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Reading Essentials, EDL 900

Instructors: Lisa Heathcote, Chelsea Doriott Junge, Dawn Hansen, Deb Lyons & Diane Jensen

Topic: Administrative/Leadership
Audiences: Specialist/Counselors & Pre K-12

This course examines the complexity of reading instruction, focusing on the urgent need for proficient literacy skills among students; the core beliefs which serve as the foundation of reading instruction; and the importance of content area literacy, word study, and the "Five Big Ideas" in reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

One-credit course expectations:

The learner's participation for one credit will be verified by:

  1. Completing the two categories of written assignments.
    1. At the end of each layer the learner will submit a few well written but concise remarks to address the layer's content.
    2. A one page summary reflection that is written upon completion of all of the modules incorporated in the selected UND course. End of Course Reflective Statement Requirements are provided. The final reflection must be sent as an attachment to the instructor of record at
  2. Checking the time stamp in the module indicating the amount of time the student spent studying the contents of the module.

Two-credit course expectations:

  1. The learner must complete one or more Authentic Practice Sets completing a minimum of 15 hours of additional work, beyond the requirements for the first credit, for a total of at least 30 hours for two credits.
    1. The additional 15 additional hours is focused on preparation of a portfolio exhibit that documents the design, implementation, and appraisal of an Authentic Practice Set applied to the content of the course.

Please refer to the Course at a Glance document below for more course information (requirements, grading, etc.)

PLEASE NOTE: Upon receipt and confirmation of your course registration with UND, it may take 3-8 days for you to receive a welcome e-mail from your course provider giving you access to this online course.

Individuals with active full subscriptions to Whitewater Learning® will receive a discount on UND Whitewater Learning professional development course tuition by contacting to request a special discount URL.

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This course has grading options. Please select the course with the grading of your choice.


This course has credit options. Please select the course with the credits of your choice.

Online Course - 1 credit S/U grading
Enroll Anytime
Professional Development Credit: 1 - S/U grading
UND Fee: $145
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Online Course - 1 credit Letter grading
Enroll Anytime
Professional Development Credit: 1 - Letter grading
UND Fee: $145
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Online Course - 2 credit S/U grading
Enroll Anytime
Professional Development Credit: 2 - S/U grading
UND Fee: $280
quick details

Online Course - 2 credit Letter grading
Enroll Anytime
Professional Development Credit: 2 - Letter grading
UND Fee: $280
quick details

About Your Instructors

Lisa Heathcote Lisa Heathcote

Lisa Heathcote serves as the Lower School principal at St. Croix Preparatory Academy in Stillwater, Minnesota. St. Croix Prep is the largest K-12 charter school in Minnesota and serves over 1050 students.

Heathcote received her early childhood, kindergarten, and elementary teaching credentials from North Central University in Minneapolis, Minnesota. Her career began in Bemidji, Minnesota at a kindergarten and early childhood site followed by becoming a founding K-2 (multiage) teacher at East Metro Integration District at Tri-District School in Maplewood, Minnesota (now known as Harambee). Heathcote then began to focus her attention on the St. Croix Preparatory Academy serving as a founding teacher and board member, and in 2007, began serving as the Lower School principal.

Chelsea Doriott Junge Chelsea Doriott Junge

Chelsea Doriott Junge is an Instructional Coach at the elementary level. Prior to coaching, she worked in the classroom, primarily in kindergarten and first grade. She earned her bachelor's degree in elementary instruction with a minor in middle level language arts, a professional development certificate, master's degree with an emphasis in literacy, and her K-12 principal's license. She loves learning and working with teachers to improve their practice.

Dawn Hansen Dawn Hansen

Dawn Hansen recently retired as a high school reading instructor for the Hopkins Public School District in Minnesota. During her tenure at Hopkins, she has taught all grade levels in elementary, middle, and high school and has served as the district reading coordinator.

She is a former officer of both the Twin Cities Area Reading Council (TCARC) and the Minnesota Reading Association (MRA). Dawn also serves as an adjunct professor; teaching undergraduate reading methods, middle level language arts, and graduate level reading licensure courses.

Deb Lyons Deb Lyons

Deb Lyons is a principal and an instructional leader. She currently works with teachers in second, third, and fourth grade. Her mission in leading teachers is to ensure that they have evidence-based instructional tools and strategies in order to effectively teach children to read.

Diane Jensen Diane Jensen

Diane Jensen, MSE, has presented at state and national conferences and to school districts on topics including developing a Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS) framework at the secondary level, differentiation, and best practices in instruction. Jensen has completed Anita Archer's Explicit Instruction Trainer Academy and is a trainer of trainers in explicit instruction. With this background, the principles of explicit and systematic instruction serve as a foundation for her current work with educators.

Jensen is also an experienced special education teacher at the middle school and high school levels, providing targeted and specific interventions in reading. She was also an Instructional Facilitator, working with general education teachers to strengthen high yield instructional practices at the high school level. She is a Herb Kohl Fellowship Teaching Award recipient and has been actively involved in school-improvement initiatives at both the building and district levels.

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