| Course Number: | EDU 5620 C03 (Graduate) |
| Instructor: | David Wells |
| Location: | In-person + online/independent format. In-person meeting on July 8 in Berlin, VT |
| Dates and Times: | July 8 - August 17, 2019. In-person session from 8:30-2:30 on July 8 with the remainder of the course in an online environment. |
| Credits: | 3 graduate credits |
| Tuition: | $975 |
Note: Course payment or purchase order of $975, payable to Castleton University, is due at the time of registration. A purchase order number can be entered into the online registration form. Please mail the check to: Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05753. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.
Effective literacy instruction is the foundation of student achievement. School leadership plays a pivotal role in aligning effective instruction. Participants in this course will increase their expertise in literacy instruction and will learn how to guide and support effective literacy instruction in their schools. Participants will leave this course with a concrete set of goals to improve literacy instruction in their own schools.
Audience: K-8 Administrators, Curriculum Coordinators, Literacy Interventionists, and Teacher Leaders
Present a framework for effective literacy instruction in grades K-8
Course Objectives:
Participants in this course will demonstrate their ability to do the following:
Assignments:
Workshop: Goodby Dick & Jane: An overview of literacy best practices
Week Two: The administrator’s role in leading effective literacy instruction
Readings:
Calkins, chapters 1, 2 & 3
Forum Discussion: Describe the key building blocks for effective literacy instruction in your school.
Week Three: Professional Development: Getting everyone on the same page
Readings: Calkins, chapters 4-8
Written Reflection: Growing your knowledge of effective literacy instruction
Forum Discussion: Describe your professional development plan
Week Four: Measuring Your Progress
Readings: Calkins chapters 10, 15, & 16
Written Reflection: Changes you will bring to your school’s data team
Forum Discussion: Watching a Reader: Feedback on Assessment
Week Five: Supervising & Evaluating an Effective Literacy Classroom
Readings: Selected videos from the following website:
https://readingandwritingproject.org/resources/danielson-framework-for-teaching
Danielson, Framework for Teaching
Forum Discussion: Feedback on selected literacy classroom observations
Week Six: Overcoming obstacles while reaching literacy goals
Readings:
Calkins, chapters 13, 14, 17, 18
Written reflection: Goal Statement
Forum: What obstacles to you anticipate
Final Project:
Administrative Goal Statement: Develop a data driven goal statement outlining concrete steps taken to improve literacy instruction in your school.
Evaluation:
It is expected that participants will be highly engaged in each classroom forum discussion. Forum discussions will demonstrate the participants’ understanding of new information learned in each week. Weekly Written Reflections will demonstrate the participant’s ability to apply course concepts to their own instruction. The completion of the final project will demonstrate the participant’s ability take concrete steps to improve literacy instruction in his or her school.
Required texts are not included in the course tuition.
Calkins, 2019. Leading Well
Calkins & Danielson, 2014. The Intersection of Danielson’s Framework for Teaching and Best Literacy Practice (web resource)
Danielson, 2013. Framework for Teaching Evaluation
David Wells
(802) 661-4049
Bethany Sprague
(802) 468-1325