Leadership in Literacy

Course Description

This course is designed to help teachers seeking the Reading and Literacy Leadership Specialist Credential, and focuses on a teacher's leadership role in the planning and delivery of reading instruction from goal setting, program planning, decision-making, problem solving, program supervision, use of technology, and program evaluation for students from varied cultural and linguistic backgrounds. Students will be required to complete a minimum of 20 hours of supervised field experience in an elementary, middle, or secondary public school related to program planning and delivery.

Learning Outcomes

• Identify the recent research, trends, and practices in reading instruction and reading programs at the site level for all students, with a focus on differentiation for struggling students, English Learners, gifted and talented students, and students with special needs.
• Design ways to work cooperatively with staff, students, and school community in assessing needs and establishing goals and objectives for a school reading plan that meets the needs of all readers, with a focus on struggling students, English Learners, gifted and talented students, and students with special needs.
• Critique a variety of theories of reading including your own.
• Critique the current wisdom of practice regarding organization and management of developmental reading instruction in the schools of California.
• Evaluate technologies as a means of gathering, compiling, and reporting of information related to the reading program.
• Create skills and strategies for designing reading and literacy instructional programs.
• Create skills for interpreting reading assessment data and literacy growth results.
• Apply procedures for classroom teachers and principals in organizing reading instruction, diagnosing reading problems, and evaluating reading progress of individual students, gifted and talented students, and students with special needs.

Prerequisites

• MAT648A