EDRD 5324 780: Literacy Prof Prep Seminar

EDRD 5324 - Literacy Prof Prep Seminar: Literacy Prof Prep Seminar (Sub II- Oct 19 to Dec 08)

Fall 2026 Syllabus, Section 780, CRN 18793


Instructor Information

Juan Lira, Ph.D.

Email: jlira@tamiu.edu

Office: 302 L

Office Hours:
You are welcome to contact me through the course message app, email, cell phone, or by texting me.

Cell Phone: 956-744-6039


Times and Location

Does Not Meet Face-to-Face


Course Description

This advanced course provides a series of on-line scaffolded modules in preparation for transitioning into the roles and responsibilities of a Reading Coach, Literacy Interventionist, or Reading Professional in the field. An emphasis is placed on collaboration and communication with educational stakeholders. Course activities include engagement in leadership practice involving curriculum and assessment of literacy practices. Prerequisites: Graduate standing.
Educational Programs Department, College of Education

Student Learning Outcomes

Course Student Learning Outcomes: 

CSLO 1. The candidate will be able to explain the historical context of literacy instruction and how it has influenced literacy instruction today.   

CSLO 2. The candidate will be able to explain the roles and responsibilities of a Reading Specialist or Literacy Coach serving at the Elementary, Secondary, or District Level 

CSLO 3: The candidate will be able to demonstrate how literacy teams can be formed to help create a vision for literacy instruction.

CSLO 4: The candidate will be able to demonstrate how to assess a school's literacy needs and then use this information to develop a plan of action. 

CSLO 5: The candidate will be able to demonstrate how instructional contexts can be designed to effectively assess students' needs.

CSLO 6: The candidate will be able to demonstrate how different intervention initiatives may be developed and implemented to differentiate instruction aimed at addressing students' unique needs. 

CSLO 7 The candidate will be able to demonstrate how different instructional arrangements may be established to effectively address the needs of English learners. 

CSLO 8: The candidate will be able to demonstrate how a comprehensive literacy program may be established at the elementary / secondary school level.    

CSLO 9: The candidate will be able to demonstrate how instructional materials and technology resources may be evaluated and selected to effectively complement a literacy program.

CSLO 10. The candidate will be able to demonstrate how professional learning communities can be established to effectively support the ongoing professional learning of teachers.  

CSLO 4:

Important Dates

Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.

Textbooks

Group Title Author ISBN
Required Reading Specialists and Literacy Coaches in the Real World (4th ed.) Brenda A. Shearer, Deborah A. Carr, MaryEllen Vogt 978-1-4786-3663-2

Grading Criteria

[

GRADE PERCENTAGE
A 90-100
B 80-89
C 70-79
D 60-69
F Below 60
FN Failure for Non-Attendance
S/CR/P Satisfactory/Credit/Pass
U/NC Unsatisfactory/Non-credit
IP In Progress
W Dropped/Withdrew
I Incomplete

Open Boilerplate

Course Requirements and their Values:

Discussion Forums:  30%

Module Assignments:  20%

Field Observation Log, Documentation, and Reflection: 20%

Case Study: 10%

Final Project Practice Exam Report: 20% 

Total:  100% 

Assignments and Exams 

All assignments will be submitted exclusively through Blackboard. Note: In case of an unforeseen circumstance (e.g., COVID-19), the assignments and number of assignments will remain the same, but will be modified to fit a remote learning environment. Dates may also change depending on the situation. 

All assignments have explicit instructions on Blackboard. All writing assignments include an instruction guide to help candidates follow the directions and successfully complete these tasks. As appropriate, the instruction guide provides examples of APA 7th edition citations and other formatting essentials. 

Required:  Complete and submit the syllabus acknowledgement statement no later than October 25, 2026. 

Important Information about Discussion Forum Assignments: Each of these assignments is divided into parts  The first part consists of the student responding to the prompt or instructions given.  And the second portion requires each student to provide a reflection on the post that the student has developed.  This development could consist of you agreeing, disagreeing, questioning, or adding some idea(s) the response provided by your classmate. Ensure that you support your ideas with relevant material and examples.  This process helps everyone understand the material at much deeper levels.   

