Master of Science in Education in Reading Specialist/Literacy Coach K-12

MSEd – Reading Specialist/Literacy Coach is an approved program in the State of Maine

Course Descriptions | Master of Science in Education Academic Catalog

This Master of Science in Education in Reading Specialist/Literacy Coach K-12 program prepares you to become a Reading Specialist/Literacy Coach in a K-12 setting, and this program is approved preparation for Literacy Specialist Certificate (092) in the State of Maine.  

The courses in this program are designed to equip you with the foundational knowledge that you need to assess students and to provide targeted literacy instruction. The program prepares you to take a leadership role in your school and districts to support fellow educators in their goal of improving students’ literacy growth. Through course work that engages you in collaborative relationships around issues in literacy education, you will explore the dispositions, knowledge, and skills that literacy leaders need to be successful.

The literacy concentration at UNE is taught by a highly qualified and cohesive team of experienced educators with first-hand knowledge of literacy best practices. Drawing upon 21st century literacy skills and the use of emerging technologies, you will discover that this program will expand your teaching knowledge, skills, and dispositions.

Program Highlights

  • 36-credit hour program
  • Complete your degree in just under two years
  • 100% online – no campus visits required
  • Learn anytime from any place
  • No GRE Required
  • Dynamic faculty of practitioners, researchers and educators
  • Regionally accredited by the New England Association of Schools & Colleges (NEASC)

Accreditation

NEASC accredited

The University of New England is regionally accredited by the New England Association of Schools and Colleges Commission on Institutions of Higher Education (NEASC CIHE). NEASC is the nation’s oldest regional accrediting association whose mission is the establishment and maintenance of high levels of education, from pre-kindergarten through the higher education doctoral level. Accreditation is the review of the quality of educational institutions and programs. In the United States, accreditation is a major way that the public knows that an institution or program provides a high quality education.
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US News and World Report Ranking

Best Online Programs 2016US News and World Report 2016 Best Colleges Regional Universities North

The University of New England claimed a spot in U.S. News & World Report’s 2016 rankings for Best Online Graduate Education Programs. UNE placed 66th out of 250 public and private colleges and universities listed in the report. UNE is one of only 25 private universities appearing in the top 100, and is one of just two Maine institutions included in the ranking. 

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Course Descriptions

The online Master of Science in Education in Reading Specialist/Literacy Coach K-12 is designed to provide proven theories and strategies that you can put directly into practice in the classrooms, while also highlighting the latest technologies and methodologies in Literacy.

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MSEd in Reading Specialist/Literacy Coach K-12 Core Coursework

EDU 600: Teacher as Leader (Credits: 3)

This course will enhance your classroom-based experiences by linking those experiences with professional research skills. Teachers will learn how to locate and critically review a wide range of professional resources. Teachers will take significant steps toward becoming teacher leaders by combining their classroom based knowledge, articulating that knowledge from a research-based framework, successfully navigating school cultures, and learning from their seasoned peers. Exposure to this information will instill in teachers an understanding of their leadership potential and responsibilities in the school setting.

EDU 610: Differentiation Theory and Strategies (Credits: 3)

This course explores the theories of differentiated instruction and the associated models. Within the course, teachers design units and lessons incorporating differentiated strategies. Teachers share lessons and reflect with colleagues in their school and in the course. Requirements include lessons incorporating differentiation strategies, collegial reflection regarding lessons, and the creation of a final project that establishes teachers’ commitment to differentiation in their classrooms.

MSEd in Reading Specialist/Literacy Coach K-12 Concentration Coursework

EDU 740: Supporting Literacy Development for All Learners (Credits: 3)

This course will address the foundational knowledge that teachers of literacy need in order to understand the reading and writing process for students. In this course, teachers will be exposed to major theories, research, and best practices in the literacy field. Teachers will be asked to draw upon this theoretical and practice knowledge to think about issues of practice. Through engaging inquiry units, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.

EDU 741: Literacy Assessments as Teaching Tools (Credits: 3)

This course focuses on the use of assessments in determining a student’s reading and/or writing skills. Teachers will examine, create, evaluate, and reflect on a variety of literacy assessments as they are directly connected to data-driven instruction and student literacy achievement. Each course module will engage teachers in becoming familiar with a range of assessments and how to use data from these assessments in developing lessons and activities that will allow students to learn subject content as well as develop and deepen literacy skills. Teachers will be engaged in the research around assessments as well as how to modify assessments and instruction based on assessments to meet the needs of diverse learners.

