Master of Education in Literacy/Reading K-12

Mission Statement: The graduate program in Literacy/Reading K-12 provides preparation beyond that required for initial preparation to assist elementary and secondary school teachers in achieving higher levels of performance when discharging their responsibilities. The content of the program provides an in-depth study of the curriculum areas reading and literacy taught in elementary and secondary classrooms, foundations of education, curriculum and teaching, and research and evaluation.

General Goals of the Master of Education in Literacy/Reading K-12

General goals which are consistent with the mission and strategic goals of Blue Mountain Christian University have been established for the graduate program in Literacy/Reading, K-12. These general goals include the following.

• Provide a body of content that extends knowledge, skills, and abilities at a level more advanced than the undergraduate program.
• Allow the graduate student to develop specialized skills which will enable him/her to contribute to the profession.
• Require graduate students to analyze, explore, question, and synthesize information as they are extending their knowledge in their field of specialization.
• Require students to develop an understanding of research-how it is conducted, and how it is used in the understanding of education.
• Be of specific duration to provide for mastery of the subject matter, learning theory, research, methodology, evaluation of teaching and learning, curriculum development, and best practices in education.
• Be staffed by a competent and productive faculty.
• Provide adequate library and learning resources, including technology resources to support research and independent study required in advanced programs.

Specific Outcomes and Learning Objectives

Specific outcomes and learning objectives of the program embrace the knowledge and skills as outlined in the National Board for Professional Teaching Standards (NBPTS), the Interstate Teacher Assessment and Support Consortium Standards (InTASC) and the International Reading Association Standards (IRA). The outcomes and learning objectives of the graduate program in Literacy/Reading K-12 include the following.

• Understanding major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections
• Understanding the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components
• Understanding the role of professional judgment and practical knowledge for improving all students’ reading development and achievement
• Using foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum
• Using appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections
• Using a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources
• Understanding types of assessments and their purposes, strengths, and limitations
• Selecting, developing, administering, and interpreting assessments, both traditional print and electronic, for specific purposes
• Using assessment information to plan and evaluate instruction
• Communicating assessment results and implications to a variety of audiences
• Recognizing, understanding, and valuing the forms of diversity that exist in society and their importance in learning to read and write
• Using a literacy curriculum and engaging in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the feature of diversity
• Developing and implementing strategies to advocate for equity
• Designing the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction
• Designing a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write
• Using routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback)
• Using a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction
• Demonstrating foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture
• Displaying positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursuing the development of individual professional knowledge and behaviors
• Participating in, designing, facilitating, leading, and evaluating effective and differentiated professional development programs
• Understanding and influencing local, state, or national policy decisions

