Student teacher reading with students

Prepare for Your K–12 Reading Teacher License

Learn to develop effective instruction to support struggling readers or students whose first language is not English. This program prepares you for licensure as a K–12 Reading Teacher. 

Licensure Preparation

If you are a licensed educator, you can enroll in our 17 credit (seven courses) Graduate Certificate in K–12 Reading Teacher program to prepare for the K–12 Reading license in Minnesota or the 316 Reading Teacher license in Wisconsin. 

Once you have finished the licensure preparation as a K–12 Reading Teacher, you may continue on to complete 17 additional credits (seven courses) to earn the Master of Arts in Literacy Education. If you direct or coordinate reading programs, you will benefit from completing this degree. Minnesota candidates become Reading Leaders, and Wisconsin candidates become Reading Specialists, once portfolio and other licensure requirements are met.

What You'll Gain

Consistent with the mission of Saint Mary's University of Minnesota and the Board of Teaching requirements for licensure as a reading specialist, the M.A. in Literacy Education/K–12 Reading Teacher expects its graduates to be able to do the following:

  • Understand the reading process and the process of learning to read, and design developmentally appropriate instruction that advances students' reading proficiency and encourages them to read
  • Understand how to assess the reading development of individual students and groups of students, how to use assessment data to design appropriate reading curriculum and instruction based on the assessment data, and how to communicate this information to relevant audiences
  • Know how to integrate knowledge of reading with the teacher's understanding of pedagogy, students, learning, classroom management, and professional and instructional development and leadership
     


After six of Tantanka's teachers finished coursework at Saint Mary's in Literacy Education, they can now use the same terminology and strategies to help readers improve from one grade to the next.


Program graduates and their students talk about the changes they saw in the year following the completion of the program.

From Start to Finish

  • Prepare for your K–12 Reading Teacher license in as little as 18 months.
  • Complete the M.A. in Literacy Education plus the K–12 Reading Teacher license preparation in two and a half years.
  • To apply, you'll need to submit an application, $25 application fee, résumé, brief personal statement outlining your professional and educational goals, official transcripts, and letters of reference. For more information, visit the graduate admission page.

Apply Today

Locations

Preparation for the K–12 Reading Teacher license is offered at our Twin Cities location and regional cohorts in Minnesota and Wisconsin. Upon completion of the licensure preparation you may continue on to finish the M.A. in Literacy Education at the Twin Cities Campus.

Degree Requirements

Degree Requirements

  K-12 Reading Teacher Courses 17 cr.
  Literacy Education Completion Courses 17 or 18 cr.
  Total credits 34 or 35 cr.

K-12 Reading Teacher Courses: 17 cr.

EDRD601 Elementary Reading Instruction: K-6 (2 cr.)

Drawing on the conceptual framework for understanding literacy processes, stages, and major instructional approaches developed in EDRD600, this course features instructional techniques, materials, and programs that have been validated as effective for developing competent and joyful readers and writers in grades K-6. The focus is on creating a balanced literacy program that incorporates the strengths of a whole language approach and the findings of the National Reading Panel.

Upon completion of this course, students are expected to be able to do the following:


A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(7) teach and foster emergent reading skills such as phonemic awareness, alphabet recognition, and understanding that printed words convey meaning;
(8) teach and foster word recognition skills including phonics, structural analysis, and contextual analysis;
(9) foster the development of an initial sight vocabulary and an increasingly larger and more complex vocabulary, mastering word-learning strategies such as the use of context and structural analysis, and developing word consciousness;
(10) teach and foster fluency and automaticity in both oral and silent reading;
(11) teach and foster comprehension and appreciation of a wide range of children's and adolescent literature;
(14) teach writing to advance reading development and learning from text.

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds;
(2) implement a variety of appropriate grouping strategies including individual, small group, and whole group reading instruction;

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use assessments including:
(3) develop and implement classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum.
(5) create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.
 

EDRD602 Secondary Reading Instruction: 7-12 (2 cr.)