Schedule of Topics and Assignments

Week of Agenda/Topic Reading(s) Due
10/19 Introduction to On-line Course Syllabus; Historical Context and Shaping the Future of Reading Syllabus
Course introduction
Guidelines/Readings posted on-line for introductory tasks
Reading Specialists and Literacy Coaches in the Real World
Part I; Reading Specialists and Literacy Coaches: Honoring the past, shaping the future
Examining the historical context for teaching reading
Serving as an Elementary, Secondary, or District-Level Reading Specialist or Literacy Coach
Reading Specialist Standards, IRA Standards, Science of Teaching Reading Standards
Due: Introductory Course tasks: Meet and Greet
COED and Syllabus Acknowledgement

DUE: Oct. 25, 2026; 11:59 p.m. Discussion Forum 1

Due: Oct. 25, 2026; 11:59 p.m. Matrix on Roles and Responsibilities of Literacy Specialist.

Review in Blackboard the specifics concerning the Leadership Field Observation Log, Documentation, and Reflection requirement. This task is due on Dec. 6, 2026 no later than 11:59 p.m.
10/26 Reading Specialist and Literacy Coaches: Leading a Collaborative Vision Part II: Reading Specialists and Literacy Coaches: Leading a Collaborative Vision 3, 4, 5

Forming a Literacy Team and Creating a Literacy Vision
Due: Nov. 1, 2026; 11:59 p.m. Discussion Form 2.

Module 2 Assignment: Matrix on School Needs Assessment Program
11/2 Reading Specialists and Literacy Coaches: Leading a Principled Practice Determining a school's literacy needs and developing a plan

Matching context to students' assessment as inquiry

Part III: Reading Specialists and Literacy Coaches: Leading Principled Practice 6, 7:

Differentiating instruction to meet learners' needs: Framing literacy intervention

Language and literacy development for English Learners
View video titled "Teaching English Language Learners"

Read the Case Study Presented

Develop a draft of your case study response

Due: Nov. 8, 2026; 11:59 p.m. Module 3 Assignment: Matrix on Three-Tiered Response to Intervention
11/9 Action Research Case Study Action Research Case Study Paper Work on the draft of your case study response and revise your draft, as needed.

Due: Nov. 15, 2026; 11:59 p.m. Case Study
11/16 Reading Specialists and Literacy Coaches: Leading Principled Practice Reading Specialists and Literacy Coaches: Leading Principled Practice 8, 9:

Implementing a Comprehensive Literacy Program in the Elementary Schools

Implementing a Comprehensive Literacy Program in Middle and Secondary Schools
Due: Nov. 22, 2026; 11:59 p.m. Discussion Forum 3
11/23 Reading Specialists and Literacy Coaches in the Real World. Part III: Reading Specialists and Literacy Coaches: Leading Principled Practice Reading Specialists and Literacy Coaches in the Real World: Part III: Reading Specialists and Literacy Coaches: Leading Principled Practice 10:

Selecting and Evaluating Instructional Materials and Technology Resources

Part IV: Reading Specialists and Literacy Coaches: Leading Growth and Change 11, 12:

Planning and Implementing Multidimensional Professional Development

Moving the Field Forward as Leaders and Literacy Advocates
Due: Nov. 29, 2026; 11:59 p.m. Module 6 Discussion Forum

Due: Nov. 29, 2026; 11:59 p.m. Module 6 Assignment: Matrix in Selection of Textbooks and Adoption Survey
11/30 Demonstrate knowledge linking theory to practice; understand the relationship between Reading and Writing, understand RtI, and assessment instruments Due: Dec. 6, 2026: 11:59 p.m. Reading Specialist Practice Exam Report

Due: Dec. 6, 2026, 11:59 p.m. Leadership Field Observation Log, Documentation, and Field Reflection

University/College Policies

Please see the University Policies below.

COVID-19 Related Policies

If you have tested positive for COVID-19, please refer to the Student Handbook, Appendix A (Attendance Rule) for instructions.

