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.