Antony T Smith
B EDUC 539
Examines research and practice focused on literacy coaching in terms of mentoring, peer collaboration, and teacher leadership development. Emphasizes literacy content and pedagogical content knowledge, theories of teacher change, and models of effective professional development.
In this seminar we will examine research and practice focused on literacy coaching in terms of mentoring, peer collaboration, and teacher leadership development. We will put particular emphasis on literacy content and pedagogical content knowledge, theories of teacher change, and models of effective professional development. Learning outcomes include strategies for successfully mentoring classroom teachers and key elements of developing a school-wide literacy action plan. This course addresses common core elements 5.0 and 6.0 of the M.Ed. reading endorsement.
Student learning goals
Common Core 5.0 Professional Development: Candidates view professional development as a career-long effort and responsibility.
Common Core 6.0 Instructional Methodology: Candidates demonstrate a deep understanding of the pedagogical knowledge and practice specific to the teaching of reading and writing.
General method of instruction
This is a hybrid course, with six face-to-face sessions and four online sessions. Themes, concepts, and activities will span these two different session, or module, formats. The course is designed for substantial student participation. In addition to using a variety of resources to provide a basis for common knowledge, students will work collaboratively and independently to identify and explore issues.
Class assignments and grading
Course grades will be based on assignments listed below. Criteria for each assignment will be distributed during class. Strong work is indicated by careful analysis of text, scholarly treatment of the issues, and substantial participation in online and in-class discussions.
1. Active participation 2. Online blog and discussions 3. Collaboration plan 4. Action plan