leaders Master of Education Leadership in Reading UNIVERSITY OF SIOUX FALLS RAPID CITY AREA SCHOOLS

Transcription

1 leaders UNIVERSITY OF SIOUX FALLS RAPID CITY AREA SCHOOLS Master of Education Leadership in Reading BECOME AN INSTRUCTIONAL LEADER IN YOUR CLASSROOM AND SCHOOL.

2

3 l e a r n Desire to learn. At the University of Sioux Falls, we understand that committed educators have a passion for learning, a desire to make a difference and very busy schedules. That s why our coursework is designed around careers and family. Leaders of Area Schools believe that highly effective teachers are the best resource we can provide our students. That s why our literacy department has hosted this collaborative partnership with USF since This master s degree in reading is open to educators in the RCAS and surrounding area. Leadership in Reading at a Glance: Assume a leadership role in curriculum development, staff development and literacy evaluation at the K 12 levels. Program meets USF, state and national standards. As a graduate, you are eligible for South Dakota Department of Education certification as a K 12 reading specialist. Most individuals complete the program in two to three years. Classes offered in and online.

4 g r o w Engage to grow. The advantages of sitting side by side with fellow educators and pursuing our educational journey together outweighed the miles traveled to and time spent in class. The curriculum, timeline, staff and cost made this program ideal. Rebecca Sukstorf Spearfish School District Sixth grade teacher High school yearbook adviser Upward Bound reading teacher The three Rs. Leadership in Reading graduates find the program extremely relevant, rigorous and rewarding. Instructors lead by example, using real-world experience to support a curriculum that s both challenging and visionary. Coursework goes beyond the books to include hands-on applications,

5 l e a d Commit to lead. I help teachers with literacy instruction on a daily basis. Whether it s in a one-on-one coaching situation, teaching a class, facilitating a small group or working with the entire faculty, I apply what I ve learned. Ranae Hofer Area Schools Instructional support teacher Reading specialist networking opportunities, research, self-analysis, classroom dialogue and more. Graduates rave about the connections and resources available to them through USF and are thrilled to achieve a degree that distinctly prepares them to make a difference in the world of education.

6 Typical Course Schedule Most educators complete their degree in two to three years. Semester Proposed Dates Course Location/Format Fall September December EDU 537 Foundations of Literacy September December EDU 538 K 12 Literacy Practicum September November EDU 501 Professional and Ethical Leadership Online EDU 588 Practicum: Qualitative Inquiry in Literacy Learning Spring January April EDU 536 Adolescent Literacy January April EDU 538 K 12 Literacy Practicum January April EDU 585 Research Methods Online EDU 588 Practicum: Qualitative Inquiry in Literacy Learning Summer June EDU 517 Constructive Literacy Assessment June EDU 518 Teaching Diverse Literacy Learners June EDU 557 Literacy Across the Curriculum August EDU 551 Professional, Student and Staff Development

7 Specialized Literacy Focus EDU 517 Constructive Literacy Assessment Constructive review of formal and informal assessments will provide a basis for professional decision-making. Class participants will develop an understanding of benchmarks and standards for proficient reading and writing. A balance of objective evaluation and student-centered observation will provide a strong basis for monitoring literacy achievement. EDU 518 Teaching Diverse Literacy Learners Special attention is given in this course to the special needs of struggling readers and English language learners. Current research in brain-based learning principles is examined along with strategies for meeting individual needs in today s diverse student populations. EDU 557 Literacy Across the Curriculum Application of literacy strategies across all curricular areas and in a variety of contexts is the focus of this course. The use of children s and adolescent literature integrated throughout the disciplines will provide strategic use of a variety of text features and structures. Attention is given to curriculum mapping and integrated designs to maximize the use of time and resources. Leadership Emphasis EDU 501 Professional and Ethical Leadership This course is a study of leadership theories and principles as applied in educational settings. Various leadership definitions, leadership styles, characteristics and skills are explored and tested in class and in the students workplace environments. EDU 551 Professional, Student and Staff Development This course focuses on leadership for literacy development in the classroom and with colleagues at the building, district and state level. Attention is given to classroom management, giving effective presentations and cognitive coaching. Staff development programs and roles for literacy coaches and teachers will be examined. Research Application: Theory and Practice EDU 538 K 12 Literacy Practicum The Literacy Practicum provides the opportunity to apply foundational principles and instructional strategies into literacy education. Participants will develop an action research project designed to examine an essential question related to their own professional literacy practice evidenced by a final portfolio. EDU 585 Research Methods An introduction to the basics of research, including principles of behavioral studies, research terminology, structure of research reports, measurement and intrepretation of statistics, types of research and planning a research project. Emphasis will be on enabling the practicing professional to evaluate and implement research effectively. EDU 588 Practicum: Qualitative Inquiry in Literacy Learning (Formerly EDU 598) The practicum, Qualitative Inquiry in Literacy Learning (QuILL), will provide opportunities for students to engage in action research, a reflective process of problem solving in which reading specialists demonstrate their leadership in making curriculum decisions. Students will develop a qualitative action research study culminating in the publication of a research article. Within the Fredrikson School of Education s curriculum model of educator as developing professional, this course will emphasize the components of researcher, communicator, and evaluator. The ensuing research will serve as a synthesis and capstone aligned to the IRA Standards for Reading Professionals. Foundational Literacy Background EDU 536 Adolescent Literacy The unique needs of adolescent literacy learners are examined in this course. Foundational principles based on current research provide an opportunity to develop understanding of workshop approaches for reading and writing designed to provide rigor and relevance for students in grades 4 8. EDU 537 Foundations of Literacy This course explores theoretical principles and practices based on current research with emphasis on early literacy acqusition. The role of language and cognitive development forms the foundation for study. Emergent and early instructional approaches provide a theory to practice experience.

8 Visit us online or in person. Visit our Web site at RCAS.org for a complete list of program specifics and admission criteria. You can also call Area Schools literacy department at (605) for more information or to set up a program review appointment. A collaborative partnership.