EDLA 411: Literacy Assessment and Instruction (PK-3)

EDLA 321: Advanced Foundations of Literacy (3-6)

EDLA 311: Advanced Foundations of Literacy (PK-3)

EDUC 443: Reading in the Secondary Content Areas

EDUC 421: Teaching Reading II (Grades 3-8)

EDLA 476: Inquiry into K-8 Classrooms

EDUC 420: Teaching Reading I (Grades K-3)

EDLA 261: Foundations of Literacy
This entry-level course guides teacher candidates to develop basic understandings of the relationship(s) between literacies, language, and identity. These critical understandings support candidates to construct a culturally responsive approach to literacy instruction by drawing on students’ cultural funds of knowledge, family and community literacies, and digital literacies. Teacher candidates develop an integrated understanding of literacy that accounts for the reciprocal nature of language and literacy constructs and processes to describe foundational components of reading development, how they are related, and how they develop. 

C&I 630 Special Topics: Practicum in Student-Centered Coaching
Designed for practicing and aspiring instructional coaches, this is the final course of the Instructional Coaching Certificate program. As a culmination to the program, students develop a coaching action plan that they implement and document within a coaching portfolio. Coaching labs are also utilized to guide inquiry into professional growth. Finally, students organize a virtual Collaborative Coaching Conversation as part of their special interest group project. These courses can be taken for professional development credits, University credits, or as part of an approved Master's degree program. 

C&I 630 Special Topics: Assessment Analysis & Instructional Decision-Making
Designed for practicing and aspiring instructional coaches, this is the second course of the Instructional Coaching Certificate program. Coursework delves into using student evidence to drive decision-making through the design and analysis of formative assessments. Students work to complete a student-centered coaching cycle as their first foray into using these methods in practice. These courses can be taken for professional development credits, University credits, or as part of an approved Master's degree program. 

C&I 630 Special Topics: Foundations of Student-Centered Coaching
Designed for practicing and aspiring instructional coaches, this is the first course of the Instructional Coaching Certificate program. Students are introduced to basic principles and practices for implementing student-centered coaching. The final project guides them to develop a coaching vision to implement at their sites over the course of the following three semesters. These courses can be taken for professional development credits, University credits, or as part of an approved Master's degree program. 

C&I 463 Student Teaching Seminar (University of Wisconsin-Madison)
This seminar serves as a complementary and cumulative space for students to examine, reflect upon, and continue to grow their professional roles as teachers. In addition to supervisor observations, students are supported to analyze their practice, design and provide feedback for responsive assessment, engage with parents and communities, and balance the demands and complexities of full-time teaching. Teacher candidates also complete their edTPA portfolios during this semester as mandated for teacher licensure in the state of Wisconsin.

C&I 373 Elementary & Middle School Teaching Practicum III (University of Wisconsin-Madison)
Practicum III serves as an extension to Practicum I, as students switch from middle school to elementary school settings (or vice versa). During this semester, they continue to grow as teachers and build experience for student teaching. Supervisors will observe two lessons taught by each practicum student and design and lead weekly seminars focused on topics such as classroom management, community engagement, preparation for mandated examinations, and critical reflection and discussion around student experiences at their practicum sites. 

C&I 369 The Teaching of Language Arts (University of Wisconsin-Madison)
This methods course focuses on the integration of writing, reading, speaking, and listening as essential literacy skills for teaching young children and early adolescents. Taught in conjunction with Teaching Reading and the first semester of student teaching practicum, students not only grapple with theories of teaching ELA but are engaged in classroom settings where these theories meet everyday practice. Essential outcomes include critically examining research and literacy practices in education, designing and teaching a curriculum unit around essential literacy strategies for composition or comprehension, and exploring multiliteracies and technology tools through a comparative reader response project.

C&I 367 Elementary & Middle School Teaching Practicum I (University of Wisconsin-Madison)
Practicum I serves as preparation for the upcoming semester of student teaching, as it allows students to begin to observe and reflect on the art of teaching, including the "behind the scenes" functions that must be completed in addition to classroom instruction. Supervisors will observe two lessons taught by each practicum student and design and lead weekly seminars focused on topics such as classroom management, community engagement, preparation for mandated examinations, and critical reflection and discussion around student experiences at their practicum sites. 

C&I 309 Reading and Writing Across the Curriculum  (University of Wisconsin-Madison)
This course is taught to first semester Elementary Education students as an introduction to the complexities surrounding what constitutes literacy and how this is intimately related to individual identity. We explore what literacy looks like across content areas drawing from sociocultural theories of literacy and applying our understandings through strategy lesson presentations and the design of a cross-curricular unit (designed around a Big Idea drawn from a selected YA/Children's book).

C&I 313 Literacy and Language Across Secondary Content Areas (University of Wisconsin-Madison)
In this course, we draw on cognitive, sociocultural, linguistic, and critical frameworks of teaching content area literacies to explore how all teachers can promote the enhancement of literacy skills within their classrooms. We discuss the nature of literacy practices in and across classrooms, disciplines, and communities. Through a social justice lens our examination of literacy includes topics such as the role of literacy in equitable education for all students, important pedagogical concepts for teaching successfully in diverse and multilingual classrooms, a critical reflection of our own and others’ literacy development, and the impact of curricular and pedagogical tools and strategies for capitalizing on literacy inherently embedded within content areas.

English 100 Freshman Composition (University of Wisconsin-Madison)
This course is an introduction to college composition that begins to prepare students for the demands of writing in the university, while helping them to think about writing beyond the classroom and in a variety of contexts. Writing as a process is emphasized, as this course is portfolio based. Students work through a series of three sequences (narrative, informative, and persuasive writing) producing original written work, responding to the work of others, and exploring multimodal approaches to compositions.

English 311 Teaching Literature to Adolescents (Grand Valley State University)
This course introduces students to the theoretical and pedagogical approaches to teaching literature in middle and high school settings, exploring the role of curriculum demands, technology shifts, and best practice strategies as they relate specifically to this field. Controversial and challenging topics such as text selection, copyright issues, standardized testing, and critical thinking will also be central to constructing a well-rounded understanding of what it means to teach ELA in the 21st century. The guiding questions to help build this understanding include: What is best practice in literature instruction? What skills do students need in order to become better readers and how does the teacher support this skill acquisition? How does one make literature meaningful and relevant to a diverse and modern student body? The answers to these questions will provide a strong foundation for completing the required coursework, including the construction of a YA podcast, leading discussion with current high school students, and the development of two-week unit plans.