
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDRD 8380
KENNESAW STATE UNIVERSITY
DEPARTMENT OF SECONDARY AND MIDDLE GRADES EDUCATION
Fall Term 2006
I.
COURSE NUMBER/SECTION: EDRD 8380
II.
COURSE TITLE: Supervision of School Literacy Programs
III.
IV.
INSTRUCTOR:
Dr. Faith H. Wallace
Office:
Office Phone:
Email:
Office Hours:
Kennesaw Hall 1008
678-797-2125
fwallac1@kennesaw.edu
Tuesday/Thursday 12:30 – 4:00 PM
(And by appointment)
CLASS MEETING:
Mondays 5:00PM-7:45PM, KH 2001
V.
TEXTS:
Marrow, L. M, Gambrell, L. B., & Pressley, M. (Eds.). (2003). Best Practices in Literacy
Instruction (second edition). NY: The Guildford Press.
Wepner, S. B., Feeley J. T., & Strickland, D. S. (Eds.). (2002). The Administration and
Supervision of Reading Programs (third edition). Newark: Teachers College Press.
National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: an evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction:
Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S.
Government Printing Office.
VI.
CATALOG DESCRIPTION:
This course introduces candidates to the organization, administration, and supervision of school literacy
programs including instructional, remedial, supplemental, and technology-based programs. Candidates
analyze existing programs for elementary middle, and high schools in terms of best practices in reading
instruction including scientifically-based reading research (SBRR). In addition, students examine roles of
literacy personnel and address methods of program evaluation.
VII.
PURPOSE/RATIONALE:
The National Board for Professional Teaching Standards identifies five core propositions about effective
teaching—these are things accomplished teachers should know and be able to do: 1)Teachers are
committed to students and their learning; 2) Teachers know the subjects they teach and how to teach
those subjects to students; 3) Teachers are responsible for managing and monitoring student learning; 4)
Teachers think systematically about their practice and learn from experience; 5) Teachers are members
of learning communities.
The purpose of this course is to advance an experienced teacher’s knowledge base about the reading
process relative to adolescents, content area reading demands, as well as national research, reform, and
policy. Program candidates will become knowledgable with regard to reading development,
understanding the reading needs of their diverse students, and meeting the demands of national reform
and policy. To that end, candidates will examine and work with reading theories, research, approaches,
and methods for meeting the needs of their diverse students as well as research the reading development
of their students and plan for meeting their diverse needs within content areas utilizing existing and
supplementary materials.
Conceptional Framework
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures that
support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state. To be effective,
teachers and educational leaders must embrace the notion that teaching and learning are entwined and
that only through the implementation of validated practices can all students construct meaning and reach
high levels of learning. In that way, candidates are facilitators of the teaching and learning process.
Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners,
the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
The graduates of advanced programs at Kennesaw State University, in addition to being effective
classroom teachers, also develop expertise as effective teacher leaders who are self-directed, value a
spirit of inquiry, and facilitate learning in all students; they
1. Are committed to students and their learning.
2. Know the subjects they teach and how to teach those subjects to
students.
3. Are responsible for managing and monitoring student learning.
4. Think systematically about their practice and learn from experience.
5. Are members of learning communities.
Professional Portfolio Narrative:
A required element in each portfolio for the graduate program is the portfolio narrative. The purpose of the
portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with
regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to
include a narrative, which includes descriptive, analytic and reflective writing in which you reflect on each
proficiency and how you make the case that the evidence you have selected in your portfolio supports a
particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be
comprehensive, documenting research-based best practices.
Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be involved in
a variety of leadership and school-based activities directed at the improvement of teaching and learning.
Appropriate activities may include, but are not limited to, attending and presenting at professional
conferences, actively serving on or chairing school-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational experiences, you
are encouraged to explore every opportunity to learn by doing.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases teachers progress from
being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance
in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of
continued development.
This course is designed for graduate candidates who are completing a program of study leading to a
specialist’s degree in adolescent education. The knowledge base for this course is reflected in the textual
readings, references, objectives, assignments and in-class activities. Program candidates will have an
opportunity to demonstrate pedagogical knowledge and skills related to student needs and motivation,
various family and community literacies and the process of active learning.
The professional learning facilitator:

Demonstrates the knowledge of content required to facilitate learning.

