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Online · School of Education · Graduate Education

Specialists for Reading/Math Programs
EDUC-650

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 02/04/2020

Course Description

An investigation of research-based intervention for reading or math programs. The role of the reading or math specialist to the total school program is also examined. Field experience required.

Requisites

Prerequisites

Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5 or Background Clear International with a score of 5 or Background Check Clearance with a score of 5
 
Note: May be repeated for credit. Program Specialists: To be taken the semester directly before or during internship.

Rationale

Leadership in literacy and math are vital in every school.  The focus of this course is to develop program specialists who lead the way through demonstrating multiple leadership roles and guiding stakeholders to ensure all students will reach their potential in literacy and math development.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Apply theories and models of programs in chosen program area.
  2. Evaluate materials for teaching programs in chosen program area.
  3. Formulate instructional strategies to enhance the success of all learners in programs in chosen program area.
  4. Analyze current professional literature regarding developmental programs in chosen program area.
  5. Utilize technology to enhance program effectiveness in chosen program area area.
  6. Integrate Christian and professional principles throughout the course.

Course Resources

Required Resource Purchases

www.LiveText.com membership: This is a website for portfolio development and the submission of major course assignments. Please note: Your one-time LiveText subscription purchase lasts for a period of 5 years and is required for all candidates seeking licensure.  LiveText is required in the following Virginia state-approved, licensure programs: M.A.T. in Elementary Education, M.A.T. in Middle Education, M.A.T. in Secondary Education, M.A.T. in  Special Education, M.Ed. Reading Specialist, M.Ed. Math Specialist, M.Ed. Administration & Supervision, M.Ed. in Curriculum & Instruction – Gifted Education, and M.Ed. in Curriculum & Instruction – Early Childhood Education.  ISBN: 9780979663567.

Specialty textbooks:

The teacher candidate must choose 1 of 3 specialties in this course. The specialty chosen will determine which additional textbooks the candidate must purchase and the topics on which he or she will write the essays required by this course. The required resource purchases below are grouped by specialty. The candidate needs to purchase only the books listed under his or her specialty.

  1. Math Specialists

Math Specialists will need to purchase the following textbooks from the National Council of Teachers of Mathematics (www.nctm.org) or another bookseller, such as Amazon (www.amazon.com):

National Council of Teachers of Mathematics (2000). Math standards and expectations. Reston, VA. NCTM. 9780873534802

National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics—with CD. Reston, VA: NCTM. 9780873534802.

Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development. Reston, VA: National Council of Teachers of Mathematics. ISBN: 9780807749579.

  1. Reading Specialists

Morrow, L. M., & Gambrell, L. B. (2018). Best practices in literacy instruction (6th ed.). New York, NY: Guilford Press. ISBN: 9781462536771.

International Literacy Association (2018). Standards of preparation of literacy professionals. International Reading Association. 9781462517190.

The following resource is provided in the course at no extra cost to the student.

Bean, Rita. M. (2015). The reading specialist: Leadership and coaching for the classroom, school, and community (3rd ed.). New York, NY: Guilford Press. ISBN: 9781462521531.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resource

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.

 Additional Materials for Learning

    1. Computer with basic audio/video output equipment
    2. Internet access (broadband recommended)
    3. Blackboard recommended browsers
    4. Microsoft Office

Course Assignments

Textbook readings, presentations, and specialist standards

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Course Overview Quiz

A short quiz is presented to establish the expectations of this course. A list of overview questions will be provided.

Group Discussion Board Forums (3)

For this collaborative discussion board, each candidate will participate in 3 Group Discussion Board Forums according to his/her specialty. Each thread must be 250–300 words in 3 paragraphs, and the 2 replies must be at least 100 words each. (MLO: A, B, C, E,

Essays (4)

Each candidate will write 4 essays of 2–3 pages each in current APA format. There will be 1 essay for each of the 4 reading assignments. The essays for math specialists focus on the frameworks of math, math standards for Pre-K-2 with manipulatives and technology, professional development for students in 3-8 focusing on graphing utilities, dynamic software, spreadsheets and virtual manipulative, and leading through partnerships. The essays for reading focus on the roles and best practices of reading specialists, connecting foundational knowledge and instructional strategies for diverse learners, evidence-based literacy learning in professional development, and leading through partnerships. (MLO: A, B, C, E, F)

