Richard O. Jacobson Center for Comprehensive Literacy

Comprehensive Literacy Model Coach Candidate Required Coursework

Comprehensive Literacy Model coach candidates participate in 21-credit hours of post-graduate coursework during their preparation year while working full time in their home schools with students, teachers, and administrators. The preparation program prepares CLM Coaches in four essential areas:

  1. literacy instruction and assessment
  2. coordination of a school's literacy curriculum
  3. mentoring teachers and providing in-house professional development
  4. analyzing and reporting school data

During the fall and spring semesters, CLM coach candidates begin working on the implementation of the PCL model in their schools. The task is the central focus of the preparation program and is tightly integrated with all coursework. Coach candidates make monthly visits to the UNI campus for classes that typically last three days (usually Monday-Wednesday). On occasion, these visits coincide with a Jacobson Center activity that is open to other participants as well.

Coach candidates for the Comprehensive Literacy Model preparation program enroll in the following courses:

Summer:

  • LITED 7310 Coaching in Comprehensive Literacy Model (3 hrs.).

Students attend a four-day institute at the Jacobson Center in Cedar Falls and complete online coursework following the institute. 

Fall Semester:

  • LITED 7304 Literacy Leadership I (3 hrs.)
  • LITED 7307 Theories of Reading and Writing Processes (3 hrs.)

  • ELEMECML 6201 Issues and Trends in Curriculum (3 hrs.)

Spring Semester:

  • LITED 6260 Roles of the Reading Specialist (3 hrs.) 

  • LITED 7305 Literacy Leadership II (3 hrs.) 
  • LITED 7306 Theories of Reading Difficulties (3 hrs.)


Coursework generally consists of readings that are directly related to the implementation of the PCL model; small-group and whole-group discussion of the readings; observation of PCL model schools, classrooms, and meetings; planning for implementation, and reflection on implementation. These tasks are accomplished not only during the on-campus class meetings but also through online activities that occur outside on-campus meetings. In their schools during the preparation year, coach candidates can expect to teach a Comprehensive Intervention Model small group of students, work intensely with model classroom teachers, conduct and facilitate professional development sessions of various types with their school faculty, and work with their principal to establish meeting routines as well as school-wide assessment and instructional systems.