Required Class Attendance

Students are expected to attend every class in person (or virtually, if the class is online) and to complete all assignments. If you cannot attend class, it is your responsibility to communicate absences with your professors. The faculty member will decide if your excuse is valid and thus may provide lecture materials of the class. According to University policy, acceptable reasons for an absence, which cannot affect a student’s grade, include:

  • Participation in an authorized University activity.
  • Death or major illness in a student’s immediate family.
  • Illness of a dependent family member.
  • Participation in legal proceedings or administrative procedures that require a student’s presence.
  • Religious holy day.
  • Illness that is too severe or contagious for the student to attend class.
  • Required participation in military duties.
  • Mandatory admission interviews for professional or graduate school which cannot be rescheduled.

Students are responsible for providing satisfactory evidence to faculty members within seven calendar days of their absence and return to class. They must substantiate the reason for the absence. If the absence is excused, faculty members must either provide students with the opportunity to make up the exam or other work missed, or provide a satisfactory alternative to complete the exam or other work missed within 30 calendar days from the date of absence. Students who miss class due to a University-sponsored activity are responsible for identifying their absences to their instructors with as much advance notice as possible. 

Classroom Behavior (applies to online or Face-to-Face Classes)

In the classroom, students are expected to listen attentively, participate respectfully, and adhere to established rules. Behavior that interferes with the class lecture may result in disciplinary action, ensuring a productive and respectful learning environment for everyone. Any disputes over academic matters should be addressed calmly and constructively, ideally during designated times such as office hours or after class. If a student does not agree with a decision, they can request a meeting with the instructor to discuss their concerns in more detail. Should further resolution be needed, the student may escalate the matter to the department head or use formal grievance procedures as outlined in the sections below. (please refer to Student Handbook Article 4).

TAMIU Honor Code: Plagiarism and Cheating

As a TAMIU student, you are bound by the TAMIU Honor Code to conduct yourself ethically in all your activities as a TAMIU student and to report violations of the Honor Code. Please read carefully the Student Handbook Article 7 and Article 10 available at Student Handbook.

We are committed to strict enforcement of the Honor Code. Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and any form of cheating on exams and other types of assignments.

Plagiarism is the presentation of someone else’s work as your own. It occurs when you:

  1. Borrow someone else’s facts, ideas, or opinions and put them entirely in your own words. You must acknowledge that these thoughts are not your own by immediately citing the source in your paper. Failure to do this is plagiarism.
  2. Borrow someone else’s words (short phrases, clauses, or sentences), you must enclose the copied words in quotation marks as well as citing the source. Failure to do this is plagiarism.
  3. Present someone else’s paper or exam (stolen, borrowed, or bought) as your own. You have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism.

Here is another explanation from the 2020, seventh edition of the Manual of The American Psychological Association (APA):

“Plagiarism is the act of presenting the words, idea, or images of another as your own; it denies authors or creators of content the credit they are due.  Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship” (p. 254).  This same principle applies to the illicit use of AI.

Plagiarism: Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The key element of this principle is that authors do not present the work of another as if it were their own words. This can extend to ideas as well as written words. If authors model a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the discussion section of someone else's article, the person should be given credit. Given the free exchange of ideas, which is very important for the health of intellectual discourse, authors may not know where an idea for a study originated. If authors do know, however, they should   acknowledge the source; this includes personal communications (p. 11). For guidance on proper documentation, consult the Academic Success Center or a recommended guide to documentation and research such as the Manual of the APA or the MLA Handbook for Writers of Research Papers. If you still have doubts concerning proper documentation, seek advice from your instructor prior to submitting a final draft.

TAMIU has penalties for plagiarism and cheating.

  • Penalties for Plagiarism: Should a faculty member discover that a student has committed plagiarism, the student should receive a grade of 'F' in that course and the matter will be referred to the Honor Council for possible disciplinary action. The faculty member, however, may elect to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade; the instructor must still report the offense to the Honor Council. This option should not be available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. For repeat offenders in undergraduate courses or for an offender in any graduate course, the penalty for plagiarism is likely to include suspension or expulsion from the university.
    • Caution: Be very careful what you upload to Turnitin or send to your professor for evaluation. Whatever you upload for evaluation will be considered your final, approved draft. If it is plagiarized, you will be held responsible. The excuse that “it was only a draft” will not be accepted.
    • Caution:  Also, do not share your electronic files with others. If you do, you are responsible for the possible consequences. If another student takes your file of a paper and changes the name to his or her name and submits it and you also submit the paper, we will hold both of you responsible for plagiarism. It is impossible for us to know with certainty who wrote the paper and who stole it. And, of course, we cannot know if there was collusion between you and the other student in the matter.
  • Penalties for Cheating: Should a faculty member discover a student cheating on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”
    • Caution: Chat groups that start off as “study groups” can easily devolve into “cheating groups.” Be very careful not to join or remain any chat group if it begins to discuss specific information about exams or assignments that are meant to require individual work. If you are a member of such a group and it begins to cheat, you will be held responsible along with all the other members of the group. The TAMIU Honor Code requires that you report any such instances of cheating.
  • Student Right of Appeal: Faculty will notify students immediately via the student’s TAMIU e- mail account that they have submitted plagiarized work. Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.

Use of Work in Two or More Courses

You may not submit work completed in one course for a grade in a second course unless you receive explicit permission to do so by the instructor of the second course. In general, you should get credit for a work product only once. 

AI Policies

Your instructor will provide you with their personal policy on the use of AI in the classroom setting and associated coursework.

TAMIU E-Mail and SafeZone

Personal Announcements sent to students through TAMIU E-mail (tamiu.edu or dusty email) are the official means of communicating course and university business with students and faculty –not the U.S. Mail and no other e-mail addresses. Students and faculty must check their TAMIU e-mail accounts regularly, if not daily. Not having seen an important TAMIU e-mail or message from a faculty member, chair, or dean is not accepted as an excuse for failure to take important action.

Students, faculty, and staff are encouraged to download the SafeZone app, which is a free mobile app for all University faculty, staff, and students.  SafeZone allows you to: report safety concerns (24/7), get connected with mental health professionals, activate location sharing with authorities, and anonymously report incidents.  Go to SafeZone for more information.

Copyright Restrictions

The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their works and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine up to $250,000 and imprisonment. Copyright laws do not allow students and professors to make photocopies of copyrighted materials, but you may copy a limited portion of a work, such as article from a journal or a chapter from a book for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should not suggest that the purpose or the effect of your copying is to avoid paying for the materials. And, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are violating the law.

Students with Disabilities

Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Office of Disability Services for Students located in Student Center 124. This office will contact the faculty member to recommend specific, reasonable accommodations. Faculty are prohibited from making accommodations based solely on communications from students. They may make accommodations only when provided documentation by the Office of Disability Services for Students.

For accommodations or assistance with disabilities, contact the Disability Coordinator, Karla Pedraza, at karla.pedraza@tamiu.edu, call 956.326.2763, or visit Student Center 124. 

Student Attendance and Leave of Absence (LOA) Policy

As part of our efforts to assist and encourage all students towards graduation, TAMIU provides
LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule (Section 3.07) and the Student LOA Rule (Section 3.08), which includes the “Leave of Absence Request” form. Both rules can be found in the TAMIU Student Handbook (URL: Student Handbook).

Pregnant and Parenting Students

Under Title IX of the Education Amendments of 1972, harassment based on sex, including harassment because of pregnancy or related conditions, is prohibited. A pregnant/parenting student must be granted an absence for as long as the student's physician deems the absence medically necessary. It is a violation of Title IX to ask for documentation relative to the pregnant/parenting student's status beyond what would be required for other medical conditions. Students who experience or observe alleged or suspected discrimination due to their pregnant/parenting status, should report to the TAMIU Title IX Coordinator (Lorissa M. Cortez, 5201 University Boulevard, KLM 159B, Laredo, TX 78041, TitleIX@tamiu.edu, 956.326.2857) and/or the Office of Civil Rights (Dallas Office, U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600). You can also report it on TAMIU's anonymous electronic reporting site, Report It, at https://www.tamiu.edu/reportit.

