TE 633: Leadership in Literacy Education
Fall 2014
NE-173
Wednesdays 4:00 pm-6:40 pm
Marva Cappello, Ph.D.
Phone: (619) 594-1322
Office: BAM 215
E-mail: cappello@mail.sdsu.edu
Office Hours: Tuesdays 4-6 and by appt.
Catalog Description:
Planning, presenting, and evaluating professional development activities in literacy education for
teachers at the K-12 level.
Introduction to the Course:
The Reading Language Arts Specialist Credential program is designed to broaden a candidate’s
continuum of expertise to include the following:
 Assessment of student progress and monitoring of achievement;
 Selection, adaptation and application of instructional materials;
 Provision of direct support for classroom teachers, such as staff development and
inservice education; and
 Work at the school, district, or county office level to design effective reading/language
arts programs.
This required course will provide you with experience in planning, presenting, and evaluating the
effects of professional development for practicing teachers at the K-12 level.
Course Objectives:
 Students will contribute to online discussions about the various leadership roles
undertaken by Reading Specialists in California.
 Students will participate in our professional literacy organizations.
 Students will coach teachers in selecting, administering, and interpreting assessment
tools, and using results to inform their instructional decision-making processes.
 Students will demonstrate the use of and assist teachers in selecting various instructional
groupings, instructional practices, and curriculum materials to address particular student
literacy needs using coaching processes.
 Students will work with teachers to observe, evaluate, and provide feedback on
instructional practices through individual peer coaching sessions.
 Students will collect, analyze, and use school-wide data to design and evaluate a relevant
professional development activity.
 Students will review and synthesize research on a literacy practice to inform the
professional development activity.
 Students will present the results of their professional development activity to the class.
Dr. Marva Cappello
TE 633 Fall 2014 REVISED
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
Use systematic documentation to reflect on roles as coach, teacher, and facilitator,
connecting experiences to theoretical foundations of reading/language arts, teaching
practices reflective of these theoretical foundations, contemporary schooling policies, and
the characteristics of learners and use this information for planned professional growth.
Required Texts
Bean, R. M. & Dagen, A.S. (2012). Best practices of literacy leaders. New York: Guilford.
National Governors Association Center for Best Practices, Council of Chief State
School Officers (2010). Common Core State Standards for English Language Arts.
National Governors Association Center for Best Practices, Council of Chief State School
Officers, Washington D.C. Free Download: www.corestandards.org
Walpole, S. & McKenna, M.C. (2012). The literacy coach’s handbook: A guide to researchbased practice. New York: Guilford. (available as eBook)
http://web.b.ebscohost.com.libproxy.sdsu.edu/ehost/ebookviewer/ebook/bmxlYmtfXzUwMzI1O
F9fQU41?sid=3fe0da51-d671-4cb5-821445524b97dfbb@sessionmgr111&vid=0&format=EB&lpid=lp_231&rid=0
Additional articles provided by the instructor on Blackboard.
You should also be familiar with the following online resources.
http://ncte.connectedcommunity.org/LCC/home/
http://www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards2010.aspx
www.literacyspecialist.org
Assignments and Grading:
1) Participation (5 points):
Come on time and prepared for class having completed the assigned readings and the appropriate
literacy strategies. Your participation is vital to your learning and to the success of the course. If
you have an emergency and cannot attend class, please notify your instructor.
2) Membership and Conference Attendance (5 points):
Join a professional organization and attend their local conference.
OPTION ONE
•California Reading Association CRA (www.californiareads.org) includes
GSDRA Greater San Diego Reading Association gsdrawebmaster@gmail.com (2 for 1 price)
GSDRA Conference, SDCOE, Saturday September 27, 14 (8am-12 pm)
OPTION TWO
•CERA, Paradise Point December 3-5, 2014 (attend one day)
Membership http://cera-web.org/ $50
Building California's Future: Strategies for Achieving Coherence among Standards, Instruction,
Assessment, and Evaluation
https://www.eventsforce.net/cera/frontend/reg/thome.csp?pageID=57&eventID=1&eventID=1
Dr. Marva Cappello
TE 633 Fall 2014 REVISED
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3) Professional Reading Club (20 points):
As part of this class, you will read 4 articles on literacy coaching and engage in two online
collaborative discussion boards. The topic of the first 2 articles and discussion board (9.10.14) is
Refining Understandings about Literacy Coaching. The second topic (11.26.14) focuses on
Leadership in the Time of the Common Core.
Your discussion board posts must reflect the reading of both articles as well as thorough
comprehension of, critical analysis of and professional response to subject matter. See rubric.
