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Coaching to Improve Reading

Price

Coaching to Improve Reading

Humboldt State University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Number of: Hours 45
  • 3 university semester credits, 4 university quarter credits
    (university fees are additional)
  • System Requirements
What you need to know
Year End Special - $199

(Valid through December 31, 2014)

All 3 Credit Courses

3 – Credit Course/ 45 Hours

Use the following promo code at checkout:

YearEndSpecial2014


CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.


Humboldt State University (HSU):
HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Course Description

Course Description:

This course focuses upon the all-important coaching relationship in improving student reading achievement. Seven components of successful reading programs are the foundation of reading achievement: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing about the reading, and content area reading skills.

Intentional best practice in each reading component is emphasized as the basis for the coaching interaction. Through learning activities, observations of teaching and practice and application of skills, participants learn how to establish a positive, respectful, caring and confidential coaching relationship that allows each partner to grow and learn in a safe, collaborative and guiding atmosphere with the common goal of increasing student reading achievement.

Course Objectives:

  • Understand the elements of a positive coaching relationship
  • Establish operating principles and plan for an effective coaching experience
  • Understand best practice in each of the seven components of successful reading: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing about the reading, and reading in content area skills
  • Understand how enduring understanding, student engagement, student outcomes, and teacher behaviors that cause learning to happen are foundational to every subject and to the coaching interaction
  • Design and use essential questions in reading instruction and in coaching
  • Use the Foundational Four in lesson planning and design
  • Understand four components of reading instruction to plan for in every class, especially content area instruction: reading with and to students, vocabulary/decoding, comprehension, and writing about the reading
  • Differentiate instruction based upon enduring understanding, while varying difficulty and complexity of content that is read
  • Choose effective methods for data collection and analysis
  • Observe effective coaching methods and practices
  • Identify effective communication structures and those that detract from a positive coaching experience
  • Construct effective reading lessons based upon research-based practice in reading
  • Observe one another and conduct coaching conferences and feedback analysis
  • Distinguish between effective and ineffective lessons/instructional episode/practices
  • Learn how to assess text fit and to differentiate instruction using appropriate resources and identified, common standards
  • Differentiate comprehension questions, understanding that for some students literal questions are more difficult than inferential
  • Understand the different reading demands of specific subject areas and design lessons to assist reading in content areas, with special emphasis upon reading rate
  • Design a building-wide coaching and collaboration process for increasing student reading achievement
  • Observe and conduct an effective data-driven coaching conference
Syllabus
  • Course:
    Coaching to Improve Reading
  • Instructor:
    Marilyn McGuire, M.S.
  • Prerequisites:
    None

Course Description:

No skill is more important to student achievement than the ability to read and derive meaning from the printed page. School improvement plans in virtually every school, regardless of grade level configuration, underscore the importance of all teachers working toward helping students to learn to read and to use their reading skills to learn key information in each subject area. It is no surprise that reading skills are often the first consideration in overall student achievement and the subject of a host of initiatives in every state. State and national grants, professional development efforts, and specific school improvement plans all focus upon helping students to be effective readers who can ultimately use reading and reasoning skills independently for a variety of purposes. This is especially significant with wide ranges of reading abilities that are present in today';s classroom along with the challenge of teaching students who do not speak or read English. It is clear from the research that positive and intentional classroom practice toward this goal is enhanced through coaching. Using coaching principles, grounded in respectful interaction, can grow the skills of team members.

This course focuses upon the all-important coaching relationship in improving student reading achievement. Seven components of successful reading programs are the foundation of reading achievement: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing about the reading, and content area reading skills.

Intentional best practice in each reading component is emphasized as the basis for the coaching interaction. Through learning activities, observations of teaching and practice and application of skills, participants learn how to establish a positive, respectful, caring and confidential coaching relationship that allows each partner to grow and learn in a safe, collaborative and guiding atmosphere with the common goal of increasing student reading achievement.

Course Objectives: Participants will

  • Understand the elements of a positive coaching relationship
  • Establish operating principles and plan for an effective coaching experience
  • Understand best practice in each of the seven components of successful reading: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing about the reading, and reading in content area skills
  • Understand how enduring understanding, student engagement, student outcomes, and teacher behaviors that cause learning to happen are foundational to every subject and to the coaching interaction
  • Design and use essential questions in reading instruction and in coaching
  • Use the Foundational Four in lesson planning and design
  • Understand four components of reading instruction to plan for in every class, especially content area instruction: reading with and to students, vocabulary/decoding, comprehension, and writing about the reading
  • Differentiate instruction based upon enduring understanding, while varying difficulty and complexity of content that is read
  • Choose effective methods for data collection and analysis
  • Observe effective coaching methods and practices
  • Identify effective communication structures and those that detract from a positive coaching experience
  • Construct effective reading lessons based upon research-based practice in reading
  • Observe one another and conduct coaching conferences and feedback analysis
  • Distinguish between effective and ineffective lessons/instructional episode/practices
  • Learn how to assess text fit and to differentiate instruction using appropriate resources and identified, common standards
  • Differentiate comprehension questions, understanding that for some students literal questions are more difficult than inferential
  • Understand the different reading demands of specific subject areas and design lessons to assist reading in content areas, with special emphasis upon reading rate
  • Design a building-wide coaching and collaboration process for increasing student reading achievement
  • Observe and conduct an effective data-driven coaching conference

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, observation and analysis of lessons, coaching interactions with a coaching partner that include feedback and analysis of both the lesson and the coaching episode. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Special Features (options):

This course provides opportunities for a variety of skills practices. These practices are designed to address a variety of student learning styles and to vary the methods and modes of practice. Lessons in video format and those summarized in the course are also varied to include some that are direct instruction, some that are facilitated instruction, and some that are constructivist in nature, as the coaching and reading skills are being practiced. Observing lessons in video format are particularly helpful in illustrating both the reading and coaching skills to be learned.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Instructor Description:

