Fall 2010

KEAN UNIVERSITY

UNION, NEW JERSEY

ADMINISTRATION AND SUPERVISION OF READING PROGRAMS

COURSE NUMBER:CS 5460

SEMESTER HOURS:Three

PREREQUISITES:CS 5410, CS 5415, CS 5416

LIMITATIONS ON ENROLLMENT:30

REQUIRED:For Reading Specialist

Elective for Others

CATALOGUE DESCRIPTION:

The role of the reading specialist as an administrator in the reading program is studied; supervision of classroom teaching, creation of new developmental programs, parental and public relations and academic and fiscal needs of program planning.

N.B. In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g. tape recorders, special adaptive equipment, special note taking or test taking procedures or sign/oral interpreter) will be strongly encouraged to contact the professor at the beginning of the course. Documentation of such disability must be presented.

Kean University

Union, New Jersey

CS 5460: Administration and Supervision of Reading Programs

  1. COURSE OBJECTIVES

Students will achieve growth towardbecoming informed, dynamic professionals as evidenced by demonstrating proficiency in knowledge (K), skill application (S) and dispositions to teaching (D).

The student will:

  1. Analyze his or her work and administrative style. (K/D)
  2. Integrate the roles of the reading specialist with those of teachers, paraprofessionals, supervisors, administrators, special educators and parents in respect to their involvement in reading programs. (K)
  3. Integrate reading into the total language arts/literacy program in the school. (K/S)
  4. Create a reading program to enhance student learning, including a diverse student population, its relationship to statewide content standards and assessment and mandated programs. (K/S/D)
  5. Evaluate programmatic and student needs via needs assessment design and design for instruction. (K/S)
  6. Design a curriculum guide to meet the state content standards in the area of language arts/literacy as it specifically relates to reading. (K/S)
  7. Select, formulate, implement and evaluate a comprehensive reading program including current technology through the utilization of committees of teachers, paraprofessionals, administrators, parents and the community to meet the needs of a diverse student population. (K/S/D)
  8. Design a staff evaluation and inservice/staff development program to improve teacher and paraprofessional performance in the classroom and enhance the language arts/literacy program in the school according to a best practices model. (K/S)
  9. Interpret the reading program of the district to the board of education, parents and the community. (K/S)
  10. Support print, electronic and visual media research findings and literature which are related to best practices and current theory in language arts/literacy instruction. (K/D)
  1. COURSE CONTENT
  1. The aspects of being an administrator
  1. Who are you?
  1. SELF - An assessment of your personal work style
  2. Seven Habits Profile-An assessment of habits that effect your work
  1. The Seven Habits of Highly Effective People-Covey
  1. be proactive
  2. begin with the end in mind
  3. put first things first
  4. think win/win
  5. seek first to understand, then to be understood
  6. synergize
  7. sharpen the saw
  1. The role of the reading specialist/administrator in the school
  2. Relationship with children, parents, and the community
  3. Relationship with central administration, building level administrators, special services personnel (Child Study Team personnel, IEP team members), instructional aides
  4. Relationship with the media specialist and related programs
  5. Role as a reading program facilitator and change agent:
  1. needs assessment
  2. implementation of New Jersey Content Standards of Language Arts/Literacy

(1)discuss best practices in teaching the language arts in relation to the latest research in reading from regular education and from the field of reading

(2)relate the standards, the research, and expectations of actual classroom instruction to connect research and practice

  1. curriculum development-in coordination with a committee comprised of those representing other administrators, faculty, paraprofessionals and parents

(1)inform the committee of relevant research findings in the field of education which impact on creating or revising a language arts curriculum

