Learning Objectives:

Professional Standards:  

This course meets the following Advanced standards for accredited programs for the professional practice of Reading Specialists: 

ND ESPB 

05007.3 The teacher candidate has studied and had experiences with teaching a variety of strategies which enable word recognition for comprehension and/or which develop and extend vocabulary. 

05007.7 The teacher candidate has studied curriculum development to integrate reading, writing, speaking, and listening. 

05007.12 The teacher candidate has studied current, appropriate instructional technologies. 

CAEP 

A.1.1. Candidates for advanced preparation demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 are enhanced through: 

• Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents; 
• Supporting appropriate applications of technology for their field of specialization; and; 
• Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization (ILA standards). 

Additionally, this course addresses the following:

2017 ILA standards for Specialized Literacy Professionals:  

1.3: Candidates demonstrate knowledge of theoretical, conceptual, historical, and evidence-based components of language (e.g., language acquisition, structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, viewing, visually representing) and its relationships with other aspects of literacy (Vocabulary project) 

2.1: Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners. 

2.4: Candidates collaborate with and coach school-based educators in developing, implementing, and evaluating literacy instructional practices and curriculum. 

4.3: Candidates create and advocate for inclusive and affirming classroom and school environments by designing and implementing instruction that is culturally responsive and acknowledges and values the diversity in their school and in society (Speaking & Listening project) 

5.1: Candidates, in consultation with families and colleagues, meet the developmental needs of all learners (e.g., English learners, those with difficulties learning to read, the gifted), taking into consideration physical, social, emotional, cultural, and intellectual factors. 

5.3: Candidates integrate digital technologies into their literacy instruction in appropriate, safe, and effective ways and assist colleagues in these efforts (KEY ASSESSMENT) 

6.1: Candidates demonstrate the ability to reflect on their professional practices, belong to professional organizations, and are critical consumers of research, policy, and practice. 

6.2: Candidates use their knowledge of adult learning to engage in collaborative decision making with colleagues to design, align, and assess instructional practices and interventions within and across classrooms. 

7.2: Candidates collaborate with and coach peers and experienced colleagues to develop, reflect on, and study their own and others’ teaching practices. 

Technology:  

Because this is an online course, students must have regular access to the Internet, as well as properly functioning computer hardware and software.  At the minimum students must be able to use and access Blackboard and email on a regular basis.  Some assignments may require students to scan in their work to create a pdf document, or to create an audio or audiovisual recoding of their work.  Occasionally students will also be asked to participate in video technologies such as FlipGrid, YuJa, and Zoom.   

Submitting Work:   

Assignments are to be turned in on Blackboard before 11:59 PM on the day they are due.  If you are unable to complete an assignment on time, contact the instructor to make alternative arrangements prior to the due date.  Assignments turned in late without prior arrangements will lose points. Formal written assignments that require the inclusion of references should follow APA guidelines. E-mailed assignments will be accepted if Blackboard is down or inaccessible. 

Class Participation:  

Participation is important in an online course, so that ideas can be shared and discussed in a supportive and collaborative learning environment.  You will be expected to participate in a variety of ways including posting of comments and responses to classmates in whole and small group settings.  Please be constructive, respectful and professional in all communications, and be an accountable colleague and group member.  

Time Commitment:   

As this course meets graduate credit requirements, you are expected to put in the same amount of time into online courses as you would if you were enrolled in a face-to-face course on campus. For example, if a three-credit course were meeting on-campus it would meet for 3 hours each week for 16 weeks. In addition to this meeting time, you would be expected to spend an additional one to three hours for each hour of class on assignments and readings. Thus, you can anticipate spending 6-12 hours each week on this three-credit class (e.g., readings, working on assignments, discussion, and other). 

Course Requirements:  

In this graduate level course, students are expected to  

• complete all readings in a reflective and critical manner  
• demonstrate graduate-level skills in thinking and communication 
• be considerate of others’ thoughts and opinions  
• Assignments that are not well-written or well-thought out will be returned to the student for revision. Unless otherwise directed, format assignments using 12 pt. font and 1 inch margins and follow APA style. All assignments must be posted in Blackboard unless otherwise directed. E-mailed assignments will not be accepted without prior permission from the instructor. 

