Kenneth Rovine, Director
Graduate Teacher Education Programs
This graduate program prepares educators to meet the literacy needs of children. This program is suited to classroom teachers who wish to become reading specialists, or those teachers who want to provide appropriate instruction for the wide range of needs within the regular classroom.
Students in the Reading Specialist program are expected to have obtained their Pennsylvania Instructional I certification. Non-certified students accepted into the program will be expected to complete Pennsylvania Instructional I elementary certification while pursuing the specialist certification or the M.S. degree.
Learning Goals and Outcomes
Goal 1: The student demonstrates an understanding of instruction and materials, and an integrated, balanced curriculum to support student learning in reading and writing.
Objective 1.1: The student will demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum and instruction for pre-K–12 students.
Objective 1.2: The student will provide appropriate in-depth instruction for students, especially those who struggle with reading and writing.
Goal 2: The student will understand types of assessments and their purposes, strengths, and limitations.
Objective 2.1: The student will demonstrate an understanding of the literature and research related to assessments and their uses and misuses.
Objective 2.2: The student will administer and interpret appropriate assessments for students, especially those who struggle with reading and writing.
Goal 3: The student will understand the role of cultural diversity in planning literacy instruction.
Objective 3.1: The student will demonstrate an understanding of the ways in which diversity influences students’ reading and writing development.
Objective 3.2: The student will plan and implement literacy instruction based on knowledge of students’ cultural backgrounds.
Goal 4: The student will demonstrate understandings how to create literate environments that foster reading and writing development.
Objective 4.1: The student will demonstrate an understanding of the research on motivation and its effect on literacy learning.
Objective 4.2: The student will design a social environment to optimize students’ motivation and engagement in learning to read and write.
The M.S. degree requires a total of 36 credits, as follows:
|EDU 646/646F||Language and Culture||3|
|EDU 671||Writing in the Classroom||3|
|EDU 700||Psychology of Literacy||3|
|EDU 701||Assess & Instr in Liter K-3||3|
|EDU 702||Assess & Instr in Liter 4-12 1||3|
|EDU 703||Literacy Research||3|
|EDU 704||Plng & Org a Literacy Program||3|
|EDU 705||Literacy Practicum 2||6|
Meets SPE 602; Diagnostic Assessment and Progress Monitoring
Practicum runs last week in June and 4 weeks in July
PDE Chapter 49 regulation courses is not completed as part of undergraduate program:
|SPE 600/600F||Found & Current Issues: Sp Edu||3|
|SPE 612/612F||Inclusive Classroom Practices||3|
Elective Option One: Program Specialist Certificate in ESL:
|EDU 710||English Linguistics||3|
|EDU 712||Topics in Language Acquisition||3|
|EDU 713||Method Teach English Sec Lang||3|
|EDU 714/714F||Intnshp-ESL/Bilingual Programs||4|