(2)create study groups to re-enforce the bridge from theory to practice

  1. material evaluation and choice
  2. budgeting and ordering for multiple levels of students
  3. staff evaluation
  4. staff in-service
  5. leadership in literacy programs-home and school
  6. program effectiveness evaluation
  7. assisting teachers in planning lessons for paraprofessional to teach
  8. provide emotional as well as academic support for teachers and for paraprofessionals
  9. provide information about current research to school staff through newsletters, workshops, email.
  1. The total reading program K-12
  1. Relationship to the total integrated language arts curriculum
  2. reading
  3. writing
  4. listening
  5. speaking
  6. Review of the bases of the reading process as they apply to the reading program
  1. linguistic
  2. ociological
  3. cultural
  4. cognitive
  5. psychological
  1. Organization of the program- planning for student learning
  1. Gifted and talented
  2. Developmental
  3. Remedial
  4. Statewide assessment/special programs
  5. Elementary School Proficiency Assessment (ESPA)
  6. Grade Eight Proficiency Assessment (GEPA)
  7. Basic skills
  8. Title I
  9. Reading Recovery
  10. Literacy groups
  11. Special Education-Individuals with Disabilities Education Act (IDEA) New Jersey Administrative Code-Chapter 6:14 Special Education
  12. In-class support
  13. Mainstreaming
  14. Resource center-replacement
  15. Resource room-pull out support
  1. Evaluating a program-within and without
  1. Needs assessment
  2. Designing
  3. Implementing
  4. Types of (for use as program/needs assessment)
  5. Rubrics
  6. Alternate assessments
  7. Standardized tests
  8. Statewide assessments
  9. Rating Scales
  10. Assessments driving instruction (Wiggins)
  11. Planning as a result of assessment
  1. Curriculum development/program development
  1. Curriculum committees
  2. Establishing
  3. Content
  4. Facilitating
  5. Decision making
  6. Sources
  7. Curriculum design
  8. Legal aspects-New Jersey Core Curriculum Standards
  9. Selection
  10. Philosophy –interpret research findings as the underpinning to the philosophy
  11. Committee selection

(1)Members

  1. representatives from administration, faculty, paraprofessionals and parents
  2. consideration of research related to practice.

(2)Meetings

  1. Curriculum development based on Language Arts Literacy Standards from the New Jersey Core Curriculum Content Standards
  1. Selection of reading program
  1. Process of selection
  2. types
  3. committees
  4. program evaluation
  5. selection
  6. ordering
  7. Meeting needs of specific groups of students
  8. regular education
  9. special education
  10. gifted education
  11. cultural diversity
  12. Use of technology
  13. Generally Accepted Accounting Practices (GAAP)
  14. Ordering procedures
  15. Implementation
  16. Introducing a new program

(1)Staff

(2)Administration

(3)Parents

(4)Community

(5)Relating to other professionals, to paraprofessionals, toparents, to other interested members of the community

(6)CST members

(7)Special education teachers

(8)Media specialist

  1. Planning in-services and community meetings
  2. Program implementation

(1)Differentiation of instruction

(2)Use of multiple intelligences

(3)Use of portfolios to gather student work and for assessment

(4)Use of cooperative learning groups

(5)Planning for skill gaps from one program to another

(6)Pupil Assistance Committees (PACs)

  1. Staff evaluation, in-service education and staff development (specialists, teachers, paraprofessionals)
  1. Observation
  2. Evaluation
  3. Professional Improvement (PIP) development
  4. In-service to meet staff needs/staff support
  5. Demonstration teaching/mentoring/modeling
  6. Facilitation of action (classroom) research
  7. description
  8. purpose
  9. effects
  10. procedure
  1. Articulation of the district’s reading program
  1. Parent programs
  2. training
  3. support
  4. test interpretation
  5. parent conferences
  6. Community involvement
  7. Library days
  8. Book fairs
  9. Read ins
  10. Summer reading programs
  1. Keeping current through the use of:
  1. Internet
  2. Journals and periodicals
  3. Continuing Education Units (CEUs)
  4. Conferences
  5. Teacher Assistance Groups (TAGs)
  1. METHODS OF INSTRUCTION
  1. Lectures
  2. Discussions
  3. Cooperative learning groups
  4. Assessment of student styles
  5. Media-computers, audio tapes, video tapes
  1. METHODS OF EVALUATION/ACTIVITIES

Students will develop a portfolio to include the following artifacts:

