East Stroudsburg University of Pennsylvania Department of Reading REED 526 Organizing, Implementing, and Evaluating School Reading Programs Fall, 2012 Dr. Mary Beth Allen Email through D2L cell phone – 518-424-7752 (use text if you need to contact me during class time) Catalog Description: This course defines the various reading specializations, the duties and responsibilities of the Reading Specialist, and provides students an opportunity to develop and administer reading programs suitable for specific school situations. Purpose and Prerequisites: This course examines the influences of national, state, and local factors on reading program and the role of the reading specialist in the organization, implementation, and evaluation of school reading programs. Prerequisites include: Graduate standing and an introductory course in reading methods or one of the following: REED 522, 523, 527. IRA Standards for Reading Professionals: Standard 1 – Foundational Knowledge Standard 2 – Curriculum and Instruction Standard 3 – Assessment and Evaluation Standard 4 – Diversity Standard 5 –Literate Environment Standard 6 – Professional Learning and Leadership Master Educator Outcomes: Candidates in the East Stroudsburg University of Pennsylvania Graduate Reading Program will: 1. employ the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and create learning experiences that make these aspects of subject matter meaningful for diverse learners. 2. articulate, apply and adapt theoretical constructs of learning and development, assessment and effective instruction. 3. implement a cycle of quantitative and qualitative research that leads to improved student achievement. 4. model critical and creative thinking skills in all areas of his or her professional life. 5. employ effective verbal, nonverbal, and technological communication techniques to foster active inquiry, collaboration, and guided interaction in a positive learning environment. 6. perform as a reflective and ethical practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community). 7. engage in professional growth and serve as an advocate for the profession. 8. take a leadership role in developing partnerships and collaborative relationships with colleagues, parents and agencies in the larger community. Student Learning Outcomes: The outcomes of this course support the development of the International Reading Association (IRA) Standards for Reading Professionals and Master Educator Outcomes and are indicated in parentheses following each outcome. In this course, students will demonstrate: 1. An understanding of the influences, issues, elements and procedures essential to the development of a school’s reading (literacy) program. (IRA Standards 1, 2, 3, 4, 5, 6) (MEO 1, 2) 2. The ability to investigate, draw conclusions, and report concisely the findings on a topic related to the development of a reading (literacy) program. (IRA Standards 2, 3, 6) (MEO 2, 6, 7) 3. The ability to plan, analyze and evaluate a reading (literacy) program linking curriculum, appropriate instruction, and authentic assessment. (IRA Standards 2, 3, 5, 6) (MEO 4, 5, 7) 4. The ability to reflect on knowledge and understanding of literacy and set goals for future learning and development. (IRA Standard 6) (MEO 6, 7) Learning Experiences and Assessments: The requirements of this course are designed to enable students to demonstrate the Course Outcomes as described above. Students in REED 526, Development of the School Reading Program, are expected to: 1. Read all of the assigned materials distributed by the instructor. 2. Attend all classes and participate in all class and small group discussions and activities. Respond to all written discussion prompts by each due date. Attendance Policy: Excessive lateness and/or absences will result in a lower grade for the course. More than one absence will be considered excessive. 3. Complete a Field Experience interview and reflection by interviewing a literacy leader in your school or district. Complete Activities 1 and 2, using the questions and ideas from page 14 and 15 in the Bean (2010) text. Make sure to focus on assessment, instruction, and leadership, gathering information from the interview with the literacy leader and a reflection about your own strengths and needs. (IRA Standards 2, 3, 5, 6) (MEO 2, 5) 4. Curriculum Analysis - choose a 6-8 week timeframe from within your literacy curriculum or series. For each week, map out the essential question, the key content and skills, the activities/resources, and the Common Core Standards that are explicitly addressed. Analyze the map to determine strengths and weaknesses in what is taught and how it is taught. Write a 2 page summary of your analysis, including suggesting for supplementing the curriculum. Create a list of resources to supplement gaps in the program or curriculum. (IRA Standards 2, 3, 4, 5) (MEO 1, 2, 6) 5. Professional Development Resource, Planning, and Demonstration Project – Part I – Professional Development Study Groups - In a small group, research information related to theory and practice for your topic. Create a 10-15 slide powerpoint presentation that: Summarizes the key content and ideas for your topic Includes a minimum of 4 current (2008 or newer) articles and 4 quality websites that supports the information for your topic. Be prepared to post your presentation, and lead a 20-30 minute discussion related to information presented. Reflect on the content, process, and presentation and submit insights in a written report (1-2 pages) to the instructor. (IRA Standards 2, 6) (MEO 1, 2, 7) Part II – Personal Professional Development Plan – Use information from readings and study groups to create a 1-2-year professional development plan that relates directly to student achievement. See project description for specifics. (IRA Standards 2, 5, 6) (MEO 1, 4, 7) Evaluation: Your grade in the course will be based on your class participation and the quality of work throughout the course. When appropriate, scoring rubrics will be used to evaluate your work and final course reflection. Attendance and Participation Field experience paper Curriculum Mapping Professional Development – Part I Formal “Staff Development” Presentation Professional Development – Part II Personal Professional Development Plan 92 – 100 83 – 91 74 – 82 20 15 25 20 20 TOTAL = 100 A B C (It is the policy of the East Stroudsburg University Graduate School that a grade of “D” or “E” carries no degree program credit.) Text: Bean, R. M. (2009). The reading specialist, 2nd edition. NY: Guilford Press. Articles posted on D2L Tentative Weekly Schedule: August 29 Introduction Identifying Programmatic Needs Today’s Students September 5 PDK Survey – Public Perception of Education The role of the reading specialist IRA Standards for Reading Professionals Bean - Chapters 1 and 