Demonstrates the knowledge of students needed to facilitate learning.

Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning.

Demonstrates skill in creating a facilitative learning environment.

Demonstrates skill in creating facilitative learning experiences.

Demonstrates professionalism.

Has students who are successful learners.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for educators. Candidates in this course will explore and use
instructional media to assist teaching. They will master productivity tools, such as multimedia facilities,
local-net and Internet, and feel confident to design multimedia instructional materials and create WWW
resources.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding
of differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
VIII.
COURSE GOALS/OBJECTIVES:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to prepare teachers who are
capable of developing successful learners in today’s schools and who choose to continue professional
development.
Objective 1: Candidate demonstrates an understanding of different theories of reading process and
reading development by comparing, contrasting, and evaluting school literacy programs.
Objective 2: Candidate demonstrates an understanding of the five dimensions of reading and can
compare, contrast, and evaluate programs for adherance to these dimensions.
Objective 3: Candidate can choose, implement, and support school literacy programs with a wide range
of instructional techniques, including technological formats.
Objective 4: Candidate can assist classroom teachers with choosing primary and supplementary
materials appropriate for classrooms with diverse readers.
Objective 5: Candidate can compare, contrast, interpret, and recommend a variety of assessments to
inform instructional decision-making
Objective 6: Candidate develops and implements plans for appropriate and effective reading instruction
based on knowledge of diverse readers, reading theory, and research-based practices.
Objective 7: Candidate demonstrates knowledge of and the ability to translate research, theory,
and findings into classroom application and evaluation of students.
Objective 8: Candidate uses technology to research in the area of reading.
Objective 9: Candidate participates through collaboration, questioning, listening, evaluating,
analyzing, verbalizing, and demonstrating during class discussions and activities and with parents
and colleagues.
Objective 10: Candidate develops an appreciation of diverse reading needs based factors such as
culture, economic background, family structure, and disabilities.
Objective 11: Candidate appreciates, applies, and reflects upon reading instruction in experimental
teaching and in philosphical reflections.
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings
to making instructional decisions that foster the success of all learners. The following alignment of course
objectives, NCATE standards and KSU Candidate Performance Outcomes will aid program candidates in
understanding the purpose and direction of this class.
Course Objectives
1. Candidate demonstrates an
understanding of different theories of
reading process and reading
development by comparing,
contrasting, and evaluting school
IRA Rdg. Standards
1
NCATE
Standard 1
Element
Subject Matter
Pedagogical
Content
NBPTS
Core
Principles
2
Evidence
Program Research Write-Ups;
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
literacy programs.
2. Candidate demonstrates an
understanding of the five dimensions of
reading and can compare, contrast,
and evaluate programs for adherance
to these dimensions.
3. Candidate can choose and support
school literacy programs with a wide
range of instructional techniques,
including technological formats.
4. Candidate can assist classroom
reading teachers with choosing primary
and supplementary materials
appropriate for classroom of diverse
readers.
5. Candidate can compare, contrast,
interpret, and recommend a variety of
assessments to inform instruction
decision-making
6. Candidate develops and implements
plans for appropriate and effective
reading instruction based on
knowledge of diverse readers, reading
theory, and research-based practices.
7. Candidate demonstrates knowledge
of and the ability to translate research,
theory, and findings into classroom
application and evaluation of students.
8. Candidate uses technology to
research in the area of reading.
9. Candidate participates through