This course focuses on literacy development in the middle and high school years, with the goal of promoting reading for learning, understanding, and enjoyment. Topics include assessment of students' reading and written language skills, the cognitive and skill levels required by various content-area materials and written tests, use of alternative testing strategies, and instructional strategies for developing strategic readers and competent writers in all content areas. Collaboration with content area teachers to adapt course materials, teaching strategies, and assessment practices for students with exceptional educational needs such as learning disabilities and gifted/talented are also featured.

Upon completion of this course, students are expected to be able to do the following:

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(12) teach comprehension strategies such as adjusting reading approach, activating background knowledge, summarizing, generating questions, constructing mental representations, and self-monitoring;
(13) teach and foster critical thinking skills and behaviors such as thinking independently, withholding judgment, recognizing point of view and bias, and considering multiple solutions; and
(14) teach writing to advance reading development and learning from text.

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds;
(4) understand and apply instructional and informational technologies, digital literacy, and electronic resources to support literacy;
(6) understand the rationale for using a wide range of texts and show evidence of using multiple texts within instruction, including informational texts, content area texts, electronic texts, and nonprint materials;
(7) understand the structures of texts, both print and electronic, and the challenges presented by these materials, and use this knowledge in lesson design to match materials to the cognitive levels of all readers and across the curriculum
 

 

EDRD606 Development and Supervision of K-12 Reading Programs (2 cr.)

This course focuses on the skills needed to design and supervise K-12 reading programs, including selection of curriculum, assessment procedures, instructional materials, and budget development. Interpretation of district results on state-mandated reading tests and development of a district plan are featured. This course also includes coaching strategies for collaboration with classroom and content area teachers.

Upon completion of this course, students are expected to be able to do the following.

      C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

(2) select appropriate tools for specific situations that includes assessment for diagnosis and progress monitoring;

(3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, class, cohort, and school; 5) use assessment data to develop interventions that address specific student needs; and

(7) communicate results of assessments to students, parents, caregivers, colleagues, and administrators.

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

(2) support students and colleagues in the selection of materials, print and electronic, that match students' reading levels, interests, cultural, and linguistic backgrounds;

(3) develop and implement classroom and schoolwide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;

(4) integrate technology into reading instruction to create and maintain an environment that includes conventional and new literacies and ensures equity of access to technology

(5) create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students;

(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural, or linguistic backgrounds; and

(9) understand the importance of and facilitate home school connections.

E. A teacher of reading must view professional development as a career-long effort and responsibility including:

(1) serve as a role model and display positive attitudes toward literacy in the district/building by engaging in reading and writing practices;

(2) promote and facilitate ongoing self-reflection related to teaching and student learning;

(3) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues;

(4) apply aspects of coaching feedback to instructional practice;

(5) actively seek opportunities to participate in learning communities and professional organizations;

(6) collaborate with and provide guidance for colleagues who seek classroom instruction support in reading; (7 engage in, initiate, implement, and evaluate professional development programs; and

(8) understand current state and federal legislation as it relates to reading.

 

 

ESL/EDRD600 Foundations of Language and Literacy Development (1-3 cr.)

This course explores the theoretical and scientific underpinnings of literacy development as a basis for developing effective K-12 reading programs. Major topics include knowledge of the relationships between spoken and written language, the historical evolution of English, processes of reading, motivational aspects, stages of reading, spelling, and writing development, and major historical and current instructional approaches and programs for literacy development. Qualitative and quantitative research regarding literacy acquisition and applications to designing balanced reading programs are addressed. This course is also an applied introduction to the study of linguistics as it relates to the teaching of English to non-native speakers. It is divided into language as a system (phonology, morphology, syntax, semantics), the social factors affecting language acquisition and development, and the relationship of learning English to that of learning other languages.

Upon completion of this course, students are expected to be able to do the following:

  1. Evaluate how limited English proficiency affects learning. C1, SMU2, (K)
  2. Analyze the differences between literacy development in the first language and the second language, and the implications for teaching second language learners. E1, SMU4, (K)
  3. Apply basic linguistic concepts. G1, SMU6, (K, A)
  4. Outline the features of English including phonology, morphology, syntax, and semantics. G2, SMU6, (K, A)
  5. Relate knowledge of English to other languages. G3, SMU6, (K)
  6. Summarize the history and development of the English language. G4, SMU6, (K, A)
  7. Apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents. K1, SMU9, (K, A)
     

ESL/EDRD603 Reading Instruction for Linguistically and Culturally Diverse Learners (1-2 cr.)

