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Literacy Leadership: ReadOregon Online Course

Literacy Leadership: ReadOregon Online Course. Susan Davis Lenski Portland State University sjlenski@pdx.edu. ReadOregon (formerly CREADE). University collaborative offering online courses Reading endorsement Online certificate in reading Professional development courses

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Literacy Leadership: ReadOregon Online Course

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  1. Literacy Leadership:ReadOregon Online Course Susan Davis Lenski Portland State University sjlenski@pdx.edu

  2. ReadOregon (formerly CREADE) • University collaborative offering online courses • Reading endorsement • Online certificate in reading • Professional development courses http://ReadOregon.org

  3. Online Learning Environment • Uses WebCT • Need Internet access • Courses have WebCT tutorials and support

  4. Benefits of Online Courses • Convenience • Depth in discussions • Time to think and research before entering discussion • Independence in learning

  5. Reading Leadership in Middle and High Schools • Fall and Winter, 2005-06 • Offered from Portland State University • Two-week intervals for class meetings • Possible face-to-face meeting for regional groups TBA • District or building administrator and teacher teams • Cost?

  6. Course Decscription This course is designed for administrators and teachers who have leadership roles in middle and high schools. Participants will explore ways to improve reading achievement in their schools by identifying the school’s existing strengths, applying current research and practice, and creating an action plan.

  7. Course Goals • To identify existing programmatic and instructional strengths • To become knowledgeable about reading and learning strategies • To learn about local, state, and national reading programs and initiatives • To create an action plan for improved reading achievement

  8. Course Texts • Lenski, S.D., Wham, M.A., & Johns, J.L. (2003). Reading and learning strategies: Middle grades through high school. Dubuque, IA: Kendall/Hunt. ISBN 0-7872-8880-2 • A guide to Oregon’s new reading standards 6-CIM. • Internet Resources • School documents • Human resources: interviews

  9. Optional Texts • Wepner, S.B., Strickland, D.S., & Feeley, J.T. (2002). The administration and supervision of reading programs (3rd ed.). New York: Teachers College Press. • McAndrew, D.A. (2005). Literacy leadership: Six strategies for peoplework. Newark, DE: International Reading Association. • Gabriel, J.G. (2005). How to thrive as a teacher leader. Alexandria, VA: ASCD.

  10. Underlying Assumptions • “Few of us wet into education out of a burning desire to raise students’ test scores. We went into it out of a deep sense of what’s good for kids and society…” (David Ferrero) • Leadership begins with the heart, not the head. It flourishes with a meaningful relationship, not more regulations (John C. Maxwell) • An effective school reading program is based on a shared vision of literacy (Bean, 2002)

  11. Building Leadership Capacity • All teachers can lead! Most teachers want to lead. And schools badly need their ideas, invention, energy, and leadership (Barth, 2005). • Four dimensions of leadership: intellectual, emotional, social, moral (Wepner & Quatroche, 2002) • Leadership roles: formal and informal

  12. Understanding Existing Conditions • “The unexamined life is not worth living.” Thoreau • Online discussion of school programs, IRA position statement, Oregon standards • Look for strength and gaps in existing curriculum, programs, instruction, initiatives, and so on.

  13. Expand Literacy Knowledge • “Who dares to teach must never cease to learn.” • Research • Best practice • Use texts, standards, and web resources • Connect school programs and current instruction with research recommendations

  14. Creating a Schoolwide Vision • “Without vision the people perish.” • “If you don’t know where you’re going, you might end up someplace else.” (Casey Stengel) • Negotiating building/district identity, state standards, testing, and faculty to create a vision • Online role playing

  15. Literacy Action Plan • “Pick battles big enough to matter; small enough to win.” (Jonathan Kozol) • “I cannot do everything, but I can do something. I will not refuse to do the something I can do.” (Helen Keller” • Build on existing conditions, research, best practice, state standards, and building initiatives to create short-term and long-range goals for improved literacy achievement.

  16. In Conclusion • Literacy is complex; teaching is complex; there are no easy answers. • Change takes time, effort, leadership, and knowledge “We must always change, renew, rejuvenate ourselves; otherwise, we harden.” Goethe http://ReadOregon.org

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