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Course Description

This course will extend on the knowledge and skills obtained from Part I and Part 2, with a focus on leadership in developing reading skills.  It further focuses on enhancing professional practice, extending and applying knowledge and skills in the curriculum leadership of reading programs.
 

Course Outline

Topics in this course include:
·       Professional leadership in the understanding of stages of development of the reader as related to current theories of child and adolescent development
·       Leadership in differentiating cross-curricular reading instruction
·       Supporting professional learning communities in the area of reading instruction and assessment
·       Leadership in the integration and critical use of technology
·       Curriculum planning and implementation of strategies and frameworks related to reading
·       Assisting others in creating a reading program with equity of outcomes for all
·       Understanding text features, stylistic devices and reading strategies which promote meaning
·       Leadership in the application of equitable social practices to create culturally responsive classrooms
·       Modeling and providing leadership in assessment, conducting ongoing assessment, and engaging students in metacognition
·       Assessment and evaluation strategies based on achievement level descriptions given in the achievement chart
·       Examining different formats for professional learning communities
  

Notes

Textbook

Read, Write, Lead: Breakthrough Strategies for Schoolwide Literacy Success

R. Routman

Association for Supervision & Curriculum Development. 2014, ISBN: 1416618732 

Books are available for purchase through the University of Windsor Bookstore. Visit their website at www.bookstore.uwindsor.ca.

 

Prerequisites

  • Hold a “Certificate of Qualification”  showing successful completion of Part 2. 
  • "Certificate of qualification" must be in good standing.
  • Confirmation of Teaching Experience form, signed by a supervisory officer*, confirming a minimum of two years of teaching experience (equivalent to 388 days) and has taught in the teaching subject for a year.  

*The Ontario College of Teachers defines “supervisory official” as the Superintendent or Assistant Superintendent of the school board for a teacher employed by a Board of Education. (A principal or headmaster is not recognized in this capacity).  The Superintendent must also recognize on this Confirmation of Teaching Experience form that in one of these years, the candidate has demonstrated that significant program and instruction modifications in Reading were explicitly planned, implemented and reviewed in the teacher’s class.  For a teacher employed by a private school, the “supervisory official” is the Ministry of Education official (e.g. Education Officer) appointed to provide supervisory services to the school. The confirmation of teaching experience form must be submitted to our office by the semester deadline date for course approval.

 

Important Notice: While we endeavour to be as accurate as possible while reviewing your qualifications for courses in our program, the Faculty of Education bears no responsibility for ensuring you have met the qualifications as per the guidelines of the Ontario College of Teachers. It is your responsibility to learn which prerequisites you will need. https://www.oct.ca/members/additional-qualifications/prerequisites

 

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