This course focuses on the concepts and skills needed to develop literacy programs for students who differ in how they acquire literacy because of language, learning, and/or cultural differences. Three major strands are featured: (1) selection and teaching of literature that reflects the diversity of American classrooms and promotes global understanding; (2) fostering literacy in children who come from non-mainstream cultures; and (3) literacy for English Language Learners (ELL/ESL) and for those with special learning characteristics, for example, gifted and talented. Gender differences in literacy acquisition are also explored.

Upon completion of the course, students are expected to be able to do the following:

  1. Analyze the differences between literacy development in the first language and the second language, and the implications for teaching second language learners. E1, SMU4, (K, A)
  2. Design strategies to develop communication skills in listening, speaking, reading, and writing as an important contributor to academic success across the curriculum. E2, SMU4, (K)
  3. Outline the features of English including phonology, morphology, syntax, and semantics. G2, SMU6, (K)
  4. Relate knowledge of English to other languages. G3, SMU6, (KA)
  5. Analyze how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom. I3, SMU8, (K)
     

ESL/EDRD604 Diagnosis and Remediation of Reading Difficulties (1-3 cr.)

This course focuses on the concepts and skills needed to identify and successfully remediate reading and written language difficulties in all struggling readers, including those served in Title One and LD programs, English Language Learners with literacy delays, and competent readers who have lost motivation to read and write. Concepts related to test construction, selection, and administration are explored through a case study approach. Uses of group and individual standardized and informal literacy measurements are featured.

Upon completion of the course, students are expected to be able to do the following:

  1. Evaluate the characteristics, uses, advantages, and limitations of formal and informal second language assessment techniques. F1, SMU5, (K, A)
  2. Analyze the limitations of using traditional assessment procedures in the identification and placement of students with limited English proficiency in academic programs, including gifted and special education programs. F2, SMU5, (K, A)
  3. Use second language assessment including item and test construction methods appropriate for students with limited English proficiency. F3, SMU5, (K, A)
  4. Administer, interpret, and explain the results of standardized tests and alternative methods of assessment to students with limited English proficiency, the students' parents, and to colleagues. F4, SMU5, (K, A)
     

ESL/EDRD605 Clinical Language and Reading Practicum (1-3 cr.)

This course focuses on the development and practice of competencies for teaching in the elementary and secondary classroom. The three areas of emphasis are 1- planning, implementing, and evaluating learning in the school environment; 2- critical reflection, monitoring, and adjustment of professional practice; and 3- observation and understanding of administrative and instructional policies and procedures.

Upon completion of the course, students are expected to be able to do the following:

  1. Adopt appropriate learning materials and adapt teaching strategies to meet the second language needs of students with limited English proficiency in a school setting. B2, SMU1, (K, A)
  2. Plan with other professionals to improve the quality of educational services provided to students with limited English proficiency. D4, SMU3, (K, A)
  3. Use a variety of communication techniques, verbal, nonverbal, and multimedia, and other technology based resources that enhance student learning. E3, SMU4, (K, A)
  4. Apply the research base for and the best practices of kindergarten and primary, intermediate, and middle level and high school education. J2, SMU9, (K, A)
  5. Apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a range of educational programming models. J8, SMU9, (KA)
     

Literacy Education Completion Courses: 17 or 18 cr.

Please note: Students take EDRD609 or EDRD610 or EDRD615

EDRD607 Theoretical Models and Processes of Reading (3 cr.)

This course explores the theoretical models and research that inform contemporary understandings of reading development across the lifespan. Exploration and critical review of research in areas of interest (e.g., literacy policy, language and cognition in sociocultural contexts, foundations for literacy development, comprehension development, motivation and engagement, and instructional effects on literacy development) are featured. Syntheses of research as it relates to implications for curriculum development and organization are emphasized.