collaboration, questioning, listening,
evaluating,analyzing, verbalizing, and
demonstrating during class discussions
and activities and with parents and
colleagues.
10. Candidate develops an
appreciation of diverse reading needs
based factors such as culture,
economic background, family structure,
and disabilities.
11. Candidate appreciates, applies,
and reflects upon reading instruction in
experimental teaching and in
philosphical reflections.
IX.
1
Subject Matter
Pedagogical
Content
2
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation
1, 2
Subject Matter
Pedagogical
Content
2
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
1, 2, 4
Subject Matter
Pedagogical
Content
2
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
3, 5
Subject Matter
Pedagogical
Content
1
1, 2
Subject Matter
Pedagogical
Content
1
5
Professional &
Pedagogical
Disposition
3
4
2, 4
Professional &
Pedagogical
Disposition
Subject Matter
Pedagogical
Content;
Professional &
Pedagogical
Disposition
3
3
4, 5
Professional &
Pedagogical
Disposition
3
5
Professional &
Pedagogical
Disposition
3
Program Research Write-Ups; Group
Program Evaluation; School Literacy
Program Analysis Notebook &
Presentation; Conference Proposal
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
Program Research Write-Ups; Group
Program Evaluation; School Literacy
Program Analysis Notebook &
Presentation; Conference Proposal
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
Program Research Write-Ups; Group
Program Evaluation; School Literacy
Program Analysis Notebook &
Presentation; Conference Proposal
Group Program Evaluation; School
Literacy Program Analysis Notebook
& Presentation; Conference Proposal
Program Research Write-Ups; Group
Program Evaluation; School Literacy
Program Analysis Notebook &
Presentation; Conference Proposal
COURSE REQUIREMENTS/ASSIGNMENTS:
Program Research Write-Ups (75 pts.): Each week, candidates will be discussing a wide range of
school literacy programs (e.g. Four Blocks, Accelerated Reader, Literacy Collaborative). To prepare for
these discussions, each candidate will find, read, and reflect on research related to the program at hand
(peer-reviewed journals only). Turn in a one-page summary, evaluation, and reflection on this research on
the day of the discussion. In total, five write-ups will be turned in, each worth 15 points.
Group Program Evaluation (25 pts.): As a class, we will do a thorough analysis of a particular school
literacy program (e.g. Success For All, Saxon Phonics). Candidates will choose to evaluate one of many
aspects of the program (e.g. assessment, balanced instruction, best practices, supplemental materials,
cultural responsiveness, literacy personnel, professional development, etc.). Research your chosen
program aspect using at least three references from scholarly journals or edited books. Prepare a written
summary and evaluation of your chosen program aspect using related research, class readings and
discussion. You will share your findings in a short 5 minute presentation to the class. As a class, we will
then discuss the total findings in order to evaluate the program.
School Literacy Program Analysis Notebook & Presentation (150 points): After participating in the
Group Program Evaluation, candidates will be able to complete their own school literacy program
evaluation for a chosen program. After selecting the program, conduct research using the program
manuals and materials as well as scholarly work. You will then create a notebook to discuss and
document your findings and evaluations. Sections in the notebook should include: 1) overview of the
program, 2) professional development, 3) theoretical perspective, 4) research findings, 5) student
assessment, 6) best practices, 7) cultural responsiveness, 8) supplemental materials, and 9) literacy
personnel. The notebook is worth 100 points of the total point value. A short 10 minute presentation
should accompany this notebook to share the highlights of your findings with the class. The presentation
is worth 50 points of the total point value.
Conference Proposal (50 pts.): In self-selected groups of no more than four, candidates will reflect on
their learning in terms of implementing, managing, assessing, and evaluating school literacy programs.
Groups will craft a proposal to a local level professional conference (e.g. Georgia Middle School
Association annual conference, Georgia Reading Association annual conference, etc.) to share findings
