Educational Specialist: Language and Literacy
Student Learning Outcomes
Students graduating from this program will:
- Candidates critically analyze major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
- Candidates use foundational knowledge to design and evaluate literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; and collaborate with teachers to revise, adapt, and/or implement effective literacy practices.
- Candidates evaluate, select, and use valid, reliable, fair, and appropriate assessment tools and policies to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; and advocate for appropriate literacy practices and policies to relevant stakeholders.
- Candidates critically analyze research, relevant theories, pedagogies, and essential concepts of diversity and equity; the ways in which these interrelate with themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, community levels, and throughout the profession.
- Candidates design and use a variety of print and digital materials to meet the developmental needs of all learners; engage and motivate all learners; evaluate and integrate digital technologies in appropriate, safe, and effective ways; and collaborate with school personnel to foster a positive climate that supports a literacy-rich learning environment.
- Candidates collaborate with peers and colleagues to critically interpret and use evidence to design and facilitate literacy interventions in school- or community-based settings; systematically evaluate, revise, and improve their practice; develop their leadership and facilitation skills; and advocate on behalf of teachers, students, families, and communities.
Mission
The Language and Literacy Educational Specialist Program prepares exemplary literacy educators to meaningfully contribute to schools and communities as teachers, leaders, advocates, and practitioner-researchers. Students in this program study literacy from critical sociopolitical, cultural, psychological, historical, linguistic, and literary perspectives, and apply their knowledge in culturally and linguistically diverse classrooms, districts, and communities. Students develop and evaluate effective, evidence-based instructional strategies, practices, programs, and policies that support literacy learning and achievement at PreK-12, college, or adult levels. The program curriculum emphasizes collaborative inquiry and innovation, equity, advocacy, and professional leadership and learning.
The Language and Literacy EdS program is a fully online program.
Admission Requirements
Students are eligible for consideration for admission to the Ed.S. degree program in the School of Education, Social Work, and Psychological Sciences when they have met at least one of the following requirements:
- Students must be eligible for regular admission to the School of Education, Social Work, and Psychological Sciences at the graduate level (undergraduate GPA must be at least 3.0 on a 4.0 scale); if applicants have earned graduate credit, their graduate GPA must be at least 3.0.
- The completion of a master's degree from an accredited institution of higher education and a cumulative graduate GPA of at least 3.0.
For the EdS in Language and Literacy, the following are the admission requirements:
- Grade point average (GPA) of 3.0 or above on a 4-point scale
- Bachelor’s degree from an accredited institution (a master’s degree is strongly recommended)
- Teaching certification OR Minimum of 2 years experience working in an educational setting
- Completed application, including transcripts, a one-page Statement of Purpose and two letters of recommendation
Educational Goals
Goal 1: Candidates will synthesize foundational knowledge related to language and literacy development, including appropriate cognitive, linguistic, motivational, and critical sociocultural theories, relevant research, and essential concepts of diversity and equity.
Goal 2: Candidates will design, implement, and evaluate literacy curriculum and instruction that meets the needs of diverse learners through effective, evidence-based practices, assessments, and environments.
Goal 3: Candidates will collaborate with and provide support to various stakeholders, including professional colleagues and families, to positively impact literacy learning and achievement in PreK-12, college, or adult educational contexts.
Goal 4: Candidates will advocate for ethical, equitable, and inclusive literacy practices, assessments, and learning environments that recognize and value diversity in schools and society.
Goal 5: Candidates will engage in practitioner-research, professional mentoring and leadership, and systematic and ongoing reflection on their practice.
Student Learning Outcomes
Adapted from Standards for the Preparation of Literacy Professionals 2017. Specialized Literacy Professionals Matrix by Roles © 2018 by the International Literacy Association.
SLO 1: FOUNDATIONAL KNOWLEDGE
Candidates critically analyze major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
SLO 2: CURRICULUM AND INSTRUCTION
Candidates use foundational knowledge to design and evaluate literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; and collaborate with teachers to revise, adapt, and/or implement effective literacy practices.
SLO 3: ASSESSMENT AND EVALUATION
Candidates evaluate, select, and use valid, reliable, fair, and appropriate assessment tools and policies to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; and advocate for appropriate literacy practices and policies to relevant stakeholders.
SLO 4: DIVERSITY AND EQUITY
Candidates critically analyze research, relevant theories, pedagogies, and essential concepts of diversity and equity; the ways in which these interrelate with themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, community levels, and throughout the profession.
SLO 5: LEARNERS AND THE LITERACY ENVIRONMENT
Candidates design and use a variety of print and digital materials to meet the developmental needs of all learners; engage and motivate all learners; evaluate and integrate digital technologies in appropriate, safe, and effective ways; and collaborate with school personnel to foster a positive climate that supports a literacy-rich learning environment.
SLO 6: PROFESSIONAL LEARNING AND LEADERSHIP
Candidates collaborate with peers and colleagues to critically interpret and use evidence to design and facilitate literacy interventions in school- or community-based settings; systematically evaluate, revise, and improve their practice; develop their leadership and facilitation skills; and advocate on behalf of teachers, students, families, and communities.
Curriculum
A minimum of 60 post-B.A. hours are required including a minimum of 30 credit hours beyond the master's degree.
| Code | Title | Credits |
|---|---|---|
| Reading Concentration and Practicum (21-42 credit hours) | ||
| EDRD 5439 | Language and Literacy Across the Disciplines | 3 |
| EDRD 5501 | Teaching Of Reading | 3 |
| EDRD 5502 | Early Literacy and Language Development | 3 |
| EDRD 5510 | Adolescent Practicum in Literacy Assessment and Intervention | 3 |
| EDRD 5520 | Elementary Practicum in Literacy Assessment and Intervention | 3 |
| EDRD 5511 | Advanced Literacy Assessment and Evaluation | 3 |
| EDRD 5515 | Seminar In Reading | 3 |
| EDRD 5530 | Reading Instruction for K-12 English Language Learners | 3 |
| EDRD 5541 | Teaching Reading Improvement: Secondary, College, and Adult Levels | 3 |
| EDRD 5601 | Organizing And Guiding The Reading Program | 3 |
| EDRD 5650 | Dyslexia and Related Learning Differences | 3 |
| EDUC-C&I 5523 | Advanced Literature For Children | 3 |
| EDUC-C&I 5640 | Curriculum and Teaching for the College Classroom | 3 |
| EDUC-C&I 5690 | Special Problems | 1-6 |
| Supporting Education Courses (6-12 credit hours) | ||
| EDUC-SP 5515 | Applied Behavior Analysis for Teachers: Understanding and Applying Theories of Behavior | 3 |
| EDUC-SP 5516 | Collaborating with Families and Other Professionals | 3 |
| TCH-ED 5404 | Education of the Exceptional Child and Youth | 3 |
| Humanistic and Behavioral Studies (6-9 credit hours) | ||
| EDUC-R&P 5510 | Child Behavior And Development | 3 |
| EDUC-R&P 5512 | Adolescent Development and the School | 3 |
| EDUC-UL 5525 | Cultural Foundations Of Education | 3 |
| EDUC-UL 5526 | Philosophical Foundations Of Education | 3 |
| EDUC-UL 5527 | Historical Foundations Of Education | 3 |
| EDUC-UL 5528 | Sociological Foundations Of Education | 3 |
Requirements for Graduation
Candidates must pass an oral comprehensive exam that represents a summation of their own original research.