Upon completion of this course, students are expected to be able to do the following:

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction
(2) disseminate knowledge of reading theories and articulate how these translate into effective practices
(5) Synthesize and disseminate the research about the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are related to instructional practices and materials in the classroom, school and district;

RLB. B. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(7) model lessons highlighting the structures of texts, print and electronic, the challenges presented by these materials, and support teachers as they use this knowledge in lesson design.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(3) support and coach teachers in the development of classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;
(4) promote a school or district-wide philosophy of literacy that integrates technology to create and maintain a reading environment that includes conventional and new literacies;
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students;

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(5) seek leadership opportunities in professional organizations.
 

EDRD608 Theory and Research in Writing (3 cr.)

The theoretical and research base for current trends in writing instruction in K-12 and post-secondary schools are explored. Topics of study include spelling, grammar, and composition across the lifespan. Student choice in completing a review of the research literature in an area of interest is featured.

Upon completion of this course, students are expected to be able to do the following:

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(4) synthesize and disseminate information, with supporting dialogue and coaching, on the developmental progress of oral language and its relationship to reading;

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instructions:
(5) provide leadership to ensure that district/school curriculum standards are consistent with Minnesota's Academic Standards in Language Arts/Reading

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(3) support and coach teachers in the development of classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;
(7) support and coach teachers as they use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(2) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues;

(6) understand and support adult learning;
 

EDRD609 Explorations in Children's Literature (1 cr.)

This course is designed for candidates who wish to increase their personal familiarity with genres of children's literature while supporting colleagues in their use of high-quality literature and instructional strategies for building quality literature programs at the preschool through sixth grade levels.  The course culminates in development of a plan for helping teachers at a selected grade level match students' reading levels, interests, cultural, and linguistic backgrounds.

Upon completion of this course, students are expected to be able to do the following:

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(6) advocate for, support and coach teacher use of high quality literature and a wide range of texts (including informational texts, content area texts, electronic texts and non-print materials).

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(1) support and coach teachers as they select materials, print and electronic, that match students' reading levels, interests, cultural, and linguistic backgrounds.

(8) promote school-wide critical literacy by encouraging students to question what they are reading while analyzing texts from multiple viewpoints or perspectives.
 

EDRD610 Explorations in Adolescent/Young Adult Literature (1 cr.)

This course reviews the various genres of adolescent and young adult literature and approaches to building a quality literature program through consideration of the reading interests and life issues of adolescents and young adults, particularly for those who are struggling readers.  Contemporary issues and controversies in teaching adolescent literature are featured.  The course culminates in a coaching plan for incorporating quality literature across the curriculum applications.

Upon completion of this course, students are expected to be able to do the following:

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:

(6) advocate for, support and coach teacher use of high quality literature and a wide range of texts (including informational texts, content area texts, electronic texts and non-print materials).

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:

(1) support and coach teachers as they select materials, print and electronic, that match students' reading levels, interests, cultural, and linguistic backgrounds.

(8) promote school-wide critical literacy by encouraging students to question what they are reading while analyzing texts from multiple viewpoints or perspectives.
 

 

EDRD611 Leadership Practicum in Literacy Education (3 cr.)

This course features the use of school and or district achievement data to design a practicum in an educational setting.  The practicum addresses the areas of data and goal setting, barriers to student achievement, assessment planning and evaluation, dissemination of research, and professional development of staff relating to instructional best practices.

Upon completion of this course, students are expected to be able to do the following:

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(1) promote a school or district wide philosophy of literacy instruction supported by theory and research.
(3) apply knowledge of research to address identified needs related to reading at the school and district level.
(4) disseminate information, with supporting dialogue and coaching, on the developmental progress of oral language and its relationship to reading.
(5) Synthesize and disseminate the research about the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are related to instructional practices and materials in the classroom, school and district.
(6) Support school or district-wide implementation of differentiated reading instruction that supports learners as they progress across the developmental continuum.
(7) Coach teachers as they identify, monitor, and respond to student progress in relation to developmental benchmarks and with attention to variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers.

