KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDRD 7720: Introduction to Literacy Coaching in Middle &
Secondary Schools
Department: Secondary and Middle Grades Education
Degree Title (if applicable) M.Ed. in Adolescent Education/Literacy
Proposed Effective Date Fall, 2010
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
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Department Chair
Date
College Curriculum Committee
Date
College Dean
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GPCC Chair
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Dean, Graduate College
Date
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Vice President for Academic Affairs Date
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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 7721____________________
Course Title Introduction to Literacy Coaching in Middle & Secondary
Schools________________
________
Credit Hours 3
Prerequisites EDRD 7718 and EDRD 7719
Description (or Proposed Degree Requirements)
This course provides candidates with an introduction to Literacy Coaching in middle and
secondary schools. Candidates engage in the study of pedagogy and leadership in the
areas of collaboration, job-embedded professional development, program assessment and
evaluation of school-, classroom-, and individual literacy need as well as instructional
strategy. Candidates will study pedagogical content and apply new skills in Georgia
schools. Therefore, a field component is required. (EDRD 7718 and EDRD 7719 are
pre-requisites for this course.)
VII. PURPOSE & RATIONALE
III.
Justification
Mastery of reading skills is basic to successful learning in every school subject. Content
teachers can further their education by pursuing an advanced degree in Literacy. The
M.Ed. in Adolescent Education/Concentration in Literacy will facilitate teacher
acquisition of skills and competencies needed to help students read, write and understand
content material; it will also aid teachers in identifying reading problems, providing
required interventions, and assisting all students in improving reading skills. A M.Ed. in
Adolescent Education/Literacy will provide the incentive, as well as the opportunity, for
teachers to become effective teacher leaders who assist their colleagues in improving
literacy among adolescent students in Georgia.
The purpose of EDRD 7721: Introduction to Literacy Coaching in Middle and Secondary
Schools is to provide candidates with the entry-level knowledge, skills and dispositions
necessary to perform intensive, job-embedded professional development for content
teachers. Literacy Coaching is a school-based leadership role that typically includes: (a)
Reflective practices; (b) Peer collaboration among teachers; (c) Sustained practices; and
(d) Classroom-based performance. Candidates who successfully complete this course will
master the standards articulated by the Georgia Professional Standards Commission and
International Reading Association that are noted on pages 3-4 on this syllabus.
IV.
Additional Information (for New Courses only)
Instructor: Toni S. Strieker
Text: Walpole, S., & McKenna, M.C. (2004). The literacy coach’s handbook: A guide to
research-based practice. New York: Guilford.
Prerequisites: EDRD 7718 and EDRD 7719
Objectives and Professional Standards
IRA Literacy Coach Standards
1.1 Working with the school’s
literacy team, literacy coaches
determine the school’s strengths
(and need for improvement) in
the area of literacy in order to
improve students’ reading,
writing, and communication skills
and content area achievement.
NCATE
(KSD)
Pedagogical
Content
Knowledge,
Content
Knowledge,
Disposition
(KD)
1.2 Literacy coaches promote
productive relationships with
and among school staff.
Disposition
1.3 Literacy coaches strengthen
their professional teaching,
knowledge, skills & strategies.
Pedagogical2.6 Is ac
Content
Knowledge,
Content
Knowledge,
Disposition
(D)
(KD)
CPI
3.1 Collaborates with
colleagues, parents
and/or other
professionals and leads
appropriately to
strengthen school
effectiveness, to
advance knowledge,
and to influence policy
and practice.
3.2 Displays positive
dispositions toward
reading and teaching of
reading by modeling
reading/writing as
valued lifelong
activities.
countable to multiple
audiences, accurately
interprets student
performance data to multiple
audiences in multiple
formats.
Evidence
School-Wide Survey of Professional
Development Needs: Candidate works with
building leadership team to conduct a school
wide assessment of literacy needs of students.
2.1 Literacy coaches work with
teachers individually, in
collaborative teams, and/or with
departments, providing practical
support on a full range of
reading, writing, and
communication strategies.
Pedagogical
Content
Knowledge,
Content
Knowledge,
Disposition
(KSD)
2.2 Literacy coaches observe and
provide feedback to teachers
on instruction related to literacy
development and content area
knowledge.
Pedagogical
Content
Knowledge,
Content
Knowledge,
Disposition
(KSD)
3.1 Literacy coaches lead faculty in
the selection and use of a range
of assessment tools as a means
to make sound decisions about
student literacy needs as related
to the curriculum and to
instruction.
3.2 As dynamic supports for
reflection and action, literacy
coaches conduct regular
meetings with content area
teachers to examine student
work and monitor progress.
Pedagogical
Content,
Dispositions,
Student learning
(KD)
Pedagogical
Content
Knowledge,
Content
Knowledge,
Disposition
(KSD)
3.3 Collaborates with
colleagues, parents
and/or other
professionals and
leads appropriately
to strengthen school
effectiveness, to
advance knowledge,
and to influence
policy and practice.
Professional Development Presentation or
One-on-One Activity: Candidate will conduct a
job-embedded professional development activity
for the teachers in the same building. This
activity will be based upon the needs
assessment described above.
3.2 Reflects regularly upon
daily practice, and draws
upon experience and the
professional literature to
design and conduct
research aimed at
improved student
achievement.
2.2 Monitors student
progress with a variety
of formal and informal
evaluation methods
and uses results to
improve student
learning.
Analysis of Student Data: Candidate will meet
with content teachers to examine data from a
range of assessment data and make sound
decisions on literacy needs of students.
3.2 Reflects regularly upon
daily practice, and draws
upon experience and the
professional literature to
design and conduct research
aimed at improved student
achievement.
Instructional Method:
The following instructional strategies will be used to collaboratively and interactively present
course material and engage students in critical thinking and discourse at the graduate level:






Lecture
Discussion
Collaborative Group Work
Case Study Analysis
Simulation Activities
Role Play
Methods of Evaluation:
The following assessments will be used to monitor the progress of candidates in meeting
course objectives and professional standards. (See Evidence section of table above.)
Assessment
Evidence
School-Wide Survey of Professional
Development Needs: Candidate works with
building leadership team to conduct a school
wide assessment of literacy needs of students.
Rubric:
School-Wide
Assessment
Professional Development Needs
Rubric: Professional Development Activity
Professional Development Presentation or
One-on-One Activity: Candidate will conduct
a job-embedded professional development
activity for the teachers in the same building.
This activity will be based upon the needs
assessment described above.
Analysis of Student Data: Candidate will
meet with content teachers to examine data
from a range of assessment data and make
sound decisions on literacy needs of students.
V.
Rubric: Analysis of Student Data
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
-0- 0-0- 0- 0- 0- 0- 0-
TOTAL
- 0-
Funding Required Beyond
Normal Departmental Growth
- 0-
of
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 30 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/Literacy
7721
Literacy Coaching
3 Credit Hours
Fall, 2010
Regular
N/a
N/a
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus