Reading Specialist

This course builds on the theories and concepts covered in Reading, Part 2, and has been developed with a focus on leadership within the area of reading instruction. This course considers how research informed by the Science of Reading and personal experience impact the development of successful reading outcomes for learners. It will allow participants many rich opportunities to collaborate, reflect and implement practical strategies for reading instruction with a focus on implementing a Structured Literacy program. Participants will refine their ability to create programming for struggling readers while facilitating their own professional growth and that of their colleagues. This course will culminate in the creation of a professional development workshop for educators who share the goal of improving and enhancing their own reading instructional program. The fundamental right to read, the foundations of reading development, learner support, reading engagement, the effective use of digital technology, and a view of education through a lens of equity, diversity and inclusion will be focused on throughout this course. In this course, you will have the opportunity to advance a culture of critical inquiry that collectively examines biases, assumptions, beliefs and understandings associated with teaching and learning within the context of teaching reading foster a critical community of practice that collectively examines and integrates Ontario curriculum, policies, frameworks, strategies and guidelines in teaching reading nurture a culture that collectively engages in the critical examination of pedagogical processes, including assessment and evaluation practices in teaching reading that link curriculum to learners’ interests, strengths, inquiries, needs and well-being develop a culture of critical and reflective leadership practices in teaching reading that is committed to creating and sustaining holistic learning environments that nurture the identities of learners and their intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development promote a culture of shared leadership committed to enhancing professional practice through ongoing collaborative inquiry, dialogue, reflection, innovation and critical pedagogy examine a culture of critical pedagogy that is committed to curriculum design using learner’ inquiry questions, passions and interests cultivate a culture of inquiry and innovative leadership related to program design, planning, development, and implementation strategies and frameworks facilitate a culture committed to fair, equitable, transparent, valid, and reliable assessment and evaluation methods that honour the dignity, emotional wellness, identities and development of all learners build a culture of ongoing critical inquiry into theories and pedagogies about multiple forms of oppression, power and privilege explore a culture that critically examines ethical responsibilities in research and scholarship that honour and embody the Ethical Standards for the Teaching Profession