and instructional strategies with colleagues. Groups will complete the conference proposal and prepare
an outline of their presentation using technology such as PowerPoint. Successful completion of this
project is NOT dependent upon acceptance at the professional conference.
X.
EVALUATION AND GRADING:
Assignments:
Program Research Write-Ups (75 points)
Group Program Evaluation (25 points)
School Literacy Program Analysis Notebook & Presentation (150 points)
Conference Proposal (50 points)
Grading Scale:
275 pts. - 300 pts. =A
245 pts. - 274 pts. =B
215 pts. - 244 pts. =C
185 pts. - 214 pts. =D
Below 185 pts.
=F
XI.
ACADEMIC INTEGRITY:
KSU expects that graduate students will pursue their academic programs in an ethical, professional
manner. Any work that students present in fulfillment of program or course requirements should represent
their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is
found to have violated these expectations will be subject to disciplinary action.
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University records
or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of
alleged academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's
minimum one semester suspension requirement.
XII.
ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Graduate Catalog. All program
candidates are expected to attend classes in accordance with the scheduled time of the course. Should
you be absent, you are responsible for making up the work missed. Excessive absences (more than 2)
may result in a lower grade (one letter grade drop per class missed over 2). We will be learning how to
evaluate our own learning and will be providing feedback to each other. Class discussions, group work,
peer evaluation activities require that everyone be present.
XIII.
COURSE OUTLINE:
What follows is a tentative schedule (subject to change with notice).
Week 1
Introduction
Syllabus—Goals and objectives
School-Wide Reading Programs Introduction
Week 2
Effective Reading Programs
Reading: Chapters 1 & 2 Administration & Supervision
Week 3
Best Practices & Balanced Instruction
Reading: Chapters 1, 2, & 3 Best Practices
Week 4
Program Development
Reading: Chapters 4 & 5 Administration & Supervision
Due: Program Research Write-Up (1)
Week 5
Elements of Programs
Reading: Chapters 6, 7, & 8 Best Practices
Due: Program Research Write-Up (2)
Week 6
Elements of Programs
Reading: 9, 10, & 11 Best Practices
Due: Program Research Write-Up (3)
Week 7
Implementation & Analysis
Reading: Chapters 7 & 8 Administration & Supervision
Due: Program Research Write-Up (4)
Week 8
Implementation & Analysis
Reading: Chapters 9 & 10 Administration & Supervision
Due: Program Research Write-Up (5)
Week 9
Special Issues
Reading: Chapters 14 & 15 Best Practices
Due: Group Program Evaluation
Week 10
Special Issues
Reading: Chapters 16 & 17 Best Practices
Week 11
Special Issues
Reading: Chapter 18 Best Practices & Chapter 12 Administration & Supervision
Due: Conference Proposal
Week 12
Special Issues
Reading: Chapters 13 & 14 Administration & Supervision
Week 13
School Literacy Program Analysis Notebook & Presentation Due
Week 14
School Literacy Program Analysis Notebook & Presentation Due
Week 15
School Literacy Program Analysis Notebook & Presentation Due
XIV. REFERENCES AND BIBLIOGRAPHY:
Alvermann, D. E. (2001a). Effective literacy instruction for adolescents. Paper presented at the National
Reading Conference, Chicago.
Alvermann, D. E. (2001b). Reading adolescents reading identities: Looking back to see ahead. Journal of
Adolescent & Adult Literacy, 44(8), 676 - 690.
Alvermann, D. E., & Moore, D. W. (1991). Secondary school reading. In R. Barr, M. L. Kamil, P. B.
Mosenthal & P. D. Pearson (Eds.), The handbook of reading research (Vol. II, pp. 951 - 983).
New York: Longman.
Anders, P. L., Hoffman, J. V., & Duffy, G. G. (2000). Teaching teachers to teach reading: Paradigm shifts,
persistent problems, and challenges. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr
(Eds.), Handbook of reading research, volume iii (pp. 719-742). Mahwah, NJ: Lawrence Erlbaum
Associates, Publishers.
Anders, P. L., & Richardson, V. (1994). Launching a new form of staff development. In V. Richardson
(Ed.), Teacher change and the staff development process: A case in reading instruction (pp. 122). New York: Teachers College Press.
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their
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