Graduate Course Proposal Form Submission Detail - RED6247
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Approved by SCNS
Submission Type: Change
Course Change Information (for course changes only): change title to: Supervision and Coaching in Literacy Change description to: Planning and administering literacy programs and preparation as coaches in reading within STEM area content courses. Intensive work on individual research and projects with a focus of integrating literacy strategies in STEM area content courses Add Objectives 1. Learn coaching techniques for teachers in their development of Phonological Development, Phonics, Vocabulary, Fluency, Comprehension, and integration into STEM area content. (FEAP 1a, 2d, 3h, 5e; CF 1,2, ILA 1,6; FLCS 2, 3, 11) 2. Understand the various roles of the reading professional in school contexts. (FEAP 5d,e; CF 1,2; ILA 1,6; FLCS 2, 3, 11) 3. Learn and practice the underlying principles of staff development within school-based literacy contexts. (FEAP 5a,f; CF 1,2; FRA 6; FLCS 2,3,11) 4. Develop awareness of school-wide literacy initiatives and programs, especially the training in disciplinary literacies of STEM area content. (FEAP 5d,e; CF 2,6; ILA 1,5,6; FLCS 1, 2, 3) 5. Develop awareness of literacy intervention programs, including application of literacy intervention in STEM area content texts. (FEAP 1a,c;2a,b;3f,g;4a,b,c,f;5f; CF 2,5,6; ILA 1,5,6; FLCS 1, 3, 7,8,10) Add Learning Outcomes 1. Learn coaching techniques for teachers and integration into STEM area content in the Inservice Module assignment. (FEAP 1a, 2d, 3h, 5e; CF 1,2, ILA 1,6; FLCS 2, 3, 11) Add Topics Change Theories Case Method in Literacy Education Reading Coaching Reading In-Service Approaches Literacy Textbook Adoption Processes Professional Development in Linguistic and Cultural Diversity Early Literacy Intervention Programs Intervention in Middle School Programs Professional Roles and Currency in Literacy Add Textbook Vogt, M. & Shearer, B. (2011). Reading Specialists and Reading Coaches in the Real World (third edition). Pearson. ISBN: 0-205-34256-6. 2. Understand the various roles of the reading professional in school contexts in the Reading Reactions. (FEAP 5d,e; CF 1,2; ILA 1,6; FLCS 2, 3, 11) 3. Demonstrate knowledge of the underlying principles of staff development within school-based literacy contexts in the Inservice Module assignment. (FEAP 5a,f; CF 1,2; FRA 6; FLCS 2,3,11) 4. Plan for school-wide literacy initiatives and programs, especially the training in disciplinary literacies of STEM area content in the Inservice Module assignment. (FEAP 5d,e; CF 2,6; ILA 1,5,6; FLCS 1, 2, 3) 5. Develop awareness of literacy intervention programs, including application of literacy interventions in STEM area content texts through the Inservice Module assignment. (FEAP 1a,c;2a,b;3f,g;4a,b,c,f;5f; CF 2,5,6; ILA 1,5,6; FLCS 1, 3, 7,8,10)
Comments: Required for MA in Reading Ed. Form filled out wrong. OGS fixed. To GC 5/10. Question on teaching requirements. Emailed 5/16/16. Approved 5/18/16. To USF Sys 5/18/16. to SCNS after 5/25/16. SCNS approved eff 8/1/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5104 2014-10-15 Department College Budget Account Number Teaching and Learning (T&L) ED 0-1714-000 Contact Person Phone James R. King 8139741062 firstname.lastname@example.org
- Course Information
Prefix Number Full Title RED 6247 DISTRICT AND SCHOOL LEVEL SUPERVISION IN LITERACY Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Course Online? Percentage Online O - Online (100% online) 100
DISTRICT AND SCHOOL LEVEL SUPERVISION IN LITERACY FAMILIARIZES STUDENTS WITH ISSUES RELATED TO THE ORGANIZATION AND MONITORING OF ELEMENTARY AND SECONDARY READING PROGRAMS AT THE SCHOOL AND DISTRICT LEVELS, WITH AN EMPHASIS ON THE FORMER.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
Offered at least once yearly, the course is able to meet enrollment targets for the College of Education. Added content from STEM disciplines to align course with Common Core
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctorate in Reading Education or equivalent or related field
- Other Course Information
B. Learning Outcomes
C. Major Topics
E. Course Readings, Online Resources, and Other Purchases
Additional course readings are posted on Canvas
F. Student Expectations/Requirements and Grading Policy
Teaching Case 25%
Learning Logs 25%
Research Paper 25%
Group Inservice Project 25%
G. Assignments, Exams and Tests
Module 1 Read through syllabus for Assignment descriptions, Syllabus configuration. Email me with questions.
Order your book.