Criteria for Discussion Board Assignments
Quality of Work
Submitted
Exceeds 3 pts
Effort at this level
is greater than
expected
Meets Expectations 2 pts
Effort at this level
represents what is
expected
Contributions to the
Learning Community
Frequently prompts
further discussion of a
topic. Takes a
leadership role in
discussions.
Actively engages in
and contributes to
collaborative learning.
Demonstrates
awareness of
community’s needs.
Posts demonstrate
critical thinking to
analyze and relate key
points. Major points
are made using
creditable [usu. Peerreviewed] sources in
addition to course
videos or required
readings.
Provide specific,
constructive, and
supportive feedback to
extend the thinking of
colleagues. Encourage
continued and deeper
discussion. Offer
additional resources or
experiences.
Meets the assigned criteria for
contributions to the
discussions. Interacts freely
and encourages others.
Late posts. Responds
perfunctorily to the posting
and response deadlines.
Occasionally makes an
additional comment. Makes
marginal effort to become
involved with the
community.
Posts are related to the
assigned discussion topic with
evidence of critical thinking.
Content is supported using
information from course
videos or required readings.
Posts generally summarize
or restate discussion topic
components without
evidence of higher order
thinking skills.
Post is off topic. Posts have
little connection
to course materials.
Provide specific, constructive,
and supportive feedback to
colleagues. Feedback cites
sources from course videos or
required readings. Evidence of
personal learning as a result of
the student’s interaction with
colleagues.
Provide general feedback
with little or no connection
to course videos or required
readings. Little evidence of
personal learning as a result
of the student’s interaction
with colleagues.
Opinions and ideas are
clearly, concisely and
effectively written in
Standard Edited
English. APA format is
used for citations and
the accompanying
reference list.
Opinions and ideas are stated
clearly in Standard Edited
English. APA format is used
for citations and accompanying
reference list of course-related
videos and required reading
sources.
Expression is unclear or
interrupted by errors. APA
formatting is not used
correctly or consistently.
Initial Posting:
Critical Analysis of
Issues
Responses: Quality of
Learning for
Colleagues and Self
Expression
Final Assignment
Grade
Dr. Marva Cappello
TE 633 Fall 2014 REVISED
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Below 1 pts
Effort at this level is less
than expected
4. Coaching Activity Report and Presentation (30 points)
A critical role reading specialists play involves peer coaching. This takes many forms from coteaching to more formal feedback and mentoring situations.
Students will select a professional colleague to collaborate with in at least TWO peer-coaching
sessions. Each session will consist of 3 phases: a) pre-consultation; b) modeling and/or
observation of lessons; and c) a debriefing consultation (Mraz et al., 2009). ALL sessions must
be recorded (video or audio). A synthesis of your sessions will be presented in a written report
that includes your notes, permissions (administrator and peer), reflections and a fully developed
plan that includes both short-term and long-term goals.
One session will be presented to the class. Each student will present their video and lead a
discussion of the coaching experience and process. The presentation should discuss lessons
learned about coaching and identify critical insights about growth and future goals. Questions
and issues may be posed to the audience to stimulate discussion. (See assignment handout with
rubric.)
Option 1: Site-based peer coaching. With the permission of your site administrator, you can
develop a peer coaching relationship with a teacher at your school site.
Option 2: Peer coach a reading specialist candidate. You can arrange for times to observe a new
candidate either in the clinic or at their school site.
5. Professional Development Plan and Presentation (40 points)
Another critical role that reading specialists assume is that of professional developer. As such,
you will develop, implement, and evaluate an interactive, (approximately) 30-minute
professional development session for your grade level team or other group at your school site.
Your project will include:
Needs Assessment
Literature Review
Session Plan
Evaluations
Reflections
References
Presentation of findings
Assignment
Discussion Board 1
Discussion Board 2
Coaching Report
Coaching Presentations
Professional Development Activity
Points
10
10
30
40
Dr. Marva Cappello
TE 633 Fall 2014 REVISED
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Due Date
9.10.14
11.26.14
10.29.14
10.15, 10.22, & 10.29
11.19.14
Grading Grid
Participation
Conference
Professional Reading
Coaching Critique
Prof Development
5 points
5 points
20 points
30 points
40 points
100 points
Translation
100-94
93-89
88-85
84-80
79-77
76-70
69-65
Less than 64
A
AB+
B
BC
CF
I do not use a curve to grade. Everyone has the potential to earn an A for the course!
NO WORK WILL BE ACCEPTED AFTER 12.17.14 NO EXCEPTIONS
Expectations:
Attendance and participation are essential since so much of this class involves peer discussion.
