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Lipscomb University College of Education

Leadership in Balanced Literacy

EG 5713
Spring 2015

Mrs. Melanie Maxwell

Office Phone: (615) 966-5040
E-mail: melanie.maxwell@lipscomb.edu

Office: Ezell 153b

Office Hours: By Appt.

Meeting Times:
Class 1: March 7: Face To Face 8:00-4:00
Class 2: March 14: Web-Based/Blackboard: Module 1 (Due by 11:59 p.m. on
Sunday, March 15)
Class 3: March 28 Web-Based/Blackboard: Module 2 (Due by 11:59 p.m. on
Sunday, April 5)
Class 4: April 11 Web-Based/Blackboard: Module 3 (Due by 11:59 p.m. on
Sunday, April 12)
Class 5: April 11 Face To Face 8:00-4:00
Class 6: April 18 Web-Based/Blackboard: Module 3 (Due by 11:59 p.m. on
Sunday, April 26)

Meeting Place:

Ezell 136

Course Description:
This course is an in-depth look into the theoretical and evidence-based processes of
reading and writing and instruction. It focuses on equipping future teachers with a expert
foundational knowledge of literacy research and pedagogical best practices that will help
them make appropriate decisions as an informed leader to plan and implement highquality reading and writing instruction in a clinical or classroom setting. In addition,
course objectives and topics are aligned with Tennessees reading specialist standards and
the Standards for Reading Professionals from the International Reading Association

Course Purpose and Rationale:

The importance of literacy in todays society cannot be overstated. Literacy is the
foundation of any democracy and is often thought to be the key to a successful and
fulfilling life. Moreover, children in the 21st century are required to have advanced
literacy skills in order to function daily in our technological society one that thrives on
communication. As a result, a current national literacy goal of this country is that all
students will read independently and well by the end of the 3rd grade, a challenging goal
for our Americas classrooms, which are increasingly becoming more diverse.
Consequently, teachers must have the knowledge and skills necessary to promote literacy
in all childrenregardless of cultural, social, or linguistic background. This course will
serve to equip teachers to lead the way in meeting this challenge.

Course Objectives:
Upon completion of this course, students will be able to:
Identify and
understand the
current theory,
research, and
practices about the
complex process by
which children
become literate and
the role of
instruction and
environment in that
Analyze and
evaluate various
literacy approaches,
models, and
programs that
support different
stages of
development and
how those
approaches relate to
Common Core State

How Delivered

How Assessed

1a, 1k, 4a

lecture, article
reviews, small
group work, in-class
demonstration and
simulation, field

exam, unit/lesson
plans, and teaching

demonstration and
simulation, field

Lesson/unit plans
and teaching

1c, 1h, 1k, 4d, 4g

Lesson/unit plan

1f, 1g, 1h, 1j, 1k, 4d

Employ pedagogical Lecture, case study

practices and
techniques in the
classroom that
engage students in
the interrelationship
between the reading
and writing
processes and meet
the needs of diverse
students from a
variety of
Evaluate individual
students strengths
and weaknesses in
the areas of reading
and writing and
create an
intervention plan
involving progress
monitoring and a
team approach.
Create and
implement effective
lesson and unit
plans that link goals,
instruction, and
assessment in a
continuous cycle.
Understand and
utilize the writing
process and engage
students in writing
various genres and
for a variety of
audiences and
purposes with an
emphasis on
Demonstrate an
understanding of
how to
appropriately use a
variety of texts
(including non-print

work, field

and teaching
assessments, case

case study work,

practice during field

sample case study

evaluations, case
study, work samples
and reflections

3d, 4d, 4e

demonstration and
simulation, field
experiences, unit

Lesson/unit plan
and teaching

1b, 1k, 4d

Lesson/unit plans,
case study work,
field experiences

Lesson/unit plan
and teaching

1a, 1c, 1f

Lecture, Small
group discussions,
demonstration and
simulation, field

lesson/unit plan and

field experiences

1e, 1g

materials, media,
and childrens
literature) within
diverse genres for
multiple purposes
and life-long
Explore and
implement the
Instruction section
of the TAP teaching
standards, including
an application of the
indicators and the
descriptors of each

demonstration and
simulation, field

lesson plan and



Instructional Resources:
Required Texts:
Miller. Donalyn. (2013). Reading In the Wild (1st ed.). New York: Josey and Bass.
Current literacy research articles provided by the professor
Suggested Readings:
See attached list

Attendance Policy: Since this class is hybrid and meets only twice, attendance is
required. The format of learning in this class is based around group work and learning
with your peers. Please contact the instructor with as much advanced notice as possible if
you will not be attending a class. Points will be deducted for missed classes. It is
important to note that many of the required assignments will be completed in class.

