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  • Building Capacity for Effective Reading Instruction through Collaborative Inquiry

  • 3 Credits, K-12, ELA, Instructional Strategies

  • Building Capacity for Effective Reading Instruction through Collaborative Inquiry
  • Starting at $189

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*You are purchasing your course and university credits together

  • $189

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You will purchase your credits from this university upon completion.

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.

Objectives:

Participants will be able to:

  • 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

We offer online professional development courses for teachers in Texas that are eligible for Graduate-level Professional Development Credit and CPE credits towards Texas State License Renewal.

TEA-approved CPE providers list.

  • Texas Approved CPE Provider # 500-494 (Since 2004)
  • Our provider name is: CPE Credits Online

Enrollment:

To Enroll in a Course:

  • Choose the version of this course you would like to take: Course + Credit (you will receive an official University transcript) or Course Only (you will receive a Certificate of Completion to use to obtain your CPE credits).
  • Add the course to your Cart and continuing shopping, if you’d like to purchase more courses.
  • When you are ready to check out, go to your cart. You will be asked to log-in to your account or create a new account.
  • Follow the enrollment and payment prompts. If you have a coupon/discount, you will be asked to enter it during the enrollment process.
  • Upon purchase, you will receive an email receipt and be able to login to your course at eClassroom Sign In. You have 6 months (180 days) from your purchase to complete your course.
  • If you have any questions, check out our FAQs or email support@cecreditsonline.org.

Credit Options

Course + Credit Courses

  • We have partnered with regionally-accredited universities to provide graduate-level professional development credits for our courses. See our University Partners tab.  All courses taken for graduate-level credit receive both a Certificate of Completion and a University Transcript for your records.
  • Upon enrollment, you will select the University from which you wish your credits.
  • Upon completion of your course, CE Credits Online will forward all the required documentation to the University you selected.
  • The University partner will process your course completion and provide a transcript that includes the name of the course, course number, number of credits, and your grade.
  • You will receive directions on how to receive your transcript in email form, and you can also review the University Partners section of our website for more information.
  • Note: If you would like to take courses with Adams State University, please purchase the Course Only version of the course, and, upon completion, email support@cecreditsonline.org asking to sign-up for graduate credit through Adams State University.  Cost is $55 per credit.
  • You must check with your district to ensure the credits received will meet your specific requirements. We will not be held responsible if your school, district or state does not accept the credits issued.

CPE Credits

  • CE Credits Online is an approved provider of CPE credits. TEA-approved CPE providers list. (always check with your district to determine eligibility).
  • Upon successful completion of your course, you will receive a Certificate of Completion for your records that will include the name of the course and number of professional development hours completed.
  • The Certificate of Completion acts as a record that verifies that a professional development course was taken and passed.

University pricing options

*subject to change