Projects (4)

There are 4 projects to complete, 1 for each of the 4 reading assignments. The projects for the math specialist candidate are creating a professional development plan for the year for the candidate’s school, creating math games or manipulatives for PreK-2 students, development of professional development to teach new technology, and a planning chart using Excel or Google Sheets compiling strategies or resources to connect administrators, teachers, and families. The projects for the reading specialist candidates are yearly plan of professional development for teachers, two games or resources focusing on components of communication/writing, phonological awareness skills presentation for teaching teachers, and a plan for Family Literacy Night to include all stakeholders.  (MLO: A, B, C, E, F)

Field Experience Module (2 five-hour different placements)

Field Experience Plan – The candidate will create a plan for interviewing two different program specialists, depending on the program of study, math or reading. Each placement will be five hours in length and include an interview, observation, and curricula analysis. The plan will identify all of the information of the field placement.

Interview with Question and Answers & Curricula Analysis – Each candidate will conduct an interview using the questions program for two different program specialists, reading or math, and record the interview in writing. Each candidate will also analyze one or two curricula used by the program specialist at each placement. A full analysis of the interviews will be a part of the final essay. (MLO: A, C, D, E)

Specialist Competency Reflection

The candidate will complete a two-paragraph essay reflection on the competencies and standards utilized in the course which demonstrate professional expectations. The reflection must answer the questions posed in the Assignment Instructions folder.  (MLO: A, B)

Synthesis Essay: The Roles of the Reading Specialists

Each candidate will synthesize the readings, interviews, curricula, and personal applications through the lens of effective, evidence-based leadership roles of a math or reading specialist. These findings will be presented in a professionally, written paper. (MLO: A, B, C, D, E, F)

Course Grading

Course Requirement Checklist

 

10

Course Overview Quiz

 

20

Group Discussion Board Forums

(3 at 50 pts ea)

150

Essays

(4 at 50 pts ea)

200

Projects

(4 at 75 pts ea)

300

Field Experience Module

 

 

    Field Experience Plan Form

25

    Interview Q/A & Curricula Analysis

(2 at 75 pts ea)

150

Specialist Competency Reflection

 

35

Synthesis Essay

120

Total

1010

Course Policies

LiveText Submission Policy

All LiveText assignments must be submitted to Blackboard and LiveText in order for the candidate to receive credit.  

VDOE Regulation Compliance

VDOE Competency

Course Evidence

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

1. Understanding of the knowledge, skills, and processes of the Virginia Mathematics Standards of Learning and how curriculum may be organized to teach these standards to diverse learners;

Reading: Implementing Standards-Based Mathematics Instruction, Stein et al. Chp. 1-2; 5-9

Reading: Principle and Standards for School Mathematics

Assignment: Group Discussion Board

Assignment: Field Experience Interview

Assignment: Essay and Projects

Assignment: Key Assessment 6 Final Essay

 

 

 

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

2. Understanding of a core knowledge base of concepts and procedures within the discipline of mathematics, including the following strands: number systems and number theory; geometry and measurement; statistics and probability; and functions and algebra;

Reading:  Stein et al. chps. 1-6:  Math standards, PK-2, and cases*

Assignment: Group Discussion Board

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

4. Understanding of the connections among mathematical concepts and procedures and their practical applications;

Reading: Implementing Standards-Based Mathematics Instruction, Stein et al. Chp. 1-2

Assignment: Group Discussion Board

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

5. Understanding of and the ability to use the five processes - becoming mathematical problem-solvers, reasoning mathematically, communicating mathematically, making mathematical connections, and using mathematical models and representations - at different levels of complexity;

Reading: Implementing Standards-Based Mathematics Instruction, Stein et al. Chp. 1-2; 5-9

Assignment: Group Discussion Board

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

7. Understanding how to utilize appropriate technologies for teaching and learning mathematics, including graphing utilities, dynamic software, spreadsheets, and virtual manipulatives;

Reading: Implementing Standards-Based Mathematics Instruction, Stein et al. Chp. 9

Assignment: Group Discussion Board

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Websites: https://www.geogebra.org/

http://library.wolfram.com/

http://honorsgradu.com/5-best-virtual-math-manipulatives/

Assignment: Key Assessment 6 Final Essay

Assignment: Project

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

8. Understanding of and the ability to select, adapt, evaluate, and use instructional materials and resources, including professional journals and technology;

