Program requirements

Prerequisites (if any):

Catalog Description:

Examines organizational/administrative issues at three levels (societal/govt, district/school, and classroom). Covers these topics: historical perspectives on literacy, current philosophies/theories, federal and state regulations, supervision techniques, district- and school-level reform (professional development, selection of materials/strategies, curriculum reform, assessment, etc.), classroom organization for literacy instruction (materials, grouping practices, etc.), evaluation of literacy initiatives.

Extended Description:

This course is divided into three major topics.
The first deals with literacy from a federal, state, and societal perspective, and asks questions like: What's the federal and state involvement in school literacy programs? How is literacy defined by society? What recent changes have occurred in literacy policy at the national and state levels? What is No Child Left Behind and what might its impact be on your school?
The second deals with literacy organization and reform at the district and school level. How does/should a district or school organize its literacy programs? What are the different ways in which educators can keep abreast of current research and knowledge about literacy and teaching? How should instructional support (remedial and special education) be organized? What about professional development? Designing and redesigning language arts curricula?
The third deals with classroom management for literacy instruction. We will examine topics like grouping practices, balancing the various elements of language arts (reading, writing, speaking, listening, etc.), addressing the needs of struggling readers and writers, assessment and reporting of progress in language arts, working with parents, teaming with colleagues and specialists, rethinking classroom literacy needs.

Participants should come away from this course with:
--a much more thorough understanding of how literacy has been, is, and should be taught in elementary and middle schools
--knowledge of current approaches to organization, supervision, and evaluation of literacy programs
--a good understanding of the expectations for school literacy programs by federal, state and local authorities, and from other parts of society (educators, politicians, the 'public,' and so on)
--an appreciation of the complexity of successful educational reform and an understanding of some of the ways to best achieve reforms.

Program goals:

** major goal

Pedagogical Content Knowledge

individual and cultural differences: knowledge of economic, academic, social, and cultural diversity; use of this knowledge to inform instructional decisions

methods and materials: the range of techniques and materials appropriate for literacy instruction

literacy in society: societal changes in literacy usage, and implications for teaching and learning both inside and outside the classroom

** assessment of literacy: the value and properties of assessment methods and instruments

prevention and solution of literacy difficulties: management of the classroom context to prevent difficulties in the acquisition of literacy as well as to solve learning difficulties when they occur

technology: understand the nature and functions of information technologies in contemporary literacy practices; use relevant information technologies for teaching and assessment

** organization of instruction: organization, regulation, and reform of literacy instruction

** NYSED standards and core curriculum: knowledge of English Language Arts, Social Studies, Mathematics, Science and Technology

self-extended learning: how to engage critically with professional text and research to extend learning, including success with their own professional reading and writing

Readings

(Note: these are suggested texts--actual readings in this course will be listed in the current course outline)

Topic 1: Federal, State, and Societal perspectives on literacy programs and reform
--Federal and state legislation and regulations related to literacy

--Societal expectations for school literacy programs

--Other perspectives (e.g., professional literacy organizations, organized labor unions, publishers, the business community, literacy-related agencies, parents, etc.).

--No Child Left Behind initiatives

--New York State English/Language Arts Standards and Assessments (ELAs) and the requirements for Academic Intervention Services (AIS).


Topic 2: District and School level perspectives on literacy programs and reform
In this topic, we examine literacy programs from a district and school perspective.

--Creation of language arts goals and curricula, the overall content and organization of K-12 English/Language Arts programs

--Instructional support

--Professional development

--Choosing new curriculum materials

--Supervision

--District-wide assessment and reporting of student progress in language arts.


Topic 3: Classroom level perspectives on literacy programs and reform
In this topic, we focus on literacy instruction and experiences at the classroom level.

--Allocation of time to components of language arts

--Grouping practices

--Pedagogical issues (e.g., what exactly is a 'balanced literacy approach'? What does it mean to have pedagogical 'consistency' within and across grades?)

--Assessment of literacy (keeping track of progress, reporting to parents, gathering and analyzing literacy data to inform instruction).