TAMIU advises a pregnant/parenting student to notify their professor once the student is aware that accommodations for such will be necessary. It is recommended that the student and professor develop a reasonable plan for the student's completion of missed coursework or assignments. The Office of Compliance (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodation. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students, contact the Title IX Coordinator. In the event that a student needs a leave of absence for a substantial period of time, TAMIU urges the student to consider a Leave of Absence (LOA) as outlined in the TAMIU Student Handbook.  As part of our efforts to assist and encourage all students towards graduation, TAMIU provides LOAs for students, including pregnant/parenting students, in accordance with the Attendance Rule and the Student LOA Rule.  Both rules can be found in the TAMIU Student Handbook.

For parenting-related rights, accommodations, and resources, contact the Parenting Liaison, Mayra Hernandez, at mghernandez@tamiu.edu, call 956.326.2265, or visit Student Center 226.

For pregnancy-related rights, accommodations, and resources, contact the TIX Coordinator, Lorissa Cortez, at lorissaM.cortez@tamiu.edu, call 956.326.2857, or visit Killam Library 159.

Anti-Discrimination/Title IX

TAMIU does not discriminate or permit harassment against any individual on the basis of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, educational programs, or employment. If you would like to file a complaint relative to Title IX or any civil rights violation, please contact the TAMIU Director of Equal Opportunity and Diversity/Title IX Coordinator, Lorissa M. Cortez, 5201 University Boulevard, Killam Library 159B, Laredo, TX 78041, TitleIX@tamiu.edu, 956.326.2857, via the anonymous electronic reporting website, ReportIt and/or the Office of Civil Rights (Dallas Office), U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600.

Incompletes

Students who are unable to complete a course should withdraw from the course before the final date for withdrawal and receive a “W.” To qualify for an “incomplete” and thus have the opportunity to complete the course at a later date, a student must meet the following criteria:

  1. The student must have completed 90% of the course work assigned before the final date for withdrawing from a course with a “W”, and the student must be passing the course;
  2. The student cannot complete the course because an accident, an illness, or a traumatic personal or family event occurred after the final date for withdrawal from a course;
  3. The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
  4. The student must agree to complete the missing course work before the end of the next long semester; failure to meet this deadline will cause the “I” to automatically be converted to an “F”; extensions to this deadline may be granted by the dean of the college. This is the general policy regarding the circumstances under which an “incomplete” may be granted, but under exceptional circumstances, a student may receive an incomplete who does not meet all of the criteria above if the faculty member, department chair, and dean recommend it.

WIN Contracts

The Department of Biology and Chemistry does not permit WIN contracts. For other departments within the college, WIN Contracts are offered only under exceptional circumstances and are limited to graduating seniors. Only courses offered by full-time TAMIU faculty or TAMIU instructors are eligible to be contracted for the WIN requirement. However, a WIN contract for a course taught by an adjunct may be approved, with special permission from the department chair and dean. Students must seek approval before beginning any work for the WIN Contract. No student will contract more than one course per semester. Summer WIN Contracts must continue through both summer sessions.

Student Responsibility for Dropping a Course

It is the responsibility of the student to drop the course before the final date for withdrawal from a course. Faculty members, in fact, may not drop a student from a course without getting the approval of their department chair and dean.

Independent Study Course

Independent Study (IS) courses are offered only under exceptional circumstances. Required courses intended to build academic skills may not be taken as IS (e.g., clinical supervision and internships). No student will take more than one IS course per semester. Moreover, IS courses are limited to seniors and graduate students. Summer IS course must continue through both summer sessions.

Grade Changes & Appeals

Faculty are authorized to change final grades only when they have committed a computational error or an error in recording a grade, and they must receive the approval of their department chairs and the dean to change the grade. As part of that approval, they must attach a detailed explanation of the reason for the mistake. Only in rare cases would another reason be entertained as legitimate for a grade change. A student who is unhappy with his or her grade on an assignment must discuss the situation with the faculty member teaching the course. If students believe that they have been graded unfairly, they have the right to appeal the grade using a grade appeal process in the Student Handbook and in the Faculty Handbook.

