What This Document Is
This is a comprehensive syllabus for EDRD 776, a graduate-level course titled “Coaching Within Classrooms: Improving Teaching and Literacy Instruction” offered at the University of South Carolina. It serves as the official guide outlining the expectations, requirements, and overall structure of the course. The syllabus details the course’s focus on applying coaching principles to enhance teaching practices, particularly within the realm of literacy education. It’s designed for advanced students pursuing graduate degrees in education.
Why This Document Matters
This syllabus is essential for anyone considering enrolling in EDRD 776, or currently registered, to fully understand the course’s objectives and demands. It’s particularly valuable for educators – teachers, specialists, and administrators – seeking to deepen their understanding of professional development, instructional coaching, and strategies for fostering positive change within school environments. Reviewing this syllabus *before* committing to the course will help you determine if its focus aligns with your professional goals and current needs.
Common Limitations or Challenges
This syllabus provides a high-level overview of the course. It does *not* contain the specific readings, assignments, or detailed session-by-session schedules. It also doesn’t include the actual content delivered within the course, such as specific coaching models, research findings, or practical strategies. It’s a roadmap, not the journey itself. Access to the full course materials is required to engage with the in-depth learning experiences.
What This Document Provides
* A clear articulation of the course’s goals and learning outcomes related to coaching and literacy instruction.
* Information regarding prerequisites and the intended audience for the course.
* An overview of the required texts and suggested supplemental readings.
* A description of the key assessment components and their contribution to the final grade.
* Insight into the course’s emphasis on professional development planning and evaluation.
* Details regarding expectations for a “Coaches’ Notebook” and its purpose within the course.
* Identification of core themes such as educational change, adult learning, and the role of the coach.