EDUCATION 575-576

Seminar and Practicum in Early Literacy Intervention I & II

Course Description

Explores theories of professional development, supervision, and systemic change and issues affecting early literacy, program development, and teacher learning. Develops skills for implementing, evaluating, and improving literacy intervention programs, including Reading Recovery, and skills in facilitating conceptual change and improving teaching performance. Seminar and Practicum experiences extend over two semesters. (3 hrs. Each semester)

Permission of instructor required. Co-requisites: Fall semester 1997: Edn 556, Edn 558, Edn 569; Spring semester 1998: Edn 557, Edn 587 (1) and Edn 594 (2).

Course Objectives

1. Understand the nature of educational change and the various roles (including leadership) that can effect change.

2. Understand theories of teacher learning.

3. Analyze models of teacher professional development.

4. Develop skills, strategies and resources for:

a. Fostering and supporting the professional development of teachers, including Reading Recovery teachers,

b. Managing and monitoring Reading Recovery and other early intervention programs,

c. Working with administrators, teachers, other educators, parents, and other lay persons to extend and improve effective early literacy programs.

5. Understand and articulate positions on issues affecting early literacy, the professional development of teachers, and the processes of educational change.

6. Analyze personal growth and development as a learner and as a person helping others to learn.

Course Activities

1. Weekly three-hour seminar sessions that include discussions of field activities and readings.

2. Assigned as well as individually selected readings.

3. Extensive field experiences, including:

a) Visiting existing Reading Recovery sites to observe and participate in training classes;

b) Making presentations and leading discussions of demonstration lessons behind a one-way mirror;

c) Visiting teachers and colleagues in the field;

d) Observing and assisting the professional development of teachers;

e) Assisting in the preparation of research reports.

4. Development of implementation plans for a school district adopting the Reading Recovery program.

5. Preparation of a video-tape of yourself teaching a Reading Recovery lesson.

Evaluation

1. Performance in field activities.

2. Written reports of observations and case studies.

3. Participation in class sessions and projects.

4. Oral presentations.

Individual evaluation conferences will be held each semester.

Texts and Readings

Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.

DeFord, D., C. Lyons and G. S. Pinnell. (1991). Bridges to literacy: Learnings from Reading Recovery. Portsmouth, NH: Heinemann.

Lyons, C., G. Pinnell, D. DeFord. (1993). Partners in Learning: Teachers and children in Reading Recovery. New York: Teachers College Press.

Hiebert, E., and Taylor, B. (1994). Getting reading right from the start: Effective early literacy interventions. Boston: Allyn & Bacon.

Selected papers and readings in other texts.

Class Sessions

Fridays, 9:00 a.m. to 11:45 p.m. King Hall 208. Occasionally class sessions may be re-scheduled to accommodate travel schedules.

Revised, 8/97 c:/Edn57576.syl