2 Read article for Standard 1 – Foundational Knowledge September 12 Field Experience Paper due – share findings Establishing Goals and Outcomes – National Guidelines No Child Left Behind/Blueprint for Reform NCTE/IRA Standards for the English Language Arts National Assessment of Educational Progress Reports Common Core Standards Read assigned article on national influences September 19 Establishing Goals and Outcomes – State Guidelines PA System of School Assessments Pennsylvania’s Academic Standards for Reading, Writing, Speaking & Listening PA Literacy Framework School District Assessments Evaluating students and schools Bean Chapter 9 Read assigned article on Standard 3 - Assessment September 26 Planning and Implementing Curriculum and Instruction Curriculum Mapping Direct Instruction Selection of Instructional Materials Bean Chapter 3 Read assigned article on Standard 2 – Curriculum and Instruction October 3 Planning and Implementing Curriculum and Instruction (continued) Bean Chapter 8 Read assigned article for Standard 5 – Literate Environment October 10 Professional Development National and State Certification Professional Literacy Organizations Individual Professional Development Plans Bean Chapter 12 October 17 Planning and Implementing Staff Development Identifying school or district staff development needs Characteristics of effective staff development Options for staff development Evaluation of staff development Bean Chapters 4 and 5 Read assigned article on Standard 6 – Professional Learning and Leadership October 24 Literacy Coaching Bean Chapters 6 and 7 October 31 No class meeting – work on Professional Development Presentation Curriculum Analysis due November 7 Program Support and Extension for Diverse Learners Support for Struggling Readers Working with English Learners Title I Tutoring Programs Response to Intervention/Early Intervention Parent Involvement Read assigned article for Standard 4 - Diversity Bean Chapter 10 November 14 2 Group Presentations and Discussion-Reading Standards for Literature – K-5; 6-12 Individual Professional Development Plans due November 28 2 Group Presentations and Discussion-Reading Standards for Informational Texts – K-5; 6-12 Final Portfolios due December 5 2 Group Presentations and Discussion –Writing Standards–K-5; 6-12 December 12 Course Evaluation Wrap up/Summary REED 526 Development of the School Reading Program Curriculum Analysis 1. Read your district’s Language Arts Curriculum (K-12), your reading series scope and sequence, Common Core Standards, and the Assessment Anchors. Consider the following: What must you teach? What are the common core standards you must address? How can you assess those standards? Are there enough activities and experiences to assist student in meeting those standards? How can you supplement your instruction to include instruction and assessment for all of the standards? 2. Create a chart to map out your reading program for 6-8 weeks. You are attempting to organize what you are required to teach – how you assess that, and how it connects to the Common Core State Standards. This will help you identify strengths and gaps in your reading program. Use the Individual Map Template as your structure – map out standards for Reading – Literature, Reading-Informational Text, and Writing 3. Analyze the data on your curriculum map and write a 1-2 page reflection that discusses strengths and weaknesses of your district’s reading series and/or curriculum. Choose 2-3 standards that are not well represented in the instruction within your reading program. Create a list of experiences, resources, and activities that you can use to supplement instruction and address the anchor. REED 526 Development of the School Reading Program Professional Development Resource, Planning, and Demonstration Project Assignment Sheet The Professional Development Resource, Planning, and Demonstration Project has two components: 1) study group investigations of current literacy topics, which include the development, presentation, and evaluation of collaborative professional development sessions; and 2) development of a personal two year professional development plan. Appropriate dispositions related to reading and the teaching of reading should be displayed throughout this project. Part One: Formal Staff Development Presentation (20 % of grade) 1) Choose one of the Sections from the Common Core Standards. 2) With your partner(s), review a variety of current articles and information related to the selected topic. Use a minimum of five professional and scholarly journal articles, from the past 5 years) as well as several current and reputable websites and other sources, should be used. 3) Create a powerpoint presentation that summarizes the key information from your investigation. Include articles, weblinks, videos, and any other pertinent, helpful information. Create a bibliography of sources utilized in your research. Your presentation should include the research base and practical teaching ideas to support some of the standards. 4) Use a variety of quality resources and technology to collaboratively create and professional development session on your topic. The session will include an interactive powerpoint with research and practical information, and discussion questions. You will lead a 30 minute discussion in a small group. 5) Provide quality feedback as you observe, participate in, and evaluate in each group’s professional development presentations. Part Two: Personal Professional Development Plan (20% of grade) Goal: You will create a 2-year plan for your own professional development, based on the literacy needs of your students. Contemplate goals for your students and your professional development needs and plan a series of learning activities that will help you learn so you can help your students meet those goals. The plan should be based on your professional development goals and feature a variety of types of professional development, including events in which you are a participant and events in which you are the professional development provider. Examples in which you are a participant should include a variety of professional development experiences, including but not limited to: participating in district study groups, participating in school district/Intermediate Unit in-service days, attending local reading council meetings, taking additional literacy courses, attending literacy conferences, and reading articles from professional literacy journals. Examples of you as the provider may include: leading a staff development activity during an in-service day, sharing current books and articles related to literacy topics teaching in-district professional development courses, presenting at local, state, or national conferences, and writing articles for the state reading association or national journals.