KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF ELEMENTARY EDUCATION
COLLEGE OF EDUCATION
EDU 577 Leadership for Reading Educators
I. Course Description: EDU 577 Leadership for Reading Educators
This course enables a prospective reading specialist/literacy coach to prepare for
the leadership roles and responsibilities as a reading educator within the
framework of a balanced literacy approach model. It provides an integration of
theory and practical application, including structured field experiences related to
the roles of the reading specialist/literacy coach to effectively develop coteaching and co-planning strategies. Critical reflection combined with feedback
from peers and practicing reading specialists are fundamental to the course.
Field experiences preclude the course being taken concurrently with either of
the other Application Level courses EDU 574 Assessment of Reading: Clinical
Practicum in Reading Diagnosis or EDU 579 Practicum in Literacy Instruction:
Struggling Readers and Writers. Prerequisites: Foundation Level courses EDU
504 Literacy Curriculum and Instruction: Pre K-3; EDU 506 Literacy
Curriculum and Instruction: Grades 4-8; EDU 513 Literacy Curriculum and
Instruction: Adolescent to High School; EDU 514 The Reading Specialist and
Intensified Literacy Instruction; EDU 502; or by permission of instructor.
3 S.H. ; 3 C.H.
II. Course Rationale:
According to the International Reading Association Revised 2010 Standards,
prospective reading specialists/literacy coaches must meet specific
requirements. They must now use their knowledge and performance skills to
make a school-wide impact by demonstrating lessons and communicating and
collaborating with classroom teachers and paraprofessionals. The purpose of
this course is to develop the knowledge, skills and dispositions related to
leadership, as identified in the Standards. The prospective reading
specialist/literacy coach needs to develop these competencies: (1) implement
and model effective instructional strategies including differentiated instruction
to meet the diverse needs of all students, (2) support teachers as they implement
new approaches, (3) plan and implement ongoing professional development, (4)
review programs and order appropriate resources, including digital materials
and resources, and (5) advocate for best practice in the broader community by
understanding the role of the reading specialist/literacy coach and general
educator in working collaboratively for transition planning for students’
transition points. Opportunities to develop these competencies can be provided
through coursework and structured field experiences facilitated by university
teacher educators and practicing reading professionals.
III. Course Objectives:
As a result of study and activities in this course, graduate students will be expected to:
A. Develop and demonstrate the interpersonal and communication skills necessary
for effective coaching and leadership.
* IDEA Objective #1
B. Lead collaborative school efforts to evaluate, select, and use a variety of
instructional materials to meet the need of all students.
C. Collaborate with and provide support to teachers in the analysis of data, using
the assessment results of all students.
D. Lead teachers in analyzing assessment tools that provide a systematic
framework for assessing literacy growth for all students.
E. Describe school wide literacy intervention programs.
F. Plan, implement and evaluate professional development efforts at the grade,
school, district, or state level.
G. Demonstrate knowledge of theories and related research about organizational
change, professional development, and school culture.
H. Communicate research related to literacy and diversity.
IV. Assessment
Assessments based on a subset of the following: Course portfolio, reports, field
projects, presentations, reflective responses, simulations, portfolios.
