COURSE OUTLINE/SYLLABUS
UNIVERSITY OF ARKANSAS AT LITTLE ROCK
College of Education
Department of Teacher Education
1. Course Prefix and Number
READ 8302II. Course Title
Programs
Professional Experiences in LiteracyIII. Credit
3 hoursIV. Semester and Year
SpringV. Instructor
Linda DornVI. Office Location
Room 311VII. Office Hours
By appointmentVIII. Telephone & Email
501-569-3479; ljdorn@ualr.eduIX. Course Description
This course focuses on practical experiences with a literacy program in a school.
Requires a portfolio of field experiences that demonstrates competency as a literacy
coach, including conducting professional development and coaching teachers.
Prerequisite: READ 8301 Supervision and Organization of Literacy Programs or consent
of instructor.
Conceptual Framework of the College of Education
The conceptual frameworks are: “Leaders in Learning demonstrate Communication,
Specialized Expertise, Professional Development and a strong commitment to Diversity
in competency, disposition and behavior.”
Arkansas Department of Education Standards
The Educational Specialist program in Elementary Education in Reading is aligned with
the Arkansas Department of Education standards to prepare candidates as reading
professionals. The five standards emphasize (1) understanding central concepts, tools,
and structures of the reading process, (2) designing curriculum to meet student needs,
content, and course objectives, (3) planning instruction based on human growth,
development, theory, and student needs, (4) exhibiting human relations skills that support
the development of human potential, and (5) working collaboratively with colleagues,
parents, and community to support students' learning and well being.
International Reading Association Program Standards
A degree in Reading Education is designed to prepare candidates for specialized roles
that reflect differences in responsibilities and in levels and types of students taught.
Appropriately prepared reading professionals must give evidence of proficiency in five
standards.
Standard 1
processes and instruction.
. Candidates must have knowledge of the foundations of reading and writingStandard 2:
methods, and curriculum materials to support reading and writing instruction.
Candidates use a wide range of instructional practices, approaches,Standard 3:
evaluate effective reading instruction.
Candidates use a variety of assessment tools and practices to plan andStandard 4:
integrating foundational knowledge, use of instructional practices, approaches and
methods, curriculum materials, and the appropriate use of assessments.
Candidates create a literate environment that fosters reading and writing byStandard 5:
responsibility.
Candidates view professional development as a career-long effort andX. Course Objectives
Upon completion of this course, the candidate will:
Standard 2: Instructional Strategies and Curriculum Materials
1. Support and coach teachers to use a wide range of instructional materials to meet
the needs of diverse learners. Provide teachers with opportunities to select, to
provide evidence-based rationales for their selections, and to use and practice a
wide range of instructional practices. (C, PD, ADE 4, 5, IRA 2.3)
Standard 3: Assessment, Diagnosis, and Evaluation
2. Support and coach teachers to use assessments to plan and revise effective
instruction for all students within an assessment instruction cycle. Acknowledge
and understand the research supporting different perspectives regarding
assessment and instruction. (C, PD, ADE 5, IRA 3.3).
Standard 4: Creating a Literate Environment
3. Support and coach teachers in gathering relevant information in relation to
creating a literate environment. (C, PD, ADE 4, IRA 4.1).
4. Model and coach teachers in the uses of reading and writing for real purposes in
daily life. Demonstrate the process of think-aloud. Model how to read aloud
enthusiastically and fluently. (C, PD, ADE 4, 5, IRA 4.3).
Standard 5: Professional Development
4. Reflect on practice to improve instruction and other services to students, including
using multiple indicators to judge professional growth. (PD, ADE 4, 5, IRA 5.3).
XI. Methods/Instructional Strategies, Including Texts, Readings, and
Instructional Resources
Required Texts
Farrell, T. S. (2004).
.Reflective practice in action: 80 reflective breaks for busy teachers.Thousand Oaks, CA: Corwin Press.
Kise, J. A. (2006).
Differentiated coaching: A framework for helping teachers change.Thousand Oaks, CA: Corwin Press.
York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2005).
improve schools: An action guide for educators
Corwin Press.
Supplemental Texts (
8302).