Central Standard Time is used for due dates and times. 

Announcements: 

Announcements will be posted on the main Blackboard page (and subsequently emailed directly to you) on a regular basis. Be sure to check the class announcements regularly as they will contain important information about class assignments and other class matters. 

Email: 

You are encouraged to post your questions about the course in the FAQs Discussion Board Forum in the Blackboard site (found under Resources). This is an open forum in which you and your classmates are encouraged to answer each other’s questions. But, if you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information.  I will respond back to you within 72 hours during the week and may not respond on the weekend until the next business day. If you have not heard back from me within 72 hours, please email again.  

Discussion Forums, Blogs, & Wikis: 

These tools are an excellent way for you to engage with the course material and with your peers.  Each week will have at least one of these tools for you to participate in. You are expected to read all assigned discussion boards, blog posts, and/or wiki pages and provide thoughtful contributions. 

Netiquette: 

When participating in (an online) class it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. Please be respectful of your classmates at all times even if you disagree with their ideas. Our online posts are our main interactions and discussions as a community of teachers and learners. We are here to learn from and alongside one another!  

Policies for Students in Educator Preparation Programs 

Dispositions:   

The Council of Accreditation for Educator Preparation (CAEP) requires the university to monitor the academic progress and dispositions of every student enrolled in a program leading to an education license or credential.  Dispositions refer to a student’s actions and behaviors in terms of professionalism, ethics and human relations. Should a concern arise about a student’s progress or dispositions, faculty, instructors and/or cooperating teachers may request a one-on-one meeting with the teacher candidate or advanced student to discuss areas of strength or concerns.  Written documentation of this conference may be included in the student’s permanent file.  Specific procedures are delineated on the form, Professional Dispositions for UND Teacher Education.    

Technology:  

Because this is an online course, students must have regular access to the Internet, as well as properly functioning computer hardware and software.  At the minimum students must be able to use and access Blackboard and email on a regular basis.  Some assignments may require students to scan in their work to create a pdf document, or to create an audio or audiovisual recoding of their work.  Occasionally students will also be asked to participate in video technologies such as FlipGrid, YuJa and Zoom. 

Submitting Work:   

Assignments are to be turned in on Blackboard before 11:59 PM on the day they are due.  If you are unable to complete an assignment on time, contact the instructor to make alternative arrangements prior to the due date.  Assignments turned in late without prior arrangements will lose points. Formal written assignments that require the inclusion of references should follow APA guidelines. E-mailed assignments will be accepted if Blackboard is down or inaccessible. 

Class Participation:  

Participation is important in an online course, so that ideas can be shared and discussed in a supportive and collaborative learning environment.  You will be expected to participate in a variety of ways including posting of comments and responses to classmates in whole and small group settings.  Please be constructive, respectful and professional in all communications, and be an accountable colleague and group member.  

Time Commitment:   

As this course meets graduate credit requirements, you are expected to put in the same amount of time into online courses as you would if you were enrolled in a face-to-face course on campus. For example, if a three-credit course were meeting on-campus it would meet for 3 hours each week for 16 weeks. In addition to this meeting time, you would be expected to spend an additional one to three hours for each hour of class on assignments and readings. Thus, you can anticipate spending 6-12 hours each week on this three-credit class (e.g., readings, working on assignments, discussion, and other). 

Course Requirements:  

In this graduate level course, students are expected to  

• complete all readings in a reflective and critical manner  
• demonstrate graduate-level skills in thinking and communication 
• be considerate of others’ thoughts and opinions  
• Assignments that are not well-written or well-thought out will be returned to the student for revision. Unless otherwise directed, format assignments using 12 pt. font and 1 inch margins and follow APA style. All assignments must be posted in Blackboard unless otherwise directed. E-mailed assignments will not be accepted without prior permission from the instructor. 

Central Standard Time is used for due dates and times.