EDUC 650 Specialists for Reading/Math Programs

The purpose of this course is to acquaint students with a variety of research that informs music education in preparation for the final capstone curriculum project, lecture recital, or thesis in music education. Students expand their understanding of various research methodologies as related to music education while developing their scholarly writing skills.

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.

Textbook readings, presentations, and specialist standards

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Quiz: Course Overview

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

Discussions (3)

For these collaborations, each candidate will participate in three Discussions according to his/her specialty. Each thread must be 250–300 words in three paragraphs, and the two replies must be at least 100 words each. (CLO: A, B, C, E)

Essays (4)

Each candidate will write four essays of 2–3 pages each in current APA format. There will be one essay for each of the four 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 manipulatives; and leading through partnerships. The essays for reading specialists 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. (CLO: A, B, C, E, F)

Projects (4)

There are four projects to complete, one for each of the four 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 a 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 a Family Literacy Night to include all stakeholders.  (CLO: A, B, C, E, F)

Field Experience

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 and Curricula Analysis – Each candidate will conduct an interview of two different program specialists in accordance with the candidate’s specialty: reading or math. Each candidate will also analyze two curricula used by the program specialist at each placement. A full analysis of the interviews will be a part of the final essay. (CLO: A, C, D, E)

Synthesis Essay

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. (CLO: A, B, C, D, E, F)

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.  (CLO: A, B)