When individuals are absent, it not only impacts their learning, but also that of their peers.
Absences and tardies will lower your overall grade dramatically. If an absence is unavoidable,
you are responsible for calling others in the class and coming to the next class fully prepared.
Grades on late assignments will be negatively impacted.
Writing Style Guidelines:
It is not typical for me to correct your papers for grammatical errors. HOWEVER, I am not your
editor. I consider papers that have not been spell checked disrespectful. In addition, I would
prefer short, well thought out papers to long ramblings. With that in mind, please follow these
guidelines on all papers:
•Always include a title page with your name, date, course and contents.
•The paper clearly and explicitly meets the requirements of the assignment.
•The writing displays thoughtfulness and in-depth understanding of the concept(s) being
addressed.
•The writing reflects use of standard English and appropriate conventions, with errors only a
practiced writer might inadvertently and infrequently make. Always use your spell check.
•Font should not be larger than 14 pt. Margins should not exceed 1 inch.
• Be sure to cite your sources. All formatting (e.g., references and citations) follow APA format.
Dr. Marva Cappello
TE 633 Fall 2014 REVISED
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References
Blachowicz, C.L.Z., Buhle, R., Ogle, D., Frost, S., Correa, A., & Kinner, J.D. (2010). Hit the
ground running: Ten ideas for preparing and supporting urban literacy coaches. The
Reading Teacher, 63(5), 348-359.
Cobb, C. (2005). Literacy teams: Sharing leadership to improve student learning. The Reading
Teacher, 58 (5), 472-474.
Heineke, S. F. (2013). Coaching Discourse: Supporting Teachers' Professional Learning.
Elementary School Journal. 113(3), 409-433.
Eilers, L.H., & D’Amico, M. (2012). Essential leadership elements in implementing Common
Core State Standards. Delta Kappa Gamma Bulletin, 78(4), 46-50.
L’Allier, S., Elish-Piper, L., & Bean, R. (2010). What matters for elementary literacy coaching?
Guiding principles for instructional improvement and student achievement. The Reading
Teacher, 63 (7), 544-554.
Stover, K., Kissel, B., Haag, K., & Shoniker, R. (2011). Differentiated coaching: Fostering
reflection with teachers. The Reading Teacher, 64 (7), 498-509.
Ulman, E. (2012). Be an effective leader during times of change. Education Update, 54(10).
Retrieved from www.acte.org.
Wapole, S., & Blamey, K.L. (2008). Elementary literacy coaches: The reality of dual roles. The
Reading Teacher, 62(3), 222-231.
Course Calendar: Subject to change as needed.
Dr. Marva Cappello
TE 633 Fall 2014 REVISED
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DATE
TOPIC
8.27.14
Dual Roles and Responsibilities of Reading
Coaches
In Depth Assignment Review
Roles and Outcomes
Wapole & Blamey (2008)
Refining Understandings about Literacy
Coaches
9.3.14
9.10.14
9.17.14
TASK
ASSIGNMNENT DUE
Online Assignment
Lallier, Elish-Piper, & Bean (2010)
Blachowicz et al (2010)
Coaching Continuum
Coaching Needs Assessment
Coaching Observations
Interpreting Data
Coaching Planning Activities
Stover et al. (2011)
* Lallier, & Elish-Piper (43-58) OR
*Ippolito & Lieberman (63-80)
Wapole & Blamey (2012)
10.1.14
Distributed Literacy Leadership
10.8.14
PD Needs Assessment
PD Planning Based on Assessment
Coaching Presentations
*Bean (3-16)
*Dagen & Nichols (21-38)
*Wapole & McKenna (103-120)
*Dole & Nelson (147-159)
9.24.14
10.15.14
10.22.14
10.29.14
11.5.14
11.12.14
11.19.14
11.26.14
12.3.14
12.10.14
Coaching Presentations
Coaching Presentations
Individual PD Conferences
Return to Roles and Responsibilities
Schools as Places of Learning
PD Presentations
Leadership in the Time of the Common Core
Chapter 5 Reading Assessment
Bring Data
Wapole & Blamey (2012)
Chapter 10 Providing
Professional Support
Feedback Sheets
Feedback Sheets
Feedback Sheets
*Bean & Dagen (355-371)
Online Work Day
Online Assignment
Eilers & D’Amico (2012)
Ulman (2012)
GRADUATION CELEBRATION
NO WORK WILL BE ACCEPTED AFTER 12.10.14 NO EXCEPTIONS
Dr. Marva Cappello
TE 633 Fall 2014 REVISED
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