EDU 742: Study Skills and Content Literacy Instruction for All (Credits: 3)

This course will provide teachers with the foundational knowledge of how to meaningfully integrate content area literacy into their classrooms. Teachers will be immersed in the most current research surrounding teaching our students to be active consumers of a variety of texts in the content area classroom. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers will be expected to engage with this material as well as be active learners themselves by demonstrating how this would look in their practice as
they deliver effective literacy instruction.

EDU 743: Connecting Reading with Writing for Success (Credits: 3)

This course will immerse teachers in the theoretical and evidence-based reading and writing connection. Teachers will have the opportunity to explore this connection by examining and applying successful instructional strategies and activities. In addition, teachers will engage with the research that drives effective writing instruction. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn or learn to read and write.

EDU 744: Meeting Student Literacy Challenges (Credits: 3)

This course will address how to engage in differentiated literacy practices to meet the needs of all diverse learners in current and future classrooms. Teachers will be immersed in the foundational knowledge that will assist them creating effective instruction that will assist students who need support in their literacy development. This class will deal with how to approach literacy challenges from the classroom and school levels in a systematic way. In addition, it will address diverse learners both in terms of learning differences (such as struggling readers, English Language Learners, and gifted learners) as well as incorporating a culturally responsive approach to pedagogy.

EDU 746: Professional Learning and Literacy Leadership (Credits: 3)

This course will focus on the leadership skills that the professional will need as a Reading Specialist/Literacy Coach. Specifically, this course will explore the coaching relationship and how to work collaboratively to plan, implement, and supervise literacy programs at the individual, classroom, school, and district wide level. Focus will also be on facilitating a literate environment, working with literacy in a diverse society, and developing leadership skills. This course will also fulfill the requirements that many states have for course work in Administration and Supervision of Language Arts Programs.

EDU 747: Literacy for English Language Learners (Credits: 3)

This course goes into more depth specifically about meeting the needs of students whose native language is not English. Topics will include emergent literacy, individual student differences and similarities, first and second language acquisition and development, emergent and experienced reading and writing development, multiple test sources, text analysis, process writing, assessment techniques, portfolio assessment, classroom organization and management, whole language classrooms, language arts materials, and effective instructional strategies. This course will help to prepare future Reading Specialists to work with this growing population and support teachers who have students from different linguistic backgrounds.

EDU 748: Literacy for Inclusion Settings (Credits: 3)

This course is designed to straddle the disciplines of regular and special education. With the movement to RTI (Response to Intervention) schools are taking on a more holistic approach to differentiation of instruction and support for intervention at all levels before a special education diagnosis is made for a child. As a result regular and special education teachers have been asked to sit at the same side of the table when assessing and planning instruction for all students. This course will emphasize this bridge between working with students in an inclusive setting. Special emphasis on literacy assessments and instruction will be the focus as well as how to differentiation in Tier One, Two, and Three levels of instruction.

EDU 749: Reading Diagnosis: Clinical Practice I (Credits: 3)

This two part practicum courses will closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. They will involve working closely with both an onsite mentor and also with a learning community of students and a UNE instructor. This collaboration will support the student as he/she develops an intensive tutorial relationship with a K-12 student who is struggling in literacy. These courses are full semester long where each term the teacher will work in a one-on-one tutorial setting. During Reading Diagnosis the teacher will engage in administering a variety of reading diagnosis assessments to better understand the child’s literacy difficulty. During the Instructional Intervention course, the teacher will collaboratively create and implement literacy programming that builds on this diagnosis with the goal of moving the student forward in his/her literacy growth. This course meets most state’s requirements that a 6 credit practicum be part of an approved graduate program.

EDU 750 Reading Instructional Intervention: Clinical Practice II (Credits: 3)

This two part practicum courses will closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. They will involve working closely with both an onsite mentor and also with a learning community of students and a UNE instructor. This collaboration will support the student as he/she develops an intensive tutorial relationship with a K-12 student who is struggling in literacy. These courses are full semester long where each term the teacher will work in a one-on-one tutorial setting. During Reading Diagnosis the teacher will engage in administering a variety of reading diagnosis assessments to better understand the child’s literacy difficulty. During the Instructional Intervention course, the teacher will collaboratively create and implement literacy programming that builds on this diagnosis with the goal of moving the student forward in his/her literacy growth. This course meets most state’s requirements that a 6 credit practicum be part of an approved graduate program.


Suggested next steps:

  1. Admissions Requirements – MSEd in Reading Specialist/Literacy Coach K-12
  2. Commonly asked questions for the online Master’s program
  3. International admissions requirements
  4. Certification requirements by state
  5. Fun interactive U.S. map of certification requirements