Lesson 1 may 11

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Lesson 1 may 11

  1. 1. Roles of the Reading Specialist230:260Summer, 2010<br />Session #1, May 11 - Introductions <br />
  2. 2. Introductions<br />ICN Sites<br />Cohort/Non-cohort class members<br />When do you finish school?<br />Say a little something about yourself<br />Professional Responsibilities<br />Something else about you as a literate being or teacher – a favorite book or reading experience, a reason you became a teacher, etc.<br />
  3. 3. Class Schedule<br />May 11-June 8 – ICN, 6:00-9:00<br />Guest speakers<br />Small group reading & responding, online and in ICN sessions<br />Whole group debriefs<br />June 9-June 25: Online<br />Course Content assignment pages<br />Expect daily work, 4-8 hrs or more/day<br />Final Essay due July 5<br />Schedule Snafu – We’re working on it<br />
  4. 4. Online Elements<br />UNI eLearning <br />PBworksWiki – to be used with Final Essay<br />
  5. 5. Weekly Assignments – ICN Classes <br />“For class, read and respond - GQCQ” = Read thoughtfully & come to class prepared to discuss. GQCQ:<br />Gist statements<br />Quotations<br />Connections<br />Questions <br />Write all four of these? Not necessarily . . .<br />You may be given more specific directions for particular readings.<br />“Online” = eLearning discussion board. <br />Discussion Groups<br />Usually includes original post (OP) and response to one or more OPs. <br />Specific prompts and/or GQCQ<br />
  6. 6. Online Discussion Groups-<br />
  7. 7. Assignments after June 8 - Online Lessons<br />Located at eLearning Course Content.<br />Will use Web Links and Discussion Board as well.<br />Same type of GQCQ responses<br />
  8. 8. Final Essay<br />Choice – Elementary or Secondary<br />Comprehensive<br />Scenario/simulation<br />Collaborative – using PBworkswiki to help each other (discussion groups)<br />More information next week<br />
  9. 9. Overview of resources<br />Textbook: Reading Specialists & Literacy Coaches in the Real World (RSLC)<br />Professional Journal Articles & Web Sites to provide multiple perspectives and experience bases<br />
  10. 10. Objectives for May 11-May18<br />Tonight:<br />Orientation to the Class<br />Acquire a general sense of who the reading specialists are and what they do.<br />During the week:<br />Learn and reflect on IRA professional standards related to roles of reading specialists<br />Learn about program development and strategic planning (RSLC, chs. 2 & 3)<br />
  11. 11. Who are the Reading Specialists? What do they do? (What is your Prior Knowledge?)<br />10-minute Mini-essay:<br />What do think the roles of a reading specialist might be? Develop your ideas a little bit.<br />What qualifications do you think are required to be a reading specialist?<br />What contact have you had with reading specialists? What did the specialists do with/for/to you?<br />
  12. 12. What do reading specialists do?<br /><ul><li>These roles comprise strands of the course content and learning outcomes
  13. 13. Another learning outcome – Envisioning yourself as a reading specialist</li></li></ul><li>What do reading specialist do? According to IRA . . .<br />Position Statement: The Role and Qualifications of the Reading Coach in the United States (2004):<br />With the recent heavy focus on reading achievement at federal, state, and local levels in the United States, the role of the reading specialist has changed. Although reading specialists function in many roles, including remedial teacher, staff developer, supervisor, and mentor, the balance of their activities has shifted away from direct teaching and toward leadership and professional development roles . . . .<br />
  14. 14. Qualifications as defined by IRA<br />Excellent and experienced classroom teachers<br />In-depth knowledge of literacy processes, acquisition, assessment, and instruction<br />Accustomed to reflecting on their own practices and making adaptations that improve instruction<br />Excellent presenters<br />Experience or preparation that enables them to master the complexities of observing and modeling in classrooms and providing feedback to teachers. <br />Sensitive to the need to develop open, trusting relationships with teachers in order to serve effectively in a coaching role.<br />
  15. 15. Qualifications as defined by Iowa Reading Endorsement<br />Reading Specialist, K-12: Same requirements as Reading K-8 or Reading 5-12 endorsement PLUS<br />Administration & Supervision of Reading (this course)<br />Practicum<br />Master’s Degree<br />One year’s teaching experience that includes the teaching of reading<br />None of these are required for the job, but . . .<br />
  16. 16. Who Are the Reading Specialists? <br />Formal vs. Informal definitions of the term “specialist”<br />Building Level - Literacy or Reading Coach, Title One teacher, classroom teacher who has been identified as a literacy leader<br />District Level – Curriculum supervisor who has responsibility for Reading, Language Arts, and other literacy-related areas. May be sole responsibility or one of several.<br />
  17. 17. A Word About Literacy Coaches<br />Same as Reading Specialist?<br />Relatively new position – NCLB<br />IRA = “Reading Coach”<br />NCTE = “Literacy Coach”<br />Joint IRA/NCTE Web Site:<br />Literacy Coaching Clearinghouse<br />(We will review this web site later in the semester)<br />Recent journal articles <br />
  18. 18. IRA Professional Standards<br />eLearning document includes only the first three of these strands (Course Content/For May 18, or RSLC, Appendix J)<br />Five major standards, each consisting of a definition and supporting standards (“elements”)<br />Foundational Knowledge<br />Instructional Practices & Materials<br />Assessment<br />Literate Environment<br />Professional Development<br />
  19. 19. IRA Professional Standards<br />Standards written in five strands, one for each different level of reading professional:<br />Paraprofessional<br />Classroom Teacher<br />Reading Specialist<br />Teacher Educator<br />Administrator<br />
  20. 20. Assignment for May 18: Read & Reflect on the IRA Professional Standards<br />Read the standards, one element at a time for each of the three strands. Then respond (GQCQ) to these questions and be prepared to share your responses in class:<br />What is critical for the reading specialist? Key competencies and skills? List the verbs!<br />If you are going to be a Reading Specialist, what do you already know, and what do you need to learn? Set some personal learning goals.<br />
  21. 21. Assignment for May 17/18: Program Development & Strategic Planning<br />Read <br />RSLC, chs. 2 & 3<br />eLearning Web Links For May 18: Two articles from The Reading Teacher describing school programs that were shaped by a strategic planning process.<br />Due by May 17: Write separate GQCQ responses for each of the chapters and each of the articles on Strategic Planning<br />Due by class on May 18: Read through your discussion group members' responses and be prepared to share ideas from them in class discussion. <br />
  22. 22. Assignment for May 17/18<br />Course Content/For May 18<br />Read Discussion Board – Groups & Expectations<br />Read Syllabus (but not until Monday)<br />

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