Learning Logs (find a partner if you are going to do the reading/response in an interactive format),
Readings: Change Theory Introduction (See course doc. “Change 1” [Fullan])
Change and Staff Development (See course doc. “Change 2” [Guskey])
Change Theory and the Diffusion of Innovations (See course doc. “Change 3” [King])
Stages of Change Readiness (See course doc. Change 4)
Fullan’s New Paradigm of Change (See course doc. Change 5)
View the introductory vodcast about the course (See vodcast tab)
Due: Learning Log 1 on Change Theory readings (See Learning Log description in syllabus)
Module 2 V & S Ch. 1: History and Setting the Stage
See Time Periods in Supervision ( in Course docs.)
Topic Triads for Research Paper. Each person submits a paragraph on their research paper topic and a paragraph on how the Topic Triads went (See Topic Triads on Activity Structures in the syllabus)
Due: Learning Log 2 on Vogt & Shearer Ch 1 (V & S, from now on)
Due: Paragraph on research paper topic, paragraph on topic triad process. (1 Participation Point each, or 2 PP)
Module 3 V & S Ch. 2: Literacy Specialists and Coaches
Case problem and solution example (see course docs. “3 cases on curriculum from Wasserman”; “Case Melinda”, and “Case Who has the right?” All in course docs). You can also use Analyzing Cases (in Course Docs.) as a way to understand what is going on in the cases you read.
Skim this book for the research behind the coaching model http://books.google.com/books?id=MtBj2sJXHGwC&printsec=frontcover&dq=joyce+and+showers&source=bl&ots=uZ0KemOM4t&sig=cRi37jDFEUO7luVks1IL3ZHOMV8&hl=en&ei=pKP_TPjtLsT38AaKqe2HBw&sa=X&oi=book_result&ct=result&resnum=3&ved=0CCoQ6AEwAg#v=onepage&q&f=false
Brainstorming for In-service Module. This is a group project. You can meet in person or on Discussion Board (post or submit report). There is a list of the kinds of topics that have been used in the past. They are not the only ones that are acceptable, just a way to get you thinking in the right areas. Look for “In-Service Module Topics” in the Course Documents tab.
Due: Learning Log 3 on Cases, and V & S Chapter 2.
Due: Each person submits a list of brainstorming ideas from activity (1 Participation Point, 1PP).
Module 4 Conferencing with Me Module
Due: Write-up form for Individual Conference. You can either submit the form electronically (attach to an email) for feedback/approval or talk with me in person in a face to face meeting. If you choose to have a face-to-face conference, email me, and we can schedule this. The conference form is in the Course Documents labeled Individual Conference Form. If you plan a face to face, and you can arrange it with your project groups, try to come for your conferences on the same night. That way your group can have a face-to-face on campus. However, it is not required that you come to campus. In either case get this done when you are working through Module 4.
Read Calfee from course docs. as change theory follow-up, no response required this week.
Due: Submit a first rough draft of a teaching case to the Assignments tab (See assignments section of the syllabus for a description of a teaching case). I will provide you feedback electronically. Due week of February 14. (1 Participation Point, PP)
Module 5 V & S Ch. 3, 4: District-wide literacy, planning and goals
Research Roundtables. Like a repeat of the Topic Triads in Module 2, only this time combine two Triad groups (so, you will have a group of 6 people). See Research Roundtable in the Activity Structures. My expectation is that you will come away with and submit a more focused research problem from your previous topics and receive more focused feedback from the group.
Conference Follow-Up. I will send each group my understanding of its group in-service module plans with comments and questions. One member of the group will make sure to send back responses to my feedback to the other members.
Read Hao from course docs.
Due: Learning Log 4 on Calfee, Hao, V & S chapters 3 and 4
Due: A half page research proposal (from Research Roundtables) (1 PP)
Module 6 V & S Ch. 5: Assessment
Collaborative work on Inservice Module. Get together either online or in person. You need to be finalizing your product.
I have printed out V & S’s Contextualized Assessment Activity if you have reason to use it. (see course docs.)
Read Tovani from Course Documents
Due: Learning Log 5 on V & S Ch 5, Tovani
Due: Revision of Teaching Case due for Blackboard post. Post your Teaching Case in the Discussion Board by February 28.
Due: Respond to 2 other cases in the Discussion Board. (1 PP)
Module 7 V & S Ch. 7 & 10: Textbook adoption, Materials evaluation, ELL
I will be adding to this module
Collaborative work on In-service Module
I want you to enhance your understandings of multicultural approaches to language and literacy. In a group, do a jigsaw (or puzzle) read of the 6 readings in this folder. John Rickford is an African American Linguist that has an interesting view of how dialect works and doesn't work inside of school contexts. In a group, you could divide up the chapters and then, as a group, write one 2-page synthesis if what the combined manuscripts tell you about teaching reading to speakers of a non-standard dialect. Since the page numbers in the different chapters vary, I have included them so that you can make an equitable distribution of effort for group members.