Final Examination

All courses in all colleges must include a comprehensive exam or performance and be given on the date and time specified by the Academic Calendar and the Final Exam schedule published by the Registrar’s Office. In the College of Arts & Sciences all final exams must contain a written component. The written component should comprise at least 20% of the final exam grade. Exceptions to this policy must receive the approval of the department chair and the dean at the beginning of the semester.

Mental Health and Well-Being

The university aims to provide students with essential knowledge and tools to understand and support mental health. As part of our commitment to your well-being, we offer access to Telus Health, a service available 24/7/365 via chat, phone, or webinar. Scan the QR code to download the app and explore the resources available to you for guidance and support whenever you need it. The Telus app is available to download directly from TELUS (tamiu.edu) or from the Apple App Store and Google Play.

Distance Education Courses

Regular and Substantive Interaction (Note to Instructors):

This course emphasizes Regular and Substantive interaction between the instructor and students to foster a meaningful and engaging learning experience. The instructor will provide timely feedback on assignments, facilitate active discussions, and offer guidance through announcements and emails Students are encouraged to ask questions and seek clarification as needed, to ensure a collaborative and supportive educational environment. Regular engagement is essential to achieving the course's learning objectives and building a strong foundation in content literacy. 

Online Courses and On-Campus Meetings

Texas Administrative Code (TAC), Title 19, Part 1, Chapter 2, Subchapter J, Section 2.202, defines distance education as the formal educational process that occurs when students and instructors are not in the same physical setting for the majority (more than 50%) of instruction. Distance education includes hybrid and 100% online courses and programs as defined by the Texas Higher Education Coordinating Board (THECB):

  • Hybrid Course - A distance education course in which more than 50 percent but less than 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations.
  • 100-Percent Online Course - A distance education course in which 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations. Requirements for on-campus or in-person orientation, testing, academic support services, internships/fieldwork, or other non-instructional activities do not exclude a course from this category.

In this online course, be sure to confirm what in-person meetings may be required of you (if applicable).

Course Structure

This course is structured into seven modules. Each one focuses on critical aspects of the roles and responsibilities of Reading Specialists and Literacy Coaches . Modules include targeted readings, interactive activities, and application-based assignments designed to build knowledge and skills regarding the knowledge, skills, and dispositions that Reading Specialists and Literacy Coaches are expected to develop. Students are expected to engage with the material weekly, participate in online discussions, and complete assignments to deepen their understanding and enhance their ability to apply concepts to real-world teaching scenarios. Each module is crafted to prepare future Reading Specialists and Literacy Coaches to effectively support teachers, school administrators, and other stakeholders in the literacy development of students with unique needs. 

Student-Instructor Com

Student-Instructor Communication Policy and Response Time

Students are encouraged to communicate with the instructor via email, the messaging feature in Blackboard, or through the instructor's cell phone for any course-related questions or concerns. The instructor will respond to messages within 24-48 hours during the workweek and by the next business day for messages sent during the weekend. For urgent matters, please mark your message as "Urgent" to ensure prompt attention. 

Announcements/Course Messages/Emails
For assignments, announcements, and course updates, students must frequently check Blackboard and their University email. Staying informed and updated, you can remain aware of deadline and expectations for the course. It is your responsibility to inform the instructor of any delays in coursework and to promptly report any problems you have with Blackboard or technology to the University's IT support team at either elearning@tamiu.edu or 956-326-2792. Effective communication regarding course-related topics is crucial for a positive learning environment. 

Course Communication Guidelines (Netiquette)

Course netiquette emphasizes respectful and professional communication in all interactions. Students should use a polite and constructive tone in discussions, emails, and group activities, avoiding slang or overly casual language. Always consider others' perspectives, respond thoughtfully, and refrain from offensive or disruptive behavior. Clear, concise, and respectful communication fosters a positive and productive learning environment for everyone. 

Accommodations/Accessibility Policy

Texas A&M International University seeks to provide reasonable accommodation for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with the Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodation. For more information, contact the online at Office of Disability Services for Students (DSS), via phone at 956.326.3086 or by visiting the staff at the Student Center, room 118. A link to the Disabilities Services for Students site has also been included under the "Resources" tab inside the course.