Reflective practice to(2nd ed.). Thousand Oaks, CA:Texts were used in READ 8301 and are carried over to READGlickman, C. (2002).
Supervision and Curriculum Development.
Lyons, C. & Pinnell, G. (2001).
NH: Heinemann.
Schmoker, M. (2006)
teaching and learning.
Curriculum.
Leadership for literacy. Alexandra, VA: Association forSystems for change in literacy education. Portsmouth,Results now: How we can achieve unprecedented improvements inAlexandra, VA: Association for Supervision andXII. Assignments, Evaluation Procedures, and Grading Policies
Prepare a Professional Portfolio of Reflective Experiences. Complete all assignments for
the appropriate sections. Write a reflective analysis of your work on the Professional
Portfolio. Establish a Cohort Group for working on your assignments through cluster
visits or Internet groups (NING, PBWorks, Blackboard, ARLiteracy Boaard, etc). Some
assignments can be completed as group projects (as described in the section guidelines).
1.
(e.g., PBWorks, Ning, Blackboard, Arliteracy discussion board) to discuss your
professional readings. Include the meeting schedule and topics in this section of
your portfolio. In Section 1 of your portfolio, reflect on your professional
readings. Your reflections should be a synthesis of your learning during the study
sessions, also how you are applying your professional knowledge to the field and
to the following assignments.
leadership role in facilitating the online study discussions with the building
coaches. Your reflections should focus on the productivity of the online study
sessions, as well as your own learning from leading these sessions.
2.
Action
teaching portfolio (an intervention portfolio can serve this purpose). Create and
implement a plan for helping teachers to understand, value, and implement the
reflective practice. Write a reflective paper (3 pages minimum, double-spaced) for
describing and analyzing the experience.
collaborate with the building coaches to support them in implementing reflective
activities at the school level, and present a reflective summary of these activities
from a district level.
3.
and post-conferences) with a teacher (e.g., a student teacher, a paraprofessional, a
teaching colleague). Use
language prompts (particularly Chapters 11 and 12)
Section I: Identify your cohort and create a schedule for an online study groupIf you are a district coach, you should take a(20 points)Section 2: Select one reflective activity from Farrell’s Reflective Practice in(p. 40): group discussion, journal writing, classroom observations, andIf you are a district coach, you should(10 points)Section 3: Plan and conduct a minimum of 2 coaching cycles (pre-, observation,Systems for Change as a reference guide to analyze yourand Differentiated Coachingas a resource for planning your coaching. Write a reflective paper (4 pages
minimum, double-spaced) on the effectiveness of your coaching language for
scaffolding the teacher’s learning for teaching diverse learners. In addition to the
paper, include supporting artifacts (e.g., transcriptions, student work, planning
documents, lesson forms, etc) that document your reflective paper. (20 points)
If you are a district coach, you should work with building coaches in
implementing coaching cycles, and present a reflective summary of these
activities from a district level.
4.
group of educators (teachers, administrators). The book study can take place
during or after school, and it can span several meetings. One study group should
focus on a professional text, and one study group should focus on a literary text,
which could be a children’s text or an adult fiction. Create a plan for each study
group, and write a short reflection paper on each book study (4 pages minimum,
double-spaced). Also, include supporting artifacts (e.g., planning documents,
notes, etc). (20 points)
5.
using the reflective protocol for the collaborative examination of students’ writing
at three levels of ability (basic, proficient, advanced) as described in
Practice to Improve Schools
minimum, double-spaced) on the effectiveness of the protocol for supporting
teachers’ reflective practice.
building coaches in implementing coaching cycles and present a reflective
summary of these activities from a district level.
6.
a well-organized electronic reflective portfolio and submit to Chalk and Wire.
Write a self-reflective paper (minimum of 3 pages, double-spaced) that
documents your professional growth and your personal assessment of the
supporting artifacts. (10 points)
Evaluation Procedures
The candidate will be evaluated on the ability to apply specialized knowledge to
professional projects in literacy. A course rubric will be used to assign points to class
projects according to four levels of competency. The rubric is posted on Chalk and Wire
and will be introduced to the candidate at the beginning of the semester.
