Utah State Office of Education

Reading Specialist Endorsement Course Framework

Supervision and Staff Development in Reading Instruction

Syllabus Framework

Course Instructor:

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Course Description

This course is designed to increase understanding of the administration and supervision of school literacy programs. Major topics will include: professional development, school/community relations, mentoring partnerships, student diversity, curriculum evaluation and development, and assessment.

NBPTS Standards

The National Board for Professional Teaching Standards seeks to identify and recognize teachers who effectively enhance student learning and demonstrate the high level of knowledge, skills, and dispositions and commitments reflected in the following five core propositions:

Proposition #1: Teachers are committed to students and their learning.

Proposition #2: Teachers know the subjects they teach and how to teach those subjects to students.

Proposition #3: Teachers are responsible for managing student learning.

Proposition #4: Teachers think systematically about their practice and learn from experience.

Proposition #5: Teachers are members of learning communities.

International Reading Association/NCATE Competencies

Having completed the work for the basic reading endorsement, the teacher will be able to integrate their comprehensive knowledge and beliefs about reading and their comprehensive knowledge of instruction and assessment, listed in IRA Standards 1 through 4, into the organization of a reading program based on the competencies listed in the subsequent organizing and enhancing a reading program section.

DRAFTSTANDARDS FOR READING PROFESSIONALS, REVISED 2003

International Reading Association

Standard 1. Foundational Knowledge and Dispositions

Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, the candidate demonstrates:

1.1 Knowledge of psychological, sociological, linguistic, and anthropological foundations of reading and

writing processes and instruction.

1.2 Knowledge of reading research and histories of reading.

1.2 Knowledge of language development and reading acquisition and the variations related to culture and

linguistic diversity.

1.3 Knowledge of the major components of reading (phonemic awareness, word identification and phonics,

vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how

they are integrated in fluent reading.

1.5 Display dispositions related to reading and the teaching of reading.

Standard 2. Instructional Strategies and Curriculum Materials

Candidates have knowledge of a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, the candidate demonstrates ability to:

2.1 Use key instructional grouping options (individual, small-group, whole-class, computer-based).

2.2 Use a wide range of instructional practices, including technology-based practices that promote reading

and/or writing across the curriculum.

2.3 Use a wide range of curriculum materials in effective reading instruction for learners at various stages of

reading and writing development and from different cultural and linguistic backgrounds.

2.4 Plan and use appropriate practices, including technology-based practices in effective reading instruction

for learners at various stages of reading and writing development and from different cultural and linguistic

background.

Standard 3. Assessment, Diagnosis, and Evaluation

Candidates use a variety of assessment tools and practices to plan effective instruction. As a result, they are able to demonstrate the ability to:

3.1 Use a wide range of assessment tools and practices that range from individual and standardized group

tests to informal, individual, and group classroom assessment strategies and also include technology-

based assessment tools.

3.2 Place students along a developmental continuum and identify students= proficiencies and difficulties.

3.3 Use assessment information to plan and revise effective instruction for all students.

3.4 Effectively communicate results of assessments to specific individuals, (students, parents, caregivers,

colleagues, administrators, policymakers, policy officials, community, etc.).

Standard 4. Creating a Literate Environment

Candidates integrate knowledge and dispositions of instructional practices, curricular materials, assessment and evaluation to create a literate environment that fosters both reading and writing. As a result the candidate demonstrates ability to:

4.1 Use students= interests and backgrounds as foundations for the reading and writing program.

4.2 Use a large supply of books, technology-based information, and non-print materials representing

multiple levels, broad interests, cultures and linguistic backgrounds.

4.3 Model reading and writing enthusiastically as valued life-long activities.

4.4 Motivate learners to be life-long readers. Support student=s choice of reading materials.

Standard 5. Professional Development

Candidates view professional development as a career-long effort and responsibility. As a result the candidate demonstrates ability to:

5.1 Continue to pursue the development of professional knowledge and dispositions.

5.2 Work with colleagues to observe, evaluate, and provide feedback on each other=s practice.

5.3 Participate in, initiate, implement, and evaluate professional development programs.

Course Objectives: Students completing this course will be able to (NBPTS propositions & IRA/NCATE standards in parentheses):

After completing this course, you will be able to:

Work together with other teachers and school administrators to improve literacy instruction on grade-level, school-wide, and district-wide bases in accordance with established professional standards and guidelines. This will include:

$ Evaluate the quality of a variety of commercial literacy instruction programs and materials, and make recommendations to school and district personnel. (NBPTS Proposition/s 1, 2, 3, 5; IRA standards 5.1, 5.3)

$ Organize an effective staff development plan for a school or district. This will include needs assessment, plan speakers and presentations, follow through with implementation, providing feedback, and evaluating effectiveness. (NBPTS Proposition/s 4, 5; IRA standards 5.2, 5.3)

$ Work together with teachers and administrators to develop a vibrant parent and community support program to enhance student reading and writing achievement. (NBPTS Proposition/s 1, 5; IRA standards 5.1, 5.2, 5.3)

$ Identify potential funding sources and write successful grants to support literacy instruction enhancements. (NBPTS Proposition/s 1, 4, 5; IRA standard/s 5.1, 5.2, 5.3)

Encourage teachers and administrators to engage in on-going professional development activities to maintain enthusiasm for and knowledge of reading and writing instruction improvements. (NBPTS Proposition/s 1, 2, 4, 5; IRA standards 5.1, 5.3)

Course Content

Review of theory and research on literacy programs (Reading Recovery, Benchmark Schools, Distar Reading Mastery, Success for All, basal reading programs, literature-based reading programs, phonics, and skills-based programs).

