RLL 563 Instructional Models, Practices and Theories of Literacy Development

Teacher leader and instructional coach candidates will study models and theories of interdisciplinary literacy development and instructional implications along a continuum from early childhood through high school and adult learning. Candidates will facilitate school teams in making evidence-based decisions informed by assessments, explore research related to developing self-regulated learners, and practice creating social contexts responsive to individual student differences through clinical experiences. Pre-requisite(s): Employed in a school setting as certified teacher, literacy coach, teacher leader, reading specialist, intervention teacher or administrator and nominated by school administrator and admitted as a Teacher Leader Candidate or consent of instructor. Co-requisite(s): None. 3 semester hours