Due: Learning Log 6 on V & S, Ch. 7 & 10
Due: Group summary to Rickford Chapters (1 PP)
Module 8 V & S Ch. 6 Differentiating Instruction
An Example Program: Accelerated Literacy Learning (ALL) and its progeny. This is the statewide early literacy program that Dr. Homan and I invented and supervised for 11 years.
Read: King and Homan; Homan, King & Hogarty; ALL History from course docs
Due: Learning Log 7 on V & S Ch. 6; Vacca; King and Homan; Homan, King and Hogarty; ALL History docs.
Module 9 V & S Ch. 11 Professional Development
Read Vacca (in course docs.)
Post In-service Module this week. I will be providing information on how we will be posting. At this point, it looks like
we will be on the Discussion Board. So that everyone has a chance to get feedback from other class members, we expect each other to post in-service before April 1.
In your group, develop a rubric-based on V & S Chapter 11, and evaluate your In-service Module with it. Submit one bulleted analysis per group.
Due: Rubric–based analysis of your own group in-service project (1 PP)
Due: Learning Log 8 on V & S Ch. 11.
Module 10 V & S Ch. 8: Comprehensive Programs for Elementary Level Literacy
Reading Recovery and Regulated Schooling. I will be writing a short introduction to the demise of child centered early literacy intervention and will present an activity related to it.
Respond to the following prompt: “Given what we know about family literacy, is there a new form of intervention that reading professionals should pursue?” I will start a discussion strand on this topic on Blackboard. Each of you should add to the strand. If you want to work in smaller groups on this discussion, fine. Each of you is required to respond to two other posts on this strand.
Due: Learning Log 9 on V & S Ch. 8;
Due: discussion posting on your views of family based literacy interventions (1 PP)
Module 11 V & S Ch. 9 Comprehensive Programs for Middle and Secondary Schools
Michael Ford has published some interesting training materials on advocacy for particular kinds of literacy. He comes from a resistant stance, particularly toward federal government interventions in literacy (NCLB). The approach of advocacy can be used in any initiative. In the Advocacy in Literacy folder (course docs.) there are four different presentations with background readings, talking points for slides, and the overhead slides. These approaches might come in handy when you need to talk about your position to those who share different beliefs about literacy. In a group, review the four presentations, and suggest a use for each one, or tell why you would not use a particular presentation. Try for less than a page report for your group.
Learning Log 10: V& S Ch. 9, Ford Presentations
Due: Group reactions to Ford Presentations (1PP)
Module 12 Ch. 12: How do you stay current and a Literacy Specialist?
Submitting your work to professional outlets. I will start a discussion post on publication of your work as professional educators in the Discussion Board. You can report what you have done, what you want to do, and/or ask questions. I will look to see that you have at least one entry in the discussion, and one response to another student’s discussion. Remember, this course is to train you as a reading specialist. One aspect is to share information about literacy.
Prepare a short Book Review (1 page) of your current favorite professional book(s). Post your book review in the Discussion Board section for Book Reviews. That way we can all read it and give you feedback. To make your review more user friendly, make some recommendations on how we reading specialists might use the book.
In-service Module Trials. You will need to review at least two in-service modules and provide the authors with feedback. The In-service Module Feedback Form is located in the course documents section of Blackboard. Complete one for each module you trial. Send a copy to the authors and one to me for each module you review. We will need to keep a tally of which modules have been evaluated by you so that all modules get a trial. I will email you with information on access.
Due: Learning Log 11 on V & S Ch. 12;
Due: Book review (see syllabus) (1PP)
Due: Discussion post on your writing (1 PP)
Due: 2 In-service Module Feedback Forms posted to Discussion Board (2 PP)
Module 13 Course wrap up and posters
We can meet on campus for the final class, if anyone cares to do so. It would be during the week of April 25. Any meeting would be at 5:00 pm. I can arrange for a room where we can listen to each others’ Research Paper Presentations Poster Sessions (Poster sessions are described in the Activity Structures in this syllabus). I will query your interests in doing this on campus meeting when we get closer to the date. Meeting on campus for the poster session is not required, but it might be fun to end with potluck and a poster session. Another alternative is an electronic posting of your poster presentations of you research paper project. Details as we get closer to the date.
Submit any remaining assignments.
Due: Course Evaluations. This is to be completed on line. Email me to let me know you have completed (1 PP). In no way will know anything other than that you have completed it.
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Students are expected to make up missing work the week they are able to attend class again. Special circumstances can be negotiated on an individual basis.
J. Program This Course Supports
MA in Reading Educaiton
- Course Concurrence Information