Websites: https://www.geogebra.org/

http://library.wolfram.com/

http://honorsgradu.com/5-best-virtual-math-manipulatives/

Reading: Implementing Standards-Based Mathematics Instruction, Stein et al. Chp. 1-2; 5-9

Reading: Principle and Standards for School Mathematics

Assignment: Group Discussion Board

Assignment: Field Experience Interview and Curricula Analysis

Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

11. Understanding of leadership skills needed to improve mathematics programs at the school and division levels, including the needs of high-achieving and low-achieving students and of strategies to challenge them at appropriate levels; child psychology, including personality and learning behaviors; educational measurement and evaluation; and effective professional development approaches;

Reading: Implementing Standards-Based Mathematics Instruction, Stein et al. Chp. 11-12

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

12. Understanding of how to develop and lead appropriate professional development based on the needs of students and the school community;

Reading: Implementing Standards-Based Mathematics Instruction, Stein et al. Chp. 11

Assignment: Field Experience Interview

Assignment: Weekly Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

13. Understanding of how to work with school-based administration for the improvement of mathematics teaching and learning;

Reading: Implementing Standards-Based Mathematics Instruction, Stein et al. Chp. 12

Assignment: Field Experience Interview

Assignment: Key Assessment 6 Final Essay

 

 

 

 

 

 

 

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

14. Understanding of how to effectively mentor teachers for the improvement of mathematics teaching and learning;

Reading: Implementing Standards-Based Mathematics Instruction, Stein et al. Chp.11

Assignment: Field Experience Interview

Assignment: Weekly Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

15. Understanding of how to effectively work with parents and the at-large community to improve mathematics teaching and learning;

Assignment: Weekly Project

Assignment: Field Experience Interview

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

16. Understanding of and proficiency in grammar, usage, and mechanics and their integration in writing; and

Assignment: Weekly Assignments: Essay

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-590

B. The mathematics specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school in which the teaching of mathematics was an important responsibility and demonstrated the following competencies:

17. Understanding of and proficiency in pedagogy to incorporate writing as an instructional and assessment tool for candidates to generate, gather, plan, organize, and present ideas in writing to communicate for a variety of purposes.

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

2. Communication: speaking, listening, media literacy. The candidate shall:

a. Demonstrate expertise in the knowledge, skills, and processes necessary for teaching communication, such as speaking, listening, and media literacy;

Reading: Gambrell and Morrow Chp. 15

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

2. Communication: speaking, listening, media literacy. The candidate shall:

b. Demonstrate expertise in developing students' phonological awareness skills;

Reading: Gambrell and Morrow Chp. 8

Reading: Article – Teaching All Students to Read

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

2. Communication: speaking, listening, media literacy. The candidate shall:

c. Demonstrate effective strategies for facilitating the learning of standard English by speakers of other languages and dialects;

Readings: The Reading Specialist, Bean, Chp. 2-3

Readings: Gambrell and Morrow Chp. 6

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

2. Communication: speaking, listening, media literacy. The candidate shall:

d. Demonstrate an understanding of the unique needs of students with language differences and delays;

Reading: Gambrell and Morrow Chp. 4-6

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

6. Leadership, coaching, and specialization. The candidate shall:

d. Demonstrate an understanding of varying degrees of learning disabilities;

Reading: Bean Chp. 2

Reading: Gambrell and Morrow Chp. 5

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

6. Leadership, coaching, and specialization. The candidate shall:

g. Demonstrate the ability to instruct and advise teachers in the skills necessary to differentiate reading instruction for both low and high achieving readers;

Reading: Bean Chp. 5-6

Reading: Gambrell and Morrow Chp. 4-7; 16

Presentation: Differentiated Instruction

Assignment: Project

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

6. Leadership, coaching, and specialization. The candidate shall:

j. Demonstrate effective communication skills in working with a variety of groups, including parents, teachers, administrators, community leaders;

Reading: Bean Chp. 4 and 10

Assignment: Field Experience Interview Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

6. Leadership, coaching, and specialization. The candidate shall:

k. Demonstrate knowledge of current research and exemplary practices in English and reading;

