Childhood Literacy (Birth-Grade 6), MSED
Program Director: Sheri Voss, A.B.D., Visiting Professor
This degree is designed for teachers who wish to address the demanding literacy needs of their students or who may wish to serve in Birth-Grade 6 settings at some point across their careers. The degree provides teachers with extended research-based knowledge in the areas of the literacy process, diagnosis and remediation of literacy problems, supervision of reading and literacy programs, and other literacy intervention and coaching issues.
Information About Certification
The degree in Childhood Literacy requires candidates to have met all requirements for initial teacher certification in a matching area (either Early Childhood, Childhood) prior to admission to the degree program; therefore, it is not a path to initial teacher certification. The MSED in Literacy does meet the criteria for, and may be used in partial fulfillment of, the requirements for professional (or permanent) teacher certification in the state of New York. The degree meets the requirements for an additional certification area in New York. The only candidates recommended for literacy teacher certification in NY by the School of Education are those who have completed the master’s degree in its entirety.
The admission committee reviews the following in considering candidates for this program:
- Teaching certificate in matching area (Childhood Education, Early Childhood Education) in hand or pending
- Transcripts from all previous colleges (3.0 GPA)
- References (2)
- Ability to do graduate work
- Success as a teacher
- Writing sample
- Test scores: GRE, MAT or another substantially equivalent test
- Additional information, if requested by program director
|DIFF-510||DIFFERENTIATED INSTR STRAT.||3|
|EDUC-500||RESEARCH METHODS IN THE EDUCATION PROFESSION||3|
|READ-501||THEORIES/FOUND OF LITERACY||3|
|READ-540||SUPRV/CUR ISS-LITERACY PROGS||3|
|READ-550||TCHNG LINGUISTICALLY/CULTURALLY DIVERSE||3|
|READ-560||LITERACY IN THE CONTENT AREAS||3|
|READ-570||ASSESS/DIAG OF LITERACY||3|
|READ-575||LIT INSTR-INDV/SML GRPS-CHILD||3|
|READ-599||LITERACY COACHING INTERNSHIP||0|
The college-supervised practicum experience consists of the completion of the three courses in our clinical practicum sequence: READ-570, READ-575 and READ-580. Consistent with the program’s philosophy, purposes and objectives, the clinical practicum sequence allows candidates to assess thoroughly the literacy skills and strategies of clients at both the early childhood and childhood levels, to create individual plans of instruction and to provide such instruction for those clients for a period of at least 50 clock hours. The practicum is always supervised by full-time faculty from the program and/or certified literacy teachers from the community, and it is accompanied by seminars that focus on the various issues common to all clients in the program. As part of the program, candidates write diagnostic and instructional reports that are shared with parents and school personnel.
The second half of the field experience in the program is completion of READ-599. This is a 60-hour (minimum) in-school practicum where candidates are placed with certified literacy specialists or coaches and must complete projects that meet the literacy coaching standards set by the International Literacy Association. While the Internship carries no credit, it is an exit requirement for the program. Projects completed at the internship setting will be due during other courses taken across the program, and grades for the projects will be granted within those other courses.
In order to be awarded the degree in Childhood Literacy, a student will be evaluated on the following exit criteria:
- A cumulative GPA of at least 3.0
- Successful completion of the Clinical Practicum
- Successful completion of the Literacy Coaching Internship
- Submission of an Electronic Portfolio showing professional growth and accomplishments
- Successful completion of the Comprehensive Examination