Mar 29, 2024  
2017-2018 SGPP Catalog and Handbook 
    
2017-2018 SGPP Catalog and Handbook [ARCHIVED CATALOG]

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EDRD611 Leadership Practicum in Literacy Education (3 cr.)

Prerequisite(s): EDRD606  
This course features the use of school and or district achievement data to design a practicum in an educational setting.  The practicum addresses the areas of data and goal setting, barriers to student achievement, assessment planning and evaluation, dissemination of research, and professional development of staff relating to instructional best practices.

Upon completion of this course, students are expected to be able to do the following:

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(1) promote a school or district wide philosophy of literacy instruction supported by theory and research.
(3) apply knowledge of research to address identified needs related to reading at the school and district level.
(4) disseminate information, with supporting dialogue and coaching, on the developmental progress of oral language and its relationship to reading.
(5) Synthesize and disseminate the research about the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are related to instructional practices and materials in the classroom, school and district.
(6) Support school or district-wide implementation of differentiated reading instruction that supports learners as they progress across the developmental continuum.
(7) Coach teachers as they identify, monitor, and respond to student progress in relation to developmental benchmarks and with attention to variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers.

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) provide support and coaching for teachers as they implement literacy frameworks that promote instruction which is appropriate to varying developmental levels, proficiency and linguistic backgrounds.
(4) support and coach teachers in the design of effective reading lessons using various instructional practices, approaches, methods and materials in text and multimedia formats that promote the development of the major components of reading within the reading classroom and across the content areas.
(7)model lessons highlighting the structures of texts, print and electronic, the challenges presented by these materials, and support teachers as they use this knowledge in lesson design.

RLC. A reading leader must use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the relationship of school, district, state, and national literacy initiatives and their accountability requirements.
(2) provide leadership and guidance in the development of effective school assessment plans.
(5) use multiple measures of data for the purpose of progress monitoring, program evaluation, and instructional effectiveness.
(6) provide leadership and guidance in the evaluation of school and district wide programs.
(10) provide leadership in data-driven, shared decision-making processes on the type and intensity of intervention models.
(11) know how to locate and employ necessary resources for high-quality instructional support.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(2) create a school wide literacy-rich physical environment appropriate for students who represent multiple levels, broad interests, and cultural and linguistic backgrounds.
(4) promote a school or district-wide philosophy of literacy that integrates technology to create and maintain a reading environment that includes conventional and new literacies.
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.
(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural or linguistic backgrounds.
(9) create a strong advocacy for home-school connections.

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(3) work with colleagues to provide feedback on instructional practice through coaching and feedback sessions.
(4) provide leadership in developing and maintaining learning communities.
 



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