Course Grades
Course grades will be determined by adding points from all assignments and converting
to a letter grade based on the following scale.
A = 90 – 100 points
B = 80- 89.9 points
C = 70 - 79.9 points
D = 60 - 69.9 points
F = less than 60 points
Section 4: Plan and conduct a minimum of 2 book study sessions with a smallSection 5: Plan and conduct a minimum of 2 literacy team meetings with teachersReflective(p. 185). Write a short reflection paper (4 pagesIf you are a district coach, you should work with(20 points)Overall Portfolio Organization and Self-Reflections: Compile all assignments intoXIII. Class/University Policies
Class Attendance
The course uses a blended format, including class attendance and independent and cohort
work. If you have to miss a class due to weather in your area, illness, or family
emergencies, please notify your instructor before class begins. You are responsible for all
content presented in class regardless of your absence.
University Policy for Inclement Weather
You can find out the status of the university closings on the UALR website or by
watching televised listings on the local news.
XIV. Class Schedule/Topical Outline
See assignment grid for details. The following is a general outline of topics:
Reflective Practice for Continuous Learning
Fundamentals for Reflective Practice
Individual Reflective Practice
Reflective Practice with Partners
Reflective Practice in Small Groups and Teams
School-Wide Reflective Practice
Learning and Leading in the Professional Community
Teaching Content and Problem-Solving Skills
Teacher Leadership in Today’s Schools
Learning to Lead in Communities of Practice
Commitment to Changing Contexts at All Levels
Deep Commitment to Short Term and Long Term Goals
Assessment for Learning
Curriculum for Learning
XV. Bibliography
Armbruster, B., & Osborn. J. H. (2002).
Understanding the IRA standards
Brown, J., & Moffett, C. A. (1999).
schools and improve learning.
Curriculum Development.
Erickson, L. (1995).
agents.
Fountas, I. C., & Pinnell, G. S. (1998).
in guided reading K-3.
Fountas, I. C., & Pinnell, G. S. (2000).
Teaching comprehension, genre, and content literacy.
Heinemann.
Fullan, M. (2005).
Oaks, CA: Corwin Press.
Lattimer, H. (2003).
Liberman, A. & Miller, L. (2004).
Lyons, C., & Pinnell, G. S. (2001).
professional development.
McCain, T. (2005).
Reading instruction and assessment:. Boston, MA: Allyn & Bacon.The hero’s journey: How educators can transformAlexandria, VA: Association for Supervision andSupervision of literacy programs: Teachers as grass-roots changeBoston, MA: Allyn & Bacon.Matching books to readers: Using leveled booksPortsmouth, NH: Heinemann.Guiding readers and writers grades 3-6:Portsmouth, NH:Leadership and sustainability: System thinkers in action. ThousandRethinking through genre. Portland, ME: Stenhouse.Teacher leadership. San Francisco, CA: Jossey-Bass.Systems for change in literacy education: A guide toPortsmouth, NH: Heinemann.Teaching for tomorrow: Teaching content and problem-solving skills.Thousands Oaks, CA: Corwin Press.
New Standards Primary Committee. (1999).
Primary literacy standards for kindergarten through third grade.
DC: National Center on Education and the Economy and the University of
Pittsburgh.
Professional Standards and Ethics Committee of the International Reading Association.
(2003).
Standards for reading professionals.
Association.
Wiggins, G. & McTighe, J. (2005).
Association for Supervision and Curriculum Development.
Reading and writing grade by grade:Washington,A reference for the preparation of educators in the United States:Newark, DE: International ReadingUnderstanding by design. Alexandra, VA:XVI. Students with Disabilities
It is the policy of the University of Arkansas at Little Rock to create inclusive
learning environments. If there are aspects of the instruction or design of this
course that result in barriers to your inclusion or to accurate assessment of
achievement–such as time-limited exams, inaccessible web content, or the use of
non-captioned videos–please notify the instructor as soon as possible. Students
are also welcome to contact the Disability Resource Center, telephone 501-569-
3143 (v/tty). For more information, visit the DRC website at
http://ualr.edu/disability/.