Student Support Resources

The University wishes to have all students succeed in their courses. To provide support to our students, an array of services in the areas of technology support, academic support, student support, and accessibility support may be found at the University. For more information, visit the Instructional Technology and Distance Education Services page on University Resources and Support Services.

Computer/Technology Requirements

[Technology requirements must be listed for the course. Information on how to obtain software for purchase or download should be provided. See the following example. Customize technologies to include those that pertain to your course:]

When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Online students will need regular access to a personal computer that runs on a broadband Internet connection.

It is recommended that you meet the technical requirements listed on the Instructional Technology and Distance Education Services’ webpage when using the learning management system (LMS) of the University.

Additional Hardware. For this class, you will need the following additional hardware: [list any additional required hardware here. Additionally, and if applicable, you may use the following statement:] Recently purchased laptops may have these built-in web cameras.  If you do not have this equipment, it is recommended to purchase a stand-alone webcam, microphone, or a webcam with a built-in microphone from your local electronic store or any online store.

NOTE: Instructional Technology and Distance Education Services may check out available webcams to students on a first-come, first-served basis. To check out a webcam, please stop by Killam Library, Room 259, and request an available webcam.

Additional Software. You will need the following additional software: [list any additional software required here. Additionally, and if applicable, you may use the following statement:] TAMIU Students may access online versions of this software through their Dusty Office 365 account at https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use. See instructions for downloading the Microsoft Office suite.

Note: Students, if you do not own the required hardware or software or do not have access to the Internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you in finding solutions and guide you appropriately most of the required materials can either be found free of charge at TAMIU’s library, classrooms, and available computer labs. Visit Media Services’ web page on the availability of on-campus computer labs. In addition, you may also purchase any of these items at any electronic store.

Learning Management System (Blackboard)

Students are provided with an orientation (*eLearning (Blackboard) Student Orientation*) and access to guides on how to use the Blackboard LMS. Guides may be available at Instructional Technology and Distance Education Services' Student eLearning Tutorial Videos page or by contacting the eLearning team at elearning@tamiu.edu.

Minimum Technical Skills Expected

When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Students in distance education should have knowledge of basic computer and Internet skills, as mentioned on the Instructional Technology and Distance Education Services’ webpage.

Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services.

Web Conferences/Synchronous sessions

[Instructors that host synchronous virtual meeting sessions should list details on how students will meet with the instructor in this section and whether these meetings are optional or required. Include the frequency of these meetings and a general explanation of the purpose for these sessions.]

Rubrics (may be included here and in the Syllabus and Overview in the course)

[The inclusion of rubrics in the syllabus is usually up to the instructor. If rubrics are not included in the syllabus, this area should convey to students that rubrics are included in the course and will provide an understanding of how they will be assessed on the course’s assignments.]

Late Work Policy

All course assigned tasks are due on the dates specified.  No late work will be accepted and will be assigned a grade if 0.   If for some reason beyond the student's control (e.g., death in the immediate family, hospitalization) they are unable to submit the assigned task(s) by the due date, it is the student's responsibility to contact the professor immediately to discuss this situation (beforehand, if at all possible) for consideration.  The professor reserves the right to determine if late work will be accepted on an individual case-by-case basis. As appropriate, the student is required to provide documentation to explain the circumstances involved. 

Course Evaluation

At the end of this course, students are encouraged to complete a course evaluation that will be distributed to them via email and through a course link.

Turnitin Policy Or Other Types of Assignments in Other Systems

[Instructor’s policy on assignments held within the Turnitin system.]

Proctoring

[Respondus LockDown Browser/Monitor OR Examity. Contact elearning@tamiu.edu for the syllabus statement and other information.]

Accessibility and Privacy Statements on Course Technologies

[Information on the accessibility and privacy policies of all course technologies must be provided to the students. At TAMIU, the eLearning team has compiled a list of accessibility and privacy statement links on their website. Link to these pages and contact eLearning if any new technologies should be listed on their pages. See the following example. Customize technologies to include those that pertain to your course:]

At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. You may find the accessibility and privacy policies of the technologies used in this class on the following pages: Accessibility Statements and Privacy Statements.

In this class, we will utilize: [insert the technologies here].