V. Course Outline:
I. Roles of reading specialist/literacy coach
A. Reading specialist as professional leader
B. School/District reading specialist
C. Peer coach
II. Development of effective interpersonal and communication skills
A. Developing relationships
B. Earning trust and respect
C. Building key communication strategies, including cognitive coaching
D. Demonstrating expectations of professional and ethical behavior
III. Development of the literacy team
A. The value of literacy teams
B. The process of forming teams
1. Possible members of literacy team
2. Issues surrounding effective team building
IV. Application of assessment of literacy needs
A. Establishing goals
1. Examining needs assessment instruments
2. Analyzing data
3. Identifying resources to meet needs
B. Developing action plan
1. Creating comprehensive plan
2. Scheduling activities
3. Evaluating the progress
4. Revisiting school wide and district wide assessment plans
C. Communicating assessment information to various audiences
V. Adapting instruction to learners’ needs
A. Providing appropriate learning and social environment
B. Reframing literacy intervention
1. Early intervention program
2. Alternatives to pull-out models of intervention
3. Program considerations for students with physical differences
4. Support for English Language Learners
C. Informing the school community about diversity
1. Research on diversity
2. Impact of diversity on reading/writing development
VI. Selection and evaluation of instructional materials and technology
resources
A. Support teachers/paraprofessionals in selection of appropriate
materials
B. Integrate literacy and technology into the curriculum
C. Assist with textbooks, tradebooks, and instructional materials
adoption process
1. State adoptions
2. Open adoption states
3. Contacts with publishers and sales representatives
D. Work with librarians
E. Engage in grant writing opportunities
VII. Support teachers/paraprofessionals in delivery of reading instruction
A. Identify curriculum process and procedures
B. Provide information on current instructional practices and methods
C. Model use of instructional practices and methods
D. Assist with selection of appropriate instructional practices and
methods
VIII. Planning and providing professional development
A. Exploring professional development, past and present
B. Creating a professional development program
1. Using needs assessment and research as a guide
2. Providing professional resources
3. Conducting effective in-service, workshops and professional
study groups
4. Working collaboratively with school personnel
C. Working with professional organizations
1. Membership in local, state, and international reading
associations
2. Attending and/or presenting at conferences
3. Professional growth through listservs, webinars, etc.
4. Opportunities for community service
VI.
Instructional Resources
Allington, R. L. (2001). What really matters for struggling readers:
Designingresearch-based programs. New York: Addison-Wesley
Longman. LB 1050.5 .A45 2006
Au, K. H., Garcia, G. G., Goldenberg, C. N., & Vogt, M. E. (2002).
Handbook for English language learners: Resources for universal
access. Boston: Houghton Mifflin.
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.
Bean, R. M. & Dagan, A.S. (2011). Schools as places of learning: The
powerful role of literacy leaders. In R.M. Bean & A.S. Dagan (Eds.)
Best practices of literacy leaders: Keys to school improvement (pp.
355-378). New York: Guilford.
Bean, R.M. & Lillenstein, J. (2012). Response to intervention and the
changing roles of schoolwide personnel. Reading Teacher, 65 (7), 491501.
Burke, J., & Prater, C. A. (2000). I’ll grant you that: A step-by-step guide to
finding funds,designing winning projects, writing powerful grant
proposals. Portsmouth, NH: Heinemann.
Costa, A. L., & Garmston, R. J. (2000). Cognitive coaching: A foundation for
renaissance schools (2nd ed.). Norwood, MA: Christopher-Gordon.
LB 1590.3 C68 1994
Delpit, L. D. (1995). Other people’s children: Cultural conflict in the
classroom. New York: New Press. LB1099.3.D45 1995
Echevarria, J., Vogt, M. E., & Short, D. (2000). Making content
comprehensible for English language learners: The SIOP model.
Boston: Allyn & Bacon.
Fisher, D., Frey, N. & Nelson, J. (2012) Literacy achievement through
sustained professional development. Reading Teacher, 65 (8), 551-563.
Garet, M.S., Porter, A.C., Desimone, L., Birman, B.,K.S. (2001). What makes
professional development effective? Results from a national sample of
teachers. American Educational Research Journal , 38(4), 915-945.
Guskey, T. R. (1985). Staff development and teacher change. Educational
Leadership, 42(7), 57.
Guskey, T. R. (1986). Staff development and the process of teacher
change. Educational Researcher, 15 (5), 5-12.
Grant services for education agencies available at
http://grantwriters.net/education_grant_writing.php
Henk, W. A., Moore, J. C., Mariak, B. A., & Tomasetti, B. W. (2000). A
reading lesson observation framework for elementary teachers,
principals, and literacy supervisors. The Reading Teacher, 53(5), 358369.
International Reading Association. (2000). Teaching all children to read: The
roles of the reading specialist. A position statement of the
International Reading Association. Newark, DE: Author. Available at
www.reading.org.
