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2. 1. 3. 4. 5. 6. Pillars of Effective Practice Content Knowledge Knowledge of the Learner Pedagogy/ Instruction Assessment and Responsive Practice Management of Classrooms and Individuals Personal and Professional Growth and Development. College of Education Norms I take 100% responsibility. I seek equity of voice. I am willing to talk about sensitive issues. I listen for understanding. I appreciate the strengths and contributions of others.I bring positive energy and encouragement to the team.I commit to the mission of the college.*I am a professional and my actions reflect that role. READNG 8551 Section 501 Fall 2008 Course: READNG 8551 Department: Instruction and Curriculum Leadership Course Title: Directed Readings in Reading Education:MCLA Principal s Fellowship Hours: 3 Level: Graduate Core/Required: No Offered: During Memphis Content Literacy Striving Readers Grant cycle 2006-2011 Format: Lecture and discussion Professor: Dr Kathleen Cooter Methods of Instruction: CREDE principles will serve as the primary pedagogical platform interspersed with lectures, guest speakers and technology when appropriate. The CREDE principles are: I. Joint Productive Activity: Facilitate learning and development through joint productive activity among leaders and participants. II. Language Development: Promote learners expertise in professional relevant discourse. III. Making Meaning: Contextualize teaching, learning, and joint productive activity in the experience and skills of participants. IV. Cognitive Challenge: Challenge participants toward more complex solutions in addressing problems. V. Instructional Conversation: Engage participants in dialogue, especially the instructional conversation. Catalog Description: 8551. Directed Readings in Reading Education. (1-3). Individually directed readings culminating in synthesis of ideas. May be repeated with change in topic for 9 credits. PREREQUISITE: Permission of instructor. Nature of Students to be served: Graduate; principals and school leaders engaged in MCLA Striving Readers grant Prerequisites: Admission to graduate study Suggested Texts:Marzano, R.J., & Pickering, D.J. (2005). Building academic vocabulary: Teacher s Manual. Alexandria, VA: Association for Supervision and Curriculum Development. Support of Conceptual Framework: This course supports diversity and leadership through study of literacy education in educational decision-making at the individual, classroom, state and federal levels focusing on children in middle school urban settings. It studies the cultural milieu of children, their families and the schools as part of a collaborative effort to maximize educational opportunities for all learners. Dispositions: The National Council for the Accreditation of College of Education define dispositionsas: Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. The university policy with which you should familiarize yourself is at http://coe.memphis.edu/teacher-education.htm on the program menu Dispositions and Retention. Nature and Number of Evaluations and Other Major Requirements: 1. In-class assignments (5) 2. Clinical applications and analysis - Ongoing 3. Simulations - Periodically Pertinent Policy and Procedures Attendance Policy: Attendance is mandatory and class attendance and participation (e.g., discussions, activities, and assignments) is expected. Two unexcused absences can result in a decrease of two letter grades and so on. The professor will designate how many points will be deducted from the final grade for each absence. The attendance for this class is reported to researchers as required by the grant sponsor, the Department of Education. Students are accountable for content, assignments, and announcements made during class and should make arrangements (e.g., with a classmate) to get the information whenever absent. The professor will make all attempts to contact the student about materials and topics if absence is unavoidable. The responsibility for class attendance and participation is considered an important element of the student's development and training. Class attendance and participation in class activities cannot be duplicated in any other fashion. Moreover, absence negatively affects the colleagues with whom a student(s) works, interacts, and learns. In this regard, both class attendance and participation are critical for the successful completion of this course. Tardy Policy: Unless there is an understandable weather, school or health related reason, each tardy to class not being physically present at the start of class- is one percentage point taken off of the final cumulative Late grade Work: Unless there is a verifiable and legitimate excuse, class assignments are not accepted after published due date. The legitimacy of the excuse is solely the judgment of the professor. There is no make up work allowed nor is extra credit available. Failing Students: Students who are failing will be notified by email or personally about their grade in the seventh week of class in the long semesters or midterm in any semester. The professor will be available to meet with the student to devise an individual academic plan at the request of the student. Grading: 100-93 = A; 85-92 = B; 75-84 = C; 70-74= D; <70= F A grade of incomplete (I) is rarely allowed. The professor must notify the Reading program coordinator if a grade of I is being considered for a student. FERPA: In keeping with the provisions of the Family Educational Rights and Privacy Act, it is the policy of the Department of Instruction and Curriculum Leadership that student grades are not publicly posted. Students with Disabilities: It is the policy of the University of Memphis to accommodate students with disabilities pursuant to federal law, state law, and the University's commitment to equal educational opportunities. Any student with a disability who needs accommodation, for example in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. Reasonable and appropriate accommodations will be provided to students with a disability who present a memo from the Student Disability Services. Students with disabilities are encouraged to contact Student Disability Services, 215 Scates Hall, phone 678-2880. Academic Integrity and Student Conduct: Expectations for academic integrity and student conduct are described in detail on the website of the Office of Student Judicial and Ethical Affairs http://saweb.memphis.edu/judicialaffairs. Please read in particular, at the sections about Academic Dishonesty, Student Code of Conduct and Responsibilities, and Disruptive Behaviors. Students must be aware of these guidelines and conduct themselves accordingly. Relationship of Course to Curriculum Sequence: Course Objectives: Course objectives are derived from the grant structure and follow the Memphis Content Literacy Striving Readers topic sequence closely. 1. To learn and study current research on adolescent literacy achievement as applied in the English Language Arts, Mathematics, Social Studies, and Science content areas. 2. To understand the application of technology in literacy; in particular, quality implementation of READ 180 in the MCLA project. 3. To learn changes in current reading instruction planning/implementation for urban children including working with families, learners with exceptional learning needs and children for whom English is a second language. 4. To understand the course requirements (Classroom Action Plans) of content area teachers involved in the MCLA literacy classes. 5. To discuss systemic issues which can provide obstacles to MCLA implementation in the middle school. 6. To practice team building, collaboration, and other problem solving skills in supervising a campus wide literacy program. 7. To explore best practices for integrating curriculum, establishing collaborative literacy efforts, and supporting teachers in MCLA implementation. 8. The following departmental strands will be incorporated into this course: diversity, technology, instruction, management, communication, atypical learner, and assessment. Course Scope - Relationship to Knowledge Base and Skill Requirements: The purpose of this course designed for administrators is to provide the in-depth knowledge and skills needed to administer and direct the MCLA successfully in their schools. Additionally, this course addresses the following two (2) thematic strands: 1. Professionalism and Leadership: Promote and advocate the skills and qualities necessary for literacy leadership in content area instruction in the urban middle school. 2. Diversity: While the content of the course is focused on literacy instruction in the urban middle school, it is inherent that studies of the characteristics/understanding of children from/with different backgrounds (e.g., economics, gender, race, etc.) are considered critical topics. Major Topics: (Not ordered in priority) 1. Memphis Content Literacy Academy Classroom Action Plans 2. Fluency, Comprehension and Vocabulary instruction 3. Literacy and second language learners 4. Motivation and literacy 5. Supervising/evaluating the MCLA teacher/CAPS 6. Literacy and the child in Special Education 7. TCAP Writing /overall TCAP performance 8. Working with a literacy coach: Roles and responsibilities 9. READ 180- Quality implementation guidelines 10. Parent/family/community involvement .

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