CONT535: Reading Specialist

Course Schedule

Course Description

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

Application Requirements

1. OCT Membership showing completion of Part 2.
2. CONFIRMATION OF TEACHING EXPERIENCE FORM Signed by a Supervisory Official* from your School Board confirming that you have two years (388 days) of teaching experience since becoming a certified teacher, one year (194 days) of which is in the subject area of this course.

*The Ontario College of Teachers defines "Supervisory Official" as the Superintendent or Assistant Superintendent of the school board for a teacher employed by a Board of Education. A principal or headmaster is not recognized in this capacity. For a teacher employed by a private school, the "supervisory official" is the Ministry of Education official (Education Officer) appointed to your school. For overseas experience the appropriate Supervisory Official is the person your Principal reports to.

**Please note that a new form is always required for a Part 3 (Specialist) course as experience is course/subject specific.

Course Materials

Accommodations

Applicants who require accommodations for a specific learning need (e.g., learning disability) within their AQ/ABQ course, should click here for further information and support.

Have a question? Contact us!

Refund Schedule

If you drop a course:

1. by the midpoint of the course, you will receive 100% of your course fee.
2. after the midpoint, before the end of the course, you will receive 50% of your course fee.

For more about our refund policies, visit our Fees & Refunds page.