Reading and Language Arts Consultant (097)

This course focuses on the application of theory, research, and best practices in literacy instruction and coaching in the field. Candidates refine the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing classroom-embedded professional development, and providing leadership for school-wide change.

This course builds on the candidate's understanding of the administration and interpretation of assessment data from multiple sources including screening, diagnostic, progress monitoring, and summative instruments using traditional and online resources. Candidates draw on their understanding of test administration, scoring, and analysis of a variety norm-referenced and criterion referenced assessments in data analysis and interpretation. They collaborate with other teachers, administrators, and resource personnel for examining student data and performance-based assessments.

This is the first of two research courses in which the candidate examines current trends and issues in literacy, and ultimately undertakes the writing of a scholarly paper, which begins with the identification of a problem of practice. The candidate conducts a review of literature and prepares for the implementation of an action research project emanating from the research, resulting in the design of a professional development plan to address an area of need. The plan is presented to faculty and colleagues for critique and formative feedback as part of an individual capstone project that is completed in EDR 692.

In this second of two research courses, the candidate implements the action research project begun in EDR 691 and shares findings with the design of a multimedia presentation at SHU's annual literacy conference to which the public is invited.
Prerequisite: Take EDR-691