Note: All assignments are appropriate for students whether they are currently teaching or not, or if they have access to schools or not.


Throughout the course, students will read professional literature related to the topics covered in the course, These readings are drawn from a wide range of perspectives (e.g., literacy, school administration, elementary/secondary; conservative/progressive, etc.) and they are expected to be used in the topic papers

1. A paper that examines and reflects on school literacy programs from a Federal, State, or societal perspective.
Either: Choose a Federal or State regulation relating to any aspect of language arts, explain in detail what it requires, and then examine how this regulation actually works in a given school.
Or: Read one of the professional books, and/or several of the articles that deal with literacy theory, philosophy, or policy at the federal or state level, or more broadly within society), choose a relevant topic, and write about it.


2. A paper that examines an issue relating to language arts at the district or school level.
Choose any administrative aspect of a language arts program (e.g., a district-wide testing program, inservice on writing, supervision of newly hired language arts teachers, choosing a new curriculum materials, etc.) and either write a review of current literature relating to this aspect, or write a case-study based on examining relevant documents, observations (if appropriate), and interviews with stakeholders (e.g., teachers, administrators, parents, school board members).


3. A paper that examines an issue relating to language arts at the classroom level.
Either: Choose a classroom (it could be your own) and examine in detail one aspect of its organization/reform (e.g., the way that reading groups are organized, the sequence of instruction, testing, division of time for different activities; or, the changes that have taken place in this classroom and why). Compare and contrast with discussions in class and your reading of related professional literature.
Or: Choose a classroom level issue (e.g., grouping practices for literacy instruction, assessment of literacy progress), read relevant professional literature (books, articles), and write an essay on it.

Allington, R. L. (Ed.). (2002). Big Brother and the National Reading Curriculum. Portsmouth, NH: Heinemann.

Allington, R. L., & Walmsley, S. A. (Eds.). (1995). No quick fix: Rethinking literacy programs in America's elementary schools. New York: Teachers College Press/International Reading Association.

Applebee, A. N. (1996). Curriculum as conversation. Chicago: University of Chicago Press.

Ayers, W., & Ford, P. (Eds.). (1996). City kids, city teachers: Reports from the front row. New York: The New Press.

Barth, R. (1990). Improving schools from within. San Francisco: Jossey-Bass.

Botstein, L. (1997). Jefferson's children: Education and the promise of American culture. New York: Doubleday.

Boyer, E. (1994). The basic school: A community for learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

Bracey, G. (1997). The truth about America's schools: The Bracey reports 1991-1997. Washington, DC: Phi Delta Kappan.

Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Revised ed.). Washington, DC: National Association for the Education of Young Children.

Church, S. M. (1996). The future of whole language: reconstruction or self-destruction? Portsmouth, NH: Heinemann.

Cuban, L. (1998). Tinkering toward utopia: A century of public school reform. Cambridge. MA: Harvard University Press.

Elmore, R., Peterson, P., & McCarthey, S. (1996). Restructuring in the classroom: Teaching, learning, and school organizations. San Francisco: Jossey-Bass, Inc.

Fullan, M., & Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press.

Goodman, K. S. (Ed.). (1998). In defense of good teaching: What teachers need to know about the "reading wars." York, ME: Stenhouse Publishers.

Hirsch, E. D. (1996). The schools we need: And why we don't have them. New York: Doubleday.

International Reading Association/National Council of Teachers of English. (1996). Standards for the English Language Arts. Newark, DE: International Reading Association.

Kohn, A. (1999). The schools our children deserve: Moving beyond traditional classrooms and 'tougher' standards. Boston: Houghton Mifflin.

Myers, M. (1996). Changing our minds. Urbana, Il: National Council of Teachers of English.

Ravitch, D. (2000). Left back: A century of failed school reforms. New York: Simon & Shuster.

Ravitch, D. (2003). The language police: The Keystone Cops of American education. New York: Alfred A. Knopf.

Sarason, S. B. (1997). How schools might be governed and why. New York: Teachers College Press.