International Reading Association. (2004). The role and qualifications of the
reading coach in the United States: A position statement. Newark, DE:
Author. Available at www.reading.org
International Reading Association. (2005). Standards for middle and high
school literacy coaches. Newark, DE: Author. Available at
www.reading.org/resources/issues/reports/coaching.html.
International Reading Association. (2010). Standards for reading
professionals. Newark, DE: Author. Available at www.reading.org.
Joyce, B., & Showers, B. (2003). Student achievement through staff
development. In: Bruce Joyce and Beverley Showers, 2002, Designing
training and peer coaching: Our needsfor learning, VA, USA, ASCD.
Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (Eds.). (2000).
Handbook of reading research, Vol. III. Mahwah, NJ: Erlbaum.
LB 1050 .H278 1984
Keystone State Reading Association. (2009). Literacy coaching: Position paper.
http://ksrapa.org/wp-content
/uploads/2011/09/KSRA_position_Literacy_Coaching_Apr_2009-1.pdf
Kinnucan-Welsch,K, Rosemary, C.A., & Grogan, P.R. (2006).
Accountability by design in literacy professional development . The
Reading Teacher, 59(5), 426-435.
Little, J.W. (1993). Teachers’ professional development in a climate of
educational reform. Educational Evaluation and Policy Analysis, 15,
129-151.
Lyons, C. & Pinnell, G.S. M. L. (2001). Systems for change in literacy
education :a guide for professional development. Portsmouth, NH:
Heinemann.
Moore, J. and Whitfield, V, (2009). Building schoolwide capacity for
preventing reading failure. Reading Teacher, 62 (7), 622-624.
National Center for Family Literacy. (www.famlit.org).
Rasinski, T. V., & Padak, N. D. (Eds.). (2000). Motivating recreational
reading and promoting home-school connections: Strategies from the
Reading Teacher. Newark, DE: International Reading Association.
LB 1050.2 M68 2000
Richardson, V. (1990). Significant and worthwhile change in teaching
practice. Educational Researcher, 19(7), 10-18.
Robb, L. (2000). Redefining staff development: A collaborative model for
teachers and administrators. Portsmouth, NH: Heinemann.
Ruddell, M. R. (2002). At-risk students. In B. Guzetti, & J. Johns
(Eds.), Literacy in America: An encyclopedia. Newark, DE:
International Reading Association.
Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff
development: A framework for future study and a state of-the-art
analysis. Educational Leadership, 45, (3), 77- 87.
Snow, C. E., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in
young children. Washington, DC: National Academy Press.
(Library Electronic Resource)
Tatum, A. W. (2003). All ‘degreed’ up and nowhere to go: Black males and
literacy education. Journal of Adolescent and Adult Literacy, 46(8),
620-624.
Taylor, B.M., Pearson, P.d., Peterson, D.S., & Rodriguez, M.C. (2003).
Reading growth in high-poverty classrooms: The influence of teacher
practices that encourage cognitive engagement in literacy learning. The
Elementary School Journal, 104 (1), 3-28.
The literacy coaching series research informing practice. (2011). DVD
series. LearnSure, Inc
Thomas, A., Fazio, L., & Stiefelmeyer, B. L. (1999). Families at school: A
handbook for parents. Newark, DE: International Reading
Association.
Toll, C. (2005). The literacy coach’s survival guide. Newark, DE: International
Reading Association.
U.S. Department of Education. (www.ed.gov).
Walker, B. (2010). Literacy coaching learning to collaborate. Boston:
Allyn & Bacon.
Walker-Dalhouse, D. & Dalhouse, A. D. (2001). Parent-school relations:
Communicating effectively with African American parents. Young
Children, 56, 75-80.
Wampole, S. & McKenna, M.C. (2004). The literacy coach’s handbook.
York: Guilford Press.
New
Vogt, M. & Shearer,B. (2007). Reading specialists and literacy coaches in
the real world (2nd Ed). Boston: Allyn & Bacon.