Candidate Learning Objectives	Content	Activity - Assignment designed to Address this objective	Evaluation - Evidence of Student achievement
SLO#1: Understand the major theories, empirical research, and historical contexts of teaching reading and the language arts.	EDU 600; EDU 605; EDU 615; EDU 620; EDU 630; EDU 651; EDU 653; EDU 655; EDU 660	In EDU 600 candidates write a research proposal on a topic relevant to reading and literacy. In other courses, candidates read and analyze journal articles, complete literature reviews, and participate in panel discussions.	The research proposal is evaluated with a rubric that identifies the basic steps in planning and conducting research: rationale, problem statement, review of related literature, and research questions. Scoring guides for article analyses and literature reviews include correct APA style, accuracy of analysis, and use of standard academic English. Panel discussions are evaluated through rubrics focused on effective presentation, accuracy of content, and use of standard academic English.
SLO#2: Use knowledge to design and implement an integrated, comprehension, and balanced curriculum in reading and the language arts, including use of appropriate and varied instructional approaches.	EDU 605; EDU 620; EDU 630; EDU 651; EDU 653; EDU 655; EDU 660	Create concept-based instructional designs, develop and implement interdisciplinary teaching units, develop a portfolio of instructional strategies and activities for reading in the content areas.	The instructional design is evaluated through a rubric focused on the quality and accuracy of the introduction, explanation of design implementation, and summary of pertinent research findings. Teaching units are evaluated as to appropriateness of objectives, activities, types of materials and resources, assessment results, and reflection on teaching and learning. Evaluation of the portfolio focuses on clarity of explanations and relevance of strategies/activities.
SLO#3: Understand types of assessments and their purposes, use assessment information to plan and evaluate instruction, and communicate assessment results to a variety of audiences.	EDU 652; EDU 660	Analyze student assessment results from a variety of assessments, link assessment results to appropriate student learning objectives and teaching strategies/activities, and interpret assessment results for a variety of audiences, reflect on use of assessments results to impact teaching and learning.	Rubric focuses on accuracy of analysis, appropriate objectives and teaching strategies/activities, reflection.
SLO#4: Recognize, understand, and value the forms of diversity that exist in society and their importance in helping elementary and secondary students gain proficiency in the written language arts - reading and writing, and use a literacy curriculum to positively impact students’ knowledge, beliefs, and engagement with the feature of diversity.	EDU 605; EDU 615; EDU 651; EDU 653; EDU 655; EDU 660	Develop lesson plans that include differentiated instruction, read and interpret trade books for children and young adults that focus on diversity.	Teaching units are evaluated as to appropriateness of objectives, activities, types of materials and resources, assessment results, and reflection on teaching and learning. Observation checklist used during class discussion of trade books.
SLO#5: Design a physical, instructional, and social environment that optimizes all students use of and proficiency with a variety of texts, including oral, written, and visual texts.	EDU 605; EDU 615; EDU 655	Create concept-based instructional designs, develop and implement interdisciplinary teaching units for students at different developmental levels.	The instructional design is evaluated through a rubric focused on the quality and accuracy of the introduction, explanation of design implementation, and summary of pertinent research findings. Teaching units are evaluated as to appropriateness of objectives, activities, types of materials and resources, assessment results, and reflection on teaching and learning.
SLO#6: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.	EDU 615; EDU 652	Read and analyze journal articles and participate in discussions focused on article content.	Scoring guides for article analyses include correct APA style, accuracy of analysis, and use of standard academic English.
SLO#7: Display positive professional dispositions related to their own reading and writing and the teaching of reading and writing, and pursuing the development of individual professional knowledge & behaviors.	EDU 615; EDU 630; EDU 655; EDU 660	Read and analyze journal articles and participate in discussions focused on article content, develop and present presentation to the class.	Scoring guides for article analyses include correct APA style, accuracy of analysis, and use of standard academic English; presentation rubric evaluates effectiveness of oral presentation, quality/readability of PowerPoint, effectiveness of extending activity.
SLO#8: Understand and influence policy decisions related to literacy instruction.	EDU 620; EDU 652	Read and analyze journal articles and participate in discussions focused on article content.	Scoring guides for article analyses include correct APA style, accuracy of analysis, and use of standard academic English.

Assessments used include rubrics, class participation, written tests, oral presentations, appropriate checklists, formal written papers, group work assignments, responses to focus questions covering material, and journal article analyses.

Course Requirements

Master of Education in Literacy/Reading K-12 requires a minimum of 30 semester hours of credit including the following courses.

Core Courses

EDU 600	Read./Research in Ed	3
EDU 605	Instructional Design	3
EDU 615	Adv.Educational Psy.	3

Studies in Literacy/Reading

EDU 620	Adv.St./Res.Rd.Instr	3
EDU 630	Adv.Stud.Lang.Arts	3
EDU 651	Reading/Literacy Foundations	3
EDU 652	Literacy Assess./Intervention Strat.	3
EDU 653	Reading/Literacy in Content Areas	3
EDU 655	Seminar in Lit.for Ch./Yg.Adults	3
EDU 660	Internship in Literacy/Reading	3

Literacy/Reading Class AA (Master’s) Certification (K-12)

The Mississippi Department of Education makes provision for teachers who currently hold AA-level (Master’s) certification to obtain a supplemental endorsement in the area of Reading (K-12). In order to obtain the supplementary endorsement in Reading, students must successfully complete the following courses with a grade of “C” or higher.

EDU 620	Adv.St./Res.Rd.Instr	3
EDU 630	Adv.Stud.Lang.Arts	3
EDU 651	Reading/Literacy Foundations	3
EDU 652	Literacy Assess./Intervention Strat.	3
EDU 653	Reading/Literacy in Content Areas	3
EDU 655	Seminar in Lit.for Ch./Yg.Adults	3
EDU 660	Internship in Literacy/Reading	3

Total Credit Hours: 30