Jun 07, 2023  
2020-2021 SGPP Catalog and Handbook 
2020-2021 SGPP Catalog and Handbook [ARCHIVED CATALOG]

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EDRD606 Development and Supervision of K-12 Reading Programs (2 cr.)

Prerequisite(s): EDRD605  
This course focuses on the skills needed to design and supervise K-12 reading programs, including selection of curriculum, assessment procedures, instructional materials, and budget development. Interpretation of district results on state-mandated reading tests and development of a district plan are featured. This course also includes coaching strategies for collaboration with classroom and content area teachers.

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

C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

(1) use students’ interests, reading abilities, and backgrounds as foundations for the reading program and provide authentic reasons to read and write;

(2) select appropriate tools for specific situations that includes assessment for diagnosis and progress monitoring;

(3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, class, cohort, and school; 5) use assessment data to develop interventions that address specific student needs;

(5) use assessment data to develop interventions that address specific student needs; and

(7) communicate results of assessments to students, parents, caregivers, colleagues, and administrators.

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

(2) support students and colleagues in the selection of materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds;

(3) develop and implement classroom and schoolwide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;

(4) integrate technology into reading instruction to create and maintain an environment that includes conventional and new literacies and ensures equity of access to technology

(5) 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; and

(9) understand the importance of and facilitate home school connections.

E. A teacher of reading must view professional development as a career-long effort and responsibility including:

(1) serve as a role model and display positive attitudes toward literacy in the district/building by engaging in reading and writing practices;

(2) promote and facilitate ongoing self-reflection related to teaching and student learning;

(3) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues;

(4) apply aspects of coaching feedback to instructional practice;

(5) actively seek opportunities to participate in learning communities and professional organizations;

(6) collaborate with and provide guidance for colleagues who seek classroom instruction support in reading;

(7) engage in, initiate, implement, and evaluate professional development programs; and

(8) understand current state and federal legislation as it relates to reading.



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