Marilyn McGuire, M.S. is a former teacher and administrator who is now an international consultant. Ms. McGuire has been working with instructional and personal coaching with teachers, administrators, and business professionals for over 25 years. She has designed and delivered a variety of workshops, keynote addresses, video and teleconferences, special coaching projects and personal consultation sessions on a host of issues and topics. Ms. McGuire has a rich background in instruction, assessment, classroom management, leadership, and mentoring. She has been involved in reading instruction since the beginning of her career and has a reading specialist credential. Ms. McGuire has worked at all levels, K-12, in public, private, and independent school settings. These experiences readily transfer to the online setting being proposed in the course.
  • BA in Education—English/Special Education/Psychology— Western Washington University
  • MS in Special Education— Portland State University
  • Reading Specialist Credential—ESA Certificate
  • Principals’ Certification—K-12— Western Washington University
  • Adjunct faculty—SPU, Western, Humboldt State

Methods of Instruction:

A variety of strategies are employed in this course:
  • Content presented for participants to read online—the formal instruction
  • Video clips of lessons, coaching, feedback sessions
  • Specific and varied learning activities to practice skills and strategies
  • Analyses of lessons by video and script
  • Specific practice with data collection and feedback processes
  • Online forum for participants to post answers to questions, lesson analysis, responses to feedback sessions and receive specific feedback against identified standards
  • Application settings to be completed in workplace settings and summarized in forum for specific feedback
  • Activities, quizzes, and feedback with each course module so skills are practiced at high enough levels of understanding so that they can be applied throughout the course

Class Outline:

  • Lesson 1
    • 1.a Practices to Ensure Success in Coaching
    • 1.b Reading and Enduring Understandings
    • 1.c Coaching Questions and Data Collection in Reading
    • 1.d Reading and Enduring Understandings
    • 1.e Student Outcomes
    • 1.f Student Engagement
    • 1.g Teacher Behaviors that Contribute to Student Learning
    • 1.h Essentials of Reading Achievement and Reading Instruction
    • 1.i Coaching Questions and Data Collection in Reading
    • 1.j To Question or Not to Question ...
    • 1.k Effective Use of Language in Coaching
  • Lesson 2
    • 2.a Phonemic Awareness and Reading
    • 2.b Enduring Understanding, Phonemic Awareness and English Language Learners
    • 2.c A Word on Phonemic Awareness and Assessment
  • Lesson 3
    • 3.a Phonics and Reading
    • 3.b Enduring Understanding, Phonics and Coaching
  • Lesson 4
    • 4.a Fluency and Reading
    • 4.b How Do Students Become Fluent Readers?
    • 4.c Fluency and Older Readers
    • 4.d Assessing Fluency
  • Midterm
  • Lesson 5
    • 5.a Vocabulary
    • 5.b Distinguishing Between Effective and Ineffective Vocabulary Strategies
    • 5.c Pre-Teaching of Key Vocabulary
    • 5.d Practicing Key Vocabulary
    • 5.e Vocabulary Development While Students Are Reading
    • 5.f Building-Wide Vocabulary Focus
  • Lesson 6
    • 6.a Comprehension
    • 6.b Moving From the Known to the Unknown in Reading
    • 6.c Differentiation: Many Avenues to the Same Goal
    • 6.d Comprehension Strategies
    • 6.e Reading Text at an Instructional Level
    • 6.f Read Alouds and Coaching
  • Lesson 7
    • 7.a Writing About the Reading
    • 7.b Focus of Writing
    • 7.c Forms of Writing About the Reading
    • 7.d Extended Responses
  • Lesson 8
    • 8.a Reading in Content Areas
    • 8.b Reading Demands of Different Subject Areas
    • 8.c Reading Skills in Literature
    • 8.d Reading Skills in Social Studies
    • 8.e Reading Skills and Science
    • 8.f Reading Skills in Math Class
    • 8.g Other Content Areas
    • 8.h Before, During, After Reading Strategies
  • Lesson 9
    • 9.a Coaching and Collaborating on a School-Wide basis
    • 9.b Common Language and Vocabulary
    • 9.c Building-Wide Reading Focus
    • 9.d Teaching and Coaching Colleagues Across Content Areas
    • 9.e Leadership for Collaboration
    • 9.f Commitment to the Task
    • 9.g Forum Post
    • 9.h Final Thoughts and Closure
  • Post Survey
  • Evaluation
  • Final Exam

    Final exam is in two parts. There will be an objective exam that is comprehensive over all course content in coaching and reading. Each participant will also engage in a coaching experience, self-evaluate that experience according to a rubric, and report the results to the forum. Another rubric will determine whether the participant has effectively applied the concepts from the course. The combination of the two will determine the passing grade.

Skills Transfer:

The entire course is designed for application in the real world of the participant. In the coaching process, many individuals report that the act of asking essential questions, for example, transfers to their own practice in lesson design and delivery. Further, the intentional best practices of coaching and reading instruction are immediately useful for improving student reading achievement. The course is intended to model effective coaching and instruction so that it can be of immediate use to the participants, allowing for transfer into their classroom practice.

Contact Information:

info@cecreditsonline.org

1.888.263.9980

Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based 
  • University credits available* 
  • Asynchronous – start at any time – 24/7
  • Self-paced – work at your own pace and convenience 
  • Completely online – no commuting, parking, missed classes and no dress code
  • User friendly and engaging with numerous videos that model new strategies and skills 

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits
   45 hours = 3 semester credits
   30 hours = 2 semester credits
   15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Why Chose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff