The Master of Education: Literacy (formerly known as MEd. Reading Specialist) program is designed to allow candidates to pursue graduate-level study in the various levels of literacy through an on-line format. The successful candidate will be able to work as a Reading Specialist or Literacy Coach. The program is offered in a cohorted model with each group beginning in the Summer Quarter.
Program Admission Requirements:
Application to Graduate Studies at CWU (http://www.cwu.edu/masters/) Submission of a copy of valid teaching certificate with application materials
Recommended Program Admission Requirements:
Minimum of one year of contracted teaching The candidate should have successfully completed college level courses in reading methods, language arts methods, and children’s literature before entering the program. Washington State Endorsement in Reading Option In order to receive the WA State endorsement in Reading, the candidate must enroll in the CWU endorsement program, successfully complete the MEd-Literacy degree program, and successfully pass the NES-Reading.
Cohorts begin each summer session. With continuous enrollment, the candidate can complete the degree in eight (8) quarters. Below is the timeline of the on-line courses to be offered.
EDLT 534 Learning Theories: Research and Applications (4 credits) Advanced study of learning theories. Clarification of teacher beliefs, alignment of evidence-based instructional practices with theory and research.
EDLT 535 Teaching Diverse Learners (5 credits) Advanced study of current research as it relates to the instructional, social, and emotional needs of diverse learners and differentiation of instruction to meet the needs of all learners. Specific focus on the critical role of teacher-leaders as advocates in their classrooms, schools, and communities.
EDLT 592C Teaching Diverse Learners-Practicum (1 credit) Development and implementation of an advocacy plan related to the instructional, social, and emotional needs of diverse learners. Implementation of differentiation instruction to meet the needs of all learners.
EDLT 536 Understanding Research Methods (3 credits) Overview of qualitative and quantitative research methods. Students will develop skills as critical consumers of educational research, while developing an understanding of evidence-based instructional practice. Focus on understanding action research as a way to analyze and improve classroom practice. Must be taken concurrently with EDLT 537 Designing and Writing Research.
EDLT 537 Designing and Writing Research (3 credits) Students will develop skills of designing and writing research. Emphasis on conducting action research as a way to analyze and improve instructional practice. Students will prepare a research proposal that incorporates principles, processes, values, and roles of action research. Must be taken concurrently with EDLT 536 Understanding Research Methods.
EDLT 523 Issues and Trends in Literacy Research (4 credits) Identification and in-depth study of problems related to literacy instruction. Recent literacy research is pursued with emphasis on classroom application in K-12 settings.
EDLT 520 Literacy Curriculum: Design and Delivery (5 credits) An in-depth research-based analysis of literacy curriculum design and delivery in K-12 settings. Must be taken concurrently with EDLT 592A: Practicum-Literacy Curriculum: Design and Delivery
EDLT 592A Practicum: Literacy Curriculum-Design and Delivery (1 credit) Application of literacy curriculum design and delivery in K-12 settings. Must be taken concurrently with EDLT 520: Literacy Curriculum: Design and Delivery
EDLT 521 Program Organization: Literacy Coaching and Leadership (5 credits) Literacy leadership in K-12 settings including research-based practices in coaching, supervision, program organization, grant writing, and professional development. Must be taken concurrently with EDLT 592B: Practicum- Program Organization: Literacy Coaching Leadership
EDLT 592B Practicum: Program Organization (1 credit) Application of program organization, literacy coaching and leadership in K-12 settings. Must be taken concurrently with EDLT 521: Program Organization: Literacy Coaching Leadership
EDLT 526 Assessing Literacy (3 credits) Selecting, administering, and analyzing multiple literacy assessment and diagnostic tools for use in K-12 settings. Must be concurrently enrolled in EDLT 528 Personalizing Literacy Instruction and EDLT 592 Practicum: Assessing and Personalizing Literacy Growth and Development.
EDLT 528 Personalizing Literacy Instruction (3 credits) Strategies and tools for personalizing data-driven literacy instruction in K-12 settings. Must be concurrently enrolled in EDLT 526 Assessing Literacy and EDLT 592C Practicum: Assessing and Personalizing Literacy Growth and Development.
EDLT 592C Practicum: Assessing and Personalizing Literacy Growth and Development (2 credits) Application of literacy assessment, strategies, and tools for personalizing instruction in K-12 settings.
EDLT 700 Thesis and/or Project Study (6 credits) Designed to credit and record supervised study for the publish-ready article. Prerequisite: EDLT 536 and EDLT 537 and permission of chair of student’s graduate faculty committee. Grade will be either S or U. May be repeated for up to six credits.
Please see site for more details.
Recipient: Central Washington University
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