PA Reading First -- Course Descriptions

EDAM 5013 - Teacher Leadership Credits: 3 Overview After understanding the meaning of teacher leadership, the online learner will explore one's own school culture, their impact on learning, and the power of reflective practice. Teacher leaders are needed in order to facilitate effective change in school culture and student achievement. The course begins with a review of the core beliefs and guiding principles about teacher leadership. You will explore how schools are rapidly changing and the complexity of the change. You will learn and experience various tools of reflection throughout the course. You will also explore the impact of school culture on learning. Also, you will understand the behaviors and attitudes of teacher leaders. To finish the course, an Action Plan will be developed and shared by posting it to an online database. It will become a valuable resource for you and other educators.		Objectives At the completion of this course, the learner will be able to: Articulate the concept of leadership in the context of education. Differentiate between management and leadership. Assess the motivation and need for becoming a teacher leader. Describe the essential qualities of effective teacher leaders. Explain the critical role of reflective practice in leading and learning. Apply the tools of reflection to your own experience. Understand the complexity and rapid change in our schools. Explain the dynamics of change and the teacher leader's role. Assess your organization's culture of learning and its impact on student learning. Promote creating a culture of learning within your school. Understand the use of facilitation techniques and facilitate change within your school. Examine your current and potential role as a leader in your school.

EDAM 5020 - Instructional Coaching I Credits: 3 Overview Instructional Coaching I defines instructional coaching and provides depth on initial coaching strategies used by new coaches as they develop their role within a school.		Objectives At the completion of this course, the learner will be able to: Define coaching. Explain why coaching is an effective initiative for improving student achievement. Describe the characteristics associated with coaches. Articulate the various activities in which coaches engage. Assess how coaches' use of time impacts student achievement. Analyze how a teacher successfully moves into a coaching position. Determine how coaching is integral to school culture and school improvement processes. Apply coaching strategies with teachers in your school. While understanding "what is coaching," the online learner will explore the effective qualities of instructional coaches that will improve student achievement through a variety of activities and analyses.

EDAM 5021 - Instructional Coaching II Credits: 3 Overview Instructional Coaching II provides additional coaching strategies used after the role has been established and provides depth on evaluating program success using student assessment results.		Objectives At the completion of this course, the learner will be able to: Describe the key components of the coaching model. Describe how to build trust in a coach's relationship with teachers. Explain how coaching success is measured. Analyze the role of data in the work of a coach. Describe the significance of cultivating a culture of continuous learning in your work environment. Articulate the characteristics of adult learners. Evaluate the needs of adult learners in terms of their general characteristics and individual learning styles. Demonstrate classroom observation/visitation skills and strategies. Develop presentation skills and strategies. Identify local, state and national resources to support coaching efforts. Determine the criteria for establishing coaching priorities. Cope with obstacles to coaching. This course provides the answer to the question "How do I implement coaching successfully?" By understanding the environment of learning, course participants will be provided with coaching tools to expand student achievement.

EDAM 5022 - Problem-based Approach to K-3 Literacy Coaching Credits: 3 Overview Problem-based Approach will be specific to the intended certification area. It provides specific examples through a case studies approach of dealing with both the content unique to their intended certification and the teaching dilemmas and situations one may encounter when coaching teachers. Also, it addresses issues arising with the specific certification area, special education, racial and socio-economic diversity issues.		Objectives At the completion of this course, the learner will be able to: Identify and prioritize problems encountered in K-3 literacy coaching. Recognize diverse degrees of teacher receptiveness towards K-3 literacy coaching. Empower teachers to implement best practices in K-3 literacy classrooms. Support teachers to engage in reflective practices. Demonstrate an understanding of effective components of the comprehensive literacy framework. Collaborate and analyze classroom management issues and solutions in K-3 literacy classrooms. Through a process of problem identification and problem analysis, the learner will discover how to execute coaching strategies and literacy approaches to encourage the implementation of best practices in early literacy.
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EDAM 5023 - Problem-based Approach to Instructional Coaching (K-12) Credits: 3 Overview This is a comprehensive instructional coaching course designed to address a range of grade levels and content areas. It provides examples through a case study approach of dealing with content areas and grade levels that span K-12 and are unique to specific certification areas and the teaching dilemmas and situations that are encountered when coaching K-12 teachers. Issues arising with special education, racial and socio-economic diversity are also addressed.

Course Descriptions for the Letter of Endorsement in Teacher Leadership & Instructional Coaching