Penn Literacy Network

PLN 1 for School Leaders-Leading to Positively Impact Student Literacy
(PLN 1, PreK-12)
School leaders need to analyze, evaluate, and synthesize the most current information related to leadership, literacy instruction, and creating change to act as catalysts for organizational learning and the development of professional learning communities within their school districts. School administrators need to learn and model the practical strategies and applications that help establish a priority on literacy instruction across all grade levels and subject areas. Instructional leaders reinforce that school teachers need to be involved in the constant process of increasing students' active reading and writing about content area texts within the high-pressure environment of state accountability. PLN 1 for School Leaders integrates leadership standards, change theories, and literacy strategies to increase student engagement which leads to student achievement. School leaders learn approaches to help them establish literate school environments that are grounded in problem solving, critical thinking, and logical reasoning - concepts that are focused on state and national standards. They employ practical techniques that investigate and connect content in all subject areas to the real world. Administrators learn to foster professional learning communities that increase the intelligence of their organization.

PLN 1 for School Leaders is structured to allow participants the opportunity to explore strategies and concepts for leading their administrative team to increase students’ reading and writing proficiency. Participants are encouraged to try out the strategies discussed in class and reflect on this implementation with colleagues and facilitators, as
well as inform their practice through professional readings. They also complete a final project: a district or school specific action plan based on local standards. Through this final project they model and lead their district’s administrators and teachers to positively impact the literacy skills of their students.

Seminar for School Coaches (PLN 19) (EDCE639)
This seminar focuses on the development of the personal and cognitive skills necessary to the role of coaches in improving classroom instruction. The seminar presents practical, research-based strategies tied to reading, writing, talking, and listening across the content areas to build confidence and provide a supportive framework for the work of coaches. The seminar helps participants define and shape their roles in relation to the district's goals and expectations. Emphasis is placed on successful models of collegial observation and feedback, with a focus on pre-and post -visit conferencing, trust building, and addressing how best to work with a colleague to improve instruction. Topics include strategies for co-teaching, the integration of demonstration lessons, facilitating pre- and post-visit focus group discussions, curriculum problem solving, and presenting to and interacting with colleagues in professional learning opportunities. Participants work through a variety of active scenarios designed to provide opportunities to role-play and model with colleagues while building trust and positive group dynamics. Participants are required to actively envision, build, and practice their crucial role in supporting literacy and numeracy in their schools.

Curriculum Backmapping (PLN 20) (EDCE634)
The ultimate goal of any educational program is to ensure access to high quality curriculum and instruction for all students in order to meet or exceed state content standards. This seminar is designed to help teachers develop focused, practical, and challenging curricula that integrate PLN frameworks and meet the needs and goals of students, teachers, and districts. Curriculum design is best accomplished through school-wide teacher reflection and discussion that brings about a coalescing of vision and reality. This seminar utilizes backmapping as the strategy to best facilitate this process, and entails systematic realization of a goal by working backwards from a goal.

Teaching Literacy in Culturally and Linguistically Diverse Classrooms (K-8) (PLN 21) (EDCE645)
In this seminar, participants will explore culturally responsive literacy curricula for students. The seminar will be structured as a study group around the instructor's book, Immigrant Students and Literacy, and will include supplementary readings and activities. Questions that will be investigated will include the following: How do we honor students rich stories and experiences in the classroom? How can literature be used to connect to students backgrounds? What are the ways in which the literacy curriculum can build on students community language and literacy practices? How might educators deepen their connections with families and communities? How can culturally-engaged literacy be woven across the content areas? Educators will be invited to think of themselves as teacher researchers who are developing questions and knowledge which arise from their classroom contexts.
Prerequisite: PLN 1and PLN 9

Spanish Language Learning for Educators (preK-12) (PLN 22) (EDCE641)
This seminar is designed for adults who want to learn Spanish. Participants will develop Spanish language skills and simultaneously explore culturally-relevant content, including Spanish and Spanish-American fiction and informational texts that highlight current events and traditions from Spain and Latin America. Additionally, there will be opportunities for linking with the Spanish-speaking community and provide authentic contexts for using language. The seminar is structured around the PLN frameworks of the Lenses of Learning and The Five Reading/Writing/Talking Processes, and blended with language acquisition theory and practice. Given the high population of English language learners in school districts across the country (Spanish is a first language for many), this seminar provides participants with an opportunity to experience the language learning process firsthand and thus reconceptualize the language and literacy experiences of their students.
There is no previous Spanish language experience required. Participants will be expected to complete work outside of class time in order to fulfill University of Pennsylvania requirements for granting continuing education graduate level credits.

Non-Credit Workshops:
Family Literacy
PLN offers non-credit workshops for parents, tutors, teachers and turn key trainers on family literacy. This is a practical, hands on program that can be conducted with district materials or other program materials for families.

Toward A Congruent Report Card
PLN offers non-credit workshops for report card committees. These workshops provide hands-on work that supports a district or school that is looking for a reporting approach that is congruent with PLN frameworks and approaches.