Course Assignments with Due Dates:


Type of Assignment (note if

Spiritual Growth, Key or Field

DUE DATE: Percentage

of Grade or
Point Value

Scan To Learn Project

Course Assignment

April 11


Assigned Readings,
Practice Lessons and
and Reflections, OnLine Modules

Course Assignment



Balanced Literacy
Inquiry Project

Course Assignment



Literacy Program
Design Project

Key assignment
(see grading rubric)

April 25


Field Experience:

Documentation of Field Experience April 25

Hours (hard copy and LiveText)
with Summary and Reflection

Faith Integration

Spiritual Growth

April 11

Field Experiences: Each masters level course in the College of Education requires a
field experience that is expected to take five (5) to ten (10) hours (a minimum of 50hours
by graduation. These field experiences must be completed to be successful in the course
and are designed to support the expected program outcomes.
Definition: NCATE defines field experiences as: A variety of early and ongoing fieldbased opportunities in which candidates may observe, assist, tutor, instruct, and/or
conduct research. Field experiences may occur in off-campus settings such as schools,
community centers, or homeless shelters. Field experiences are defined as authentic
workplace based learning experiences. It should be a way to learn by doing and to
practice skills learned in your coursework.
Because the College of Education is committed to equipping our students for diverse
experiences, we ask that you complete your field experiences with schools or districts in
varied classifications (low SES, urban, suburban, rural and cross-cultural), and with
different student populations (ELL, Special Education, etc.). This diversity of experience
should be evident on your field experience data form in LiveText by the time you
graduate. A Field Experience Documentation and Data Form is required of each student
for each course. These forms are available in the online LiveText portfolio template.
Spiritual Growth: The College of Education seeks to provide opportunities for
personal, professional and spiritual growth through student experiences here. One avenue
for spiritual growth through the program here is by establishing a thoughtful dialogue
among students and faculty centered on a common text. The college uses Mere
Christianity by C.S. Lewis (preferred text: ISBN 0060652926) as this common ground

for exploration of spiritual contexts and applications for learning.

LiveText Portfolio Requirements: All graduate students who entered the program in
Fall 2009 and after are required to have a LiveText portfolio account. Instructions for
purchasing LiveText are found at http://education.lipscomb.edu/Uploads/34941.pdf. As
all students must use this portfolio system, you are encouraged to become familiar with it
at the beginning of this course. Detailed instructions and tutorials for using LiveText are
found at: http://education.lipscomb.edu/page.asp?SID=28&Page=9159.
Your classroom management plan is considered a KEY ASSIGNMENT. This
assignment must be completed satisfactorily to pass the course and it will be uploaded in
to your LiveText portfolio to demonstrate mastery of your program goals. You are
responsible for uploading the assignment to LiveText after the instructor has graded it.
Your final grade will not be posted until this is complete.
Grading and Late Work: Grading criteria for all assignments will be communicated at
the beginning of the course. If you are experiencing circumstances that will prevent you
from turning in an assignment on time, you should notify the instructor immediately via
email, text message, or phone call. Late work will not receive full credit.
College of Education Grading Scale
The Conceptual Framework of C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon
four categories:
Craft of Teaching
Attitudes and Values
Essential Knowledge
The first letter of each category provides the theme of Lipscomb's initial and advanced
programs: C.A.R.E. The College of Education believes that this conceptual framework
provides the structure within which all educational programs can sustain a high level of
excellence so that its candidates will be of the highest quality. It is shared widely within
the university and beyond.
Each student will receive a copy of the C.A.R.E Framework. Your LiveText portfolio
will reflect ways in which your program of study fit within this framework.