Curriculum development

$ the role of the Utah Core Curriculum

$ unique characteristics of primary literacy programs across grade levels

$ design and evaluation of curriculum materials

$ standards-based literacy instruction

Review of research on professional development, including school/university partnerships, school/community partnerships, tutoring programs

Coordination/collaboration with various school programs (Title I, ESL, specially funded programs, etc.)

Assessment

$ Ongoing, formal/informal, reflective, diagnostic

Course Texts/Readings:

Lyons, Carol A., & Pinnell, Gay Su (2001). Systems for Change in Literacy Education: A Guide to Professional Development. Portsmouth, NH: Heinemann

Teachers as Researchers by Dr. Verlinda Angell at http:://www.suu.edu/faculty/angel/Comp

Requirements:

Possible Assignments/Exams:

Complete assigned readings and be prepared to discuss in class

Find a current journal article or book chapter on the ethics of school/classroom supervision and write a maximum 2 page paper on its implications to your future as a reading specialist. Be prepared to summarize the information for the class.

Examine one or more commercial instructional products (basal program, phonics kit, computer program) and write a review of the program's strengths and weaknesses. Prepare a recommendation of the program for your colleagues.

Select an area of literacy instruction that would benefit the teachers in your school. Develop a staff development plan including needs assessment, speakers, schedule of presentations, implementation plan, and an in-service evaluation plan. Begin to implement the plan.

Review the research on an area of supervision such as peer coaching or reflective mentoring. Develop a paper describing what the research suggests about effective supervision practices. Don't forget to deal with the ethics of the practice within the paper.

Become involved with a local, state, regional, national, or international association or professional organization concerned with literacy. Prepare a new presentation or use the paper written in the previous assignment and prepare a proposal to present it at a conference or meeting of the organization OR submit an article to a publication of one of these organizations for publishing.

Final project or exam (chosen in a conference with the instructor)demonstrating a sound pedagogical background for developing, evaluating, and implementing sound literacy instruction based on current research and best practices. This could be a write-up of the implementation of the plan developed above.

NOTE: Specific information regarding your personal grading philosophy, including attendance policy.

REASONABLE ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: Use your school=s statement.

ETHICS STATEMENT: Use your school=s statement regarding use of copyrighted and other=s material.

Tentative Schedule: Create the schedule best suited to your students and teaching situation.

Resources/bibliography

November issue of Educational Leadership.

Theories & Practices in Supervision & Curriculum. Journal published by the UASCD, May 2002, Volume XIII.

Allington, R. L. & Cunningham, P. M. (1995). Schools that work: Where all children read and write. New York: Longman.

Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development. Educational Leadership, 53, 4-10.

Harwayne, S. (2000). Lifetime guarantees: Toward ambitious literacy teaching. Portsmouth, N.H.: Heinemann.

Harwayne, S. (1999). Going public: Priorities and practices at the Manhatten New School. Portsmouth, N.H. Heinemann.

Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quarterly, 31, 268 289.

Learning First Alliance (2000). Every Child Reading: A Professional Development Guide.

Morrow, L. M. & Walker, B. J. (1997). The reading team: A handbook for volunteer tutors k-3. Newark, DE: International Reading Association.

National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Report available on-line at: http://www.nichd.nih.gov/publications/nrppubskey.cfm

North Central Regional Educational Laboratory (2000). Professional Development: Learning from the Best. Oak Brook, IL: NCREL.

Osguthorpe, R. T., & Patterson, R. S. (1998) Balancing tensions of change: Eight keys to collaborative educational renewal. Thousand Oaks, CA: Corwin Press.

Pinnell, G.S. & Fountas, I.C. (1997). Help America read. Portsmouth, N.H.: Heinemann.

Pinnell, G.S. & Fountas, I.C. (1997). Coordinator's guide to help America read. Portsmouth, N.H.: Heinemann.

Robb, L. (2000). Redefining Staff Development: A Collaborative Model for Teachers and Administrators. Portsmouth, NH: Heinemann.

Roller, C. M. (1998). So, what's a tutor to do? Newark, DE: International Reading Association.

Shanahan, T. (1998). On the effectiveness and limitations of tutoring in reading. Review of Research in Education, 23, 217-224.

Sparks, D., & Hirsch, S. (1997). A New Vision for Staff Development. Oxford, OH: National Staff Development Council.

Taylor, B. M., & Pearson, P. D. (2002). Teaching Reading. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Vogt, M. E., & Shearer, B. A. (2003). Reading specialists in the real world. Boston, MA: Allyn and Bacon.

Wasik, B. A. & Slavin, R. E. (1993). Preventing early reading failure with one-on-one tutoring: A review of five programs. Reading Research Quarterly, 28, 179-200.

Online Resources

Utah State Department of Education [http://www.usoe.k12.ut.us]

I Am Your Child [http://www.iamyourchild.org/]

CIERA [http://roschach.educ.msu/ciera/projects.htm]

America Reads [http://www.ed.gov/inits/americareqds/legover.html]