Website: Alliance for Excellent Education

Website: LINCS - Literacy Information and Communication System

Website: Pacific Resources for Education Learning

Assignment: Discussion Board

Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

6. Leadership, coaching, and specialization. The candidate shall:

l. Understanding of and proficiency in grammar, usage, and mechanics and their integration in writing;

 

Assignment: Discussion Board Forums Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

 

8VAC20-543-600

The reading specialist program shall ensure that the candidate has completed at least three years of successful classroom teaching experience in a public or accredited nonpublic school and has demonstrated the following competencies:

6. Leadership, coaching, and specialization. The candidate shall:

m. Understanding of and proficiency in pedagogy to incorporate writing as an instructional and assessment tool for candidates to generate, gather, plan, organize, and present ideas in writing to communicate for a variety of purposes;

Assignment: Field Experience Interview and Curricula Analysis

Assignment: Weekly Assignments: Essay and Project

Assignment: Key Assessment 6 Final Essay

 

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

EDUC 650 Reading Specialists

Textbooks:  Bean, The Reading Specialist (2015).

Morrow & Gambrell, Best Practices in Literacy Instruction (2018).

International Literacy Association, Standards for the Preparation of Literacy Professionals (2017).

Module/Week

Reading & Study

Assignments

Points

1

Bean: chs. 1, 4

Morrow & Gambrell: Section 1

Professional Standards

S.C.R.I.P.

1 presentation

Course Requirements Checklist

Advising Guide Acknowledgement

Course Overview Quiz

Introduction/Welcome DB

Field Experience Plan Form

Essay 1

10

0

20

0

25

50

2

Professional Standards

S.C.R.I.P.

1 website

Group DB Forum 1

Project 1

50

75

3

Bean: chs. 2–3

Morrow & Gambrell: Section 2

Professional Standards

S.C.R.I.P.

1 presentation

2 websites

Group DB Forum 2

Essay 2

50

50

4

Professional Standards

S.C.R.I.P.

Field Experience: Interview 1

Project 2

75

75

5

Bean: chs. 5–7

Morrow & Gambrell: Section 3

Professional Standards

S.C.R.I.P.

1 presentation

1 website

Group DB Forum 3

Essay 3

50

50

6

Professional Standards

S.C.R.I.P.

1 presentation

Field Experience: Interview 2

Project 3

75

75

7

Bean: chs. 10–12

Morrow & Gambrell: Sections 4–5

Professional Standards

S.C.R.I.P.

1 article

Essay 4

Project 4

50

75

8

1 presentation

Synthesis Essay

Specialist Competency Reflection

End-of-Course Survey Quiz

120

35

0

    

1010

DB = Discussion Board

NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.

 

 

 

EDUC 650: Math Specialists

Textbooks: National Council for the Teaching of Mathematics, Principles and Standards for School Mathematics (2000).

National Council of Teachers of Mathematics, Math Standards and Expectations.

Stein et al., Implementing Standards-Based Mathematics Instruction (2009).DB = Discussion Board

Module/Week

Reading & Study

Assignments

Points

1

Stein et al.: chs. 1–3

Professional Standards

S.C.R.I.P.

1 presentation

Course Requirements Checklist

Advising Guide Acknowledgement

Course Overview Quiz

Introduction/Welcome DB

Field Experience Plan Form

Essay 1

10

0

20

0

25

50

2

Professional Standards

S.C.R.I.P.

1 website

Group DB Forum 1

Project 1

50

75

3

Stein et al.: chs. 4–6

Professional Standards

S.C.R.I.P.

1 presentation

1 website

Group DB Forum 2

Essay 2

50

50

4

Professional Standards

S.C.R.I.P.

Field Experience: Interview 1

Project 2

75

75

5

Stein et al.: chs. 7–8

Professional Standards

S.C.R.I.P.

1 presentation

2 websites

Group DB Forum 3

Essay 3

50

50

6

Professional Standards

S.C.R.I.P.

1 presentation

Field Experience: Interview 2

Project 3

75

75

7

Stein et al.: chs. 9–10

Professional Standards

S.C.R.I.P.

1 article

Essay 4

Project 4

50

75

8

1 presentation

Synthesis Essay

Specialist Competency Reflection

End of Course Survey

 

120

35

0

 

Total

1010

DB = Discussion Board

NOTE:  Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.