Academic Integrity:
In keeping with our identity as a Christian University and our goal to help shape lifelong
disciples of Christ, academic integrity will be taken very seriously in this course. Unless
specific permission is given to collaborate on assignments with other students, each
students work shall be his/her own. Cheating on assignments and plagiarizing on written
assignments will, depending on the severity of the case, result in penalties ranging from a
significantly reduced grade on the assignment to failing the course. Instances of cheating
or plagiarism may also be reported to appropriate members of the administration,
depending on the situation. Decisions in these matters rest with the instructor. Please
refer to Lipscombs Code of Conduct and Academic Integrity Policy.
University Evaluations and C.A.R.E Assessments:
It is part of your responsibility as a student to participate in university evaluations and
C.A.R.E assessments of your course and faculty. You will receive an email toward the
end of the course with instructions on how to complete the university evaluations and you
will receive further instructions from your instructor on how to complete the C.A.R.E.
Students Requiring Accommodations:
If you require classroom accommodations for a documented disability, please discuss
your circumstances with me immediately. If you are entitled to accommodations but have
not yet registered with the Counseling Center, contact that office at 966-1781
Dropping the Course:
A decision to stop attending class does NOT constitute dropping the course. A drop/add
form (available in the Registrar's Office) must be signed by the teacher and processed in
the Registrar's Office before the drop is official. If your name appears on the roster at
grading time and you have not officially dropped the course, a grade will be assigned
based upon the policies outlined in this syllabus.
Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close
offices. However, should an event (weather-related or otherwise) occur that requires
disruption of the entire Lipscomb University class schedule, students will be notified via
multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message
sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather
Information Line (966-1836). For information on possible snow-related closures or late
starts, students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF
and 6-WZTV, and Channel 9 on campus). Students should look for information regarding
Lipscomb University, not David Lipscomb Campus Schools.
APA Format:
Formal papers submitted for graduate coursework should follow American Psychological
Association (APA) for general guidelines, in-text citations of materials, avoiding
plagiarism, and reference pages from the Publication Manual of the American
Psychological Association, Sixth Edition. Each instructor will be provided a desk copy of

APA: The Easy Way!, Second Edition, a simplified guide that has been updated for the
sixth edition (ISBN 0923568964). Students are asked to purchase a copy of this
publication. Other helpful resources for APA guidelines and formatting include the
following websites:
College of Education Writing Rubric:
The College of Education has a writing rubric for general use with written assignments.
This rubric is consistent for both undergraduate and graduate programs. Students who
have difficulty with graduate level writing will be asked to do some remediation with the
University writing lab.

Lipscombs Teacher education program is committed to preparing educators who
1. Practice their CRAFT in an exemplary manner by
adapting instruction based on assessment data
communicating rationale for choices
thinking reflectively and critically and fostering the same traits in students
successfully integrating current technology to present and enhance instruction
implementing problem solving skills
encouraging and motivating student learning
organizing and managing the learning environment
analyzing situations and making sound decisions
developing and refining a personal philosophy of teaching and learning
adapting instruction to meet needs of diverse learner
using various strategies to effectively convey concepts
2. Possess the following ATTITUDES AND VALUES:
all children can learn
learning is a lifelong process
wellness and a healthy lifestyle is valuable
teachers must teach confidently and enthusiastically
a strong work ethic and commitment to education is important
attention is given to punctual completion of assignments, tasks and duties
initiates on-going professional development and self-improvement
exhibits joy of teaching
coping skills such as flexibility and a sense of humor
3. RELATE to all members of communities within the educational experience to improve student learning
and well-being by
demonstrating a respect for and appreciation of cultural diversity and individual
comfortably and effectively relating to and communicating with all students, parents, and
providing opportunities for increased cultural awareness
collaborating and partnering with others to achieve a common goal
demonstrating professional behavior at all times
utilizing community personnel and resources
listening to and appropriately responding to feedback
being a caring teacher
4. Demonstrate ESSENTIAL KNOWLEDGE concerning
the discipline being taught
general knowledge of other disciplines
location and use of resources
developmental stages and learning theories and their impact on teaching and learning
evaluation and assessment tools
understanding and application of current research
planning for short term and long term instruction
appropriate written and verbal communication