Demonstration of leadership in effective PK-12 literacy instruction, mentoring, coaching, and staff development is the primary focus of this course. Students will use research and theory to explore literacy models, social and political aspects of literacy, language variation, and the cultural and community influences on language acquisition and learning. Leadership in developing, promoting, and assessing teacher professional development, family and community literacy programs, and effective professional learning communities will be promoted throughout the course.

This course provides independent reading and/or research, at the post-baccalaureate or master degree level, under the direction of a faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit.

This course examines the effective strategies of supervision and staff development that relate to reading programs in schools. It is required for the 317 Reading License.

This course examines specific methods for identifying learning styles and how to design activities and instructional approaches to accommodate each style. Designed for all grade level teachers.

This course provides a foundation for educational partnerships between regular and special educators. It offers new and innovative ways to jointly meet the needs of special students.

This course is an internship in which students will intern in a K-12 reading program, working with a certified reading specialist. Students will gain experience in a broad range of activities required of a literacy leader/reading specialist, to include staff development, supervision, coaching, and communication. Elementary and secondary reading experiences are required. Prerequisites: 582.

This course will review and further develop students skills in evaluation of research and increase their understandings of methodologies, techniques, data interpretation, and instructional applications of research.

This course will provide literacy leaders with the opportunity to increase their understanding of instructional approaches and materials related to K-12 literacy programs. The focus of this course will be on research-based, best practices in literacy curriculum and instruction. This course will emphasize strategies regarding how to be in a leadership role for teachers to support their knowledge and instruction in these best practices.

Students in this course are charged with examining the role of an educator as a moral steward. Students will be asked to think about the individual role that they assume in achieving and maintaining a more democratic and ethical society through education. Investigations into controversial ethical issues and dilemmas prepare educators to critically think through potential situations that may arise with students, parents, administrators, and peers. Students will look at the overview of the systemic nature of education and schooling, with emphasis on the role of the teacher.

Students will intern in a field experience with kindergarten children integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered in a kindergarten environment. Field experience reflections addressing the National Association for the Education of Young Children (NAEYC) standards will be compiled into a field experience portfolio. Restricted to students admitted to the early childhood endorsement/licensure program. May be repeated for credit.