This course is designed to help teachers seeking the Reading and Literacy Leadership Specialist Credential, and focuses on a teacher's leadership role in the planning and delivery of reading instruction from goal setting, program planning, decision-making, problem solving, program supervision, use of technology, and program evaluation for students from varied cultural and linguistic backgrounds. Students will be required to complete a minimum of 20 hours of supervised field experience in an elementary, middle, or secondary public school related to program planning and delivery.
- Identify the recent research, trends, and practices in reading instruction and reading programs at the site level for all students, with a focus on differentiation for struggling students, English Learners, gifted and talented students, and students with special needs.
- Design ways to work cooperatively with staff, students, and school community in assessing needs and establishing goals and objectives for a school reading plan that meets the needs of all readers, with a focus on struggling students, English Learners, gifted and talented students, and students with special needs.
- Critique a variety of theories of reading including your own.
- Critique the current wisdom of practice regarding organization and management of developmental reading instruction in the schools of California.
- Evaluate technologies as a means of gathering, compiling, and reporting of information related to the reading program.
- Create skills and strategies for designing reading and literacy instructional programs.
- Create skills for interpreting reading assessment data and literacy growth results.
- Apply procedures for classroom teachers and principals in organizing reading instruction, diagnosing reading problems, and evaluating reading progress of individual students, gifted and talented students, and students with special needs.
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