  1. Design a curriculum guide based on the New Jersey Content Standards in cooperative learning groups and relate this to research findings in regular and language arts education as well as a focus on your curriculum’s relationship to lifelong reading/writing. (K/S)
  2. View a video or read case studies of data from observations of reading teachers and Paraprofessionals and write evaluations of the observations. (K/S)
  3. Design an in-service presentation for the staff regarding the implementation of the reading program or based on teacher evaluation needs, and another based on information from current researchon reading/writing in regular and readingareas. (K/S)
  4. Plan a parent conference about a student with special needs (gifted and talented or Classified) and how the reading program will meet the student needs. (K/D)
  5. Create a budget and order materials for the reading program to meet the individual needs of students using the GAAP codes currently in use in New Jersey. (K/S)
  6. Plan a presentation for a school board on district standardized test results for reading as it relates to student performance and program evaluation/implementation. (K/S)
  7. Write a journal article critique (within the last three years) that deals with: (K/D)
  1. differentiation of instruction as related to the needs of a diverse population
  2. multiple intelligences as they relate to language arts/literacy
  3. meeting the needs of culturally diverse populations in literacy programs
  4. cooperative learning groups in the area of language arts/literacy OR
  5. assessment of language arts/literacy programs.
  1. Create a lesson plan for a paraprofessional from teacher lesson plan. (K/S)
  2. Create solutions to problem situation presented. Solutions need to evidence appropriate strategies to provide emotional and academic support for teachers and paraprofessionals. (K/S/D)
  3. Self-evaluation as a reading professional reflecting on changes which have occurred as a result of this course. (V)
  4. Prepare an agenda and implement a meeting with 4 other class members. The meetingwill be designed to communicate with others (parent, paraprofessional, facultyrepresentative and building administrator) to plan for instruction to assist in improving student achievement.
  1. SUGGESTED TEST

Wepner, S. B. & Strickland, D.S. (2008) The administration and supervision of reading

programs. (4th ed.). New York, NY: Teacher’s College Press.

  1. REFERENCES
  1. Print

Algozzine, B. (2009). The literacy coach’s companion: PreK-3. Newark, DE: International Reading Association.

Allington, R.L. & Cunningham, P.M. (2006). Schools that work: Where all children read

and write (3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.

Armstrong, T. (2009). Multiple intelligences in the classroom (3rd Ed.). Alexandria,VA:

Association for Supervision and Curriculum Development.

Burkins, J. M. (2009). Practical literacy coaching: A collection of tools to support your work. Newark, DE: International Reading Association.

Daresh, J. C. (2006). Supervision as a proactive leadership. (4th ed.). Prospect Heights,

IL: Waveland Press.

Gabriel, J.G. (2005). How to thrive as a teacher leader. Alexandria, VA: Association for

Supervision and Curriculum Development.

Hall, P. & Simeral, A. (2008). Building teachers’ capacity for success: A collaborative approach for coaches and school leaders. Alexandria, VA: Association for

Supervision and Curriculum Development.

Moran, M. C. (2007). Differentiated literacy coaching: Scaffolding for student and teacher success. Alexandria, VA: Association for Supervision and Curriculum Development.

Sullivan, S. & Glanz, J. (2005) Building effective learning communities: Strategies for leadership, learning, & collaboration. Thousand Oaks, CA: Corwin Press.

Sullivan, S. & Glanz, J. (2009). Supervision that improves teaching and learning

(3rd ed.). Thousand Oaks, CA: Corwin Press.

  1. Seminal Work

Beach, D.M., & Reinhartz, J. (2000). Supervisory leadership: Focus on instruction.

Needham Heights, MA: Allyn & Bacon.

Cole, D. et. al. (2000). Portfolios across the curriculum and beyond. (2nd ed.). Thousand

Oaks, CA: Corwin Press.

Glickman, C. D., Gordon, S.P., & Ross-Gordon, J.M. (1998). Supervision of instruction:

A developmental approach.Needham Heights, MA: Allyn & Bacon.

Kameenui, E., et. al. (2000). A practical guide to reading assessments. Newark, DE:

International Reading Association.

Sparks, D., & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA:

ASCD.

  1. Non-Print

Software and websites

Buros Institute of Mental Measurements

International Reading Association

New Jersey Department of Education: NJ School Law

New Jersey Department of Education: Standards and Assessment