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) provide support and coaching for teachers as they implement literacy frameworks that promote instruction which is appropriate to varying developmental levels, proficiency and linguistic backgrounds.
(4) support and coach teachers in the design of effective reading lessons using various instructional practices, approaches, methods and materials in text and multimedia formats that promote the development of the major components of reading within the reading classroom and across the content areas.
(7)model lessons highlighting the structures of texts, print and electronic, the challenges presented by these materials, and support teachers as they use this knowledge in lesson design.

RLC. A reading leader must use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the relationship of school, district, state, and national literacy initiatives and their accountability requirements.
(2) provide leadership and guidance in the development of effective school assessment plans.
(5) use multiple measures of data for the purpose of progress monitoring, program evaluation, and instructional effectiveness.
(6) provide leadership and guidance in the evaluation of school and district wide programs.
(10) provide leadership in data-driven, shared decision-making processes on the type and intensity of intervention models.
(11) know how to locate and employ necessary resources for high-quality instructional support.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(2) create a school wide literacy-rich physical environment appropriate for students who represent multiple levels, broad interests, and cultural and linguistic backgrounds.
(4) promote a school or district-wide philosophy of literacy that integrates technology to create and maintain a reading environment that includes conventional and new literacies.
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.
(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural or linguistic backgrounds.
(9) create a strong advocacy for home-school connections.

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(3) work with colleagues to provide feedback on instructional practice through coaching and feedback sessions.
(4) provide leadership in developing and maintaining learning communities.
 

EDRD612 Advanced Diagnosis and Remediation of Reading and Writing Disabilities (3 cr.)

Investigation of the nature, causes, and course of reading and writing disabilities across the lifespan, including frequently co-occurring conditions that impact literacy acquisition, is the focus of this course. Topics include (1) design and/or evaluation of assessment tools and; (2) individual diagnosis and case study development; and (3) implications of Response to Treatment (RTI) for early intervention and remediation of literacy disabilities across the lifespan.

Upon completion of this course, students are expected to be able to do the following:

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(7) coach teachers as they identify, monitor, and respond to student progress in relation to developmental benchmarks and with attention to variations related to cultural and linguistic diversity with heightened awareness to the needs of struggling readers.

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) provide support and coaching for teachers as they implement literacy frameworks that promote instruction which is appropriate to varying developmental levels, proficiencies, and linguistic backgrounds.
(2) support and coach teachers as they implement a variety of grouping strategies including individual, small group and whole group reading instruction.
(3) facilitate the development, selection, implementation, and evaluation of curriculum (e.g. instructional practices, approaches and methods) consistent with building/district frameworks.
(4) support and coach teachers in the design of effective reading lessons using various instructional practices, approaches, methods and materials in text and multimedia formats that promote the development of the major components of reading within the reading classroom and across the content areas.
(5) provide leadership to ensure that district/school curriculum/standards are consistent with Minnesota's Academic Standards in Language Arts/Reading.

RLC. A reading leader must use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the relationship of school, district, state, and national literacy initiatives and their accountability requirements.
(2) provide leadership and guidance in the development of effective school assessment plans.
(3) provide professional development on the proper use and interpretation of various assessment tools.
(4) provide support and professional development to school and district personnel on the appropriate interpretations of selected assessment tools.
(5) use multiple measures of data for the purpose of progress monitoring, program evaluation, and instructional effectiveness.
(7) provide leadership in designing and sustaining effective instructional assessment models for meeting the needs of those at different cognitive and developmental stages and those from different cultural and linguistic backgrounds.
(8) provide professional development in understanding how the structure of written language, including orthography, morphology, phonology, semantics, and syntax, relates to reading instruction for students with special reading needs.
(9) revise instructional programs based on data to address student needs and proficiencies.
(10) provide leadership in data-driven, shared decision-making processes on the type and intensity of intervention models.
(12) communicate results of assessments to student, parents, caregivers, colleagues, administrators, policymakers, policy officials, and communities.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.

(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural, or linguistic backgrounds.

(7) support and coach teachers as they use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice.

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(10) strategically secure and place human resources to accomplish literacy initiatives.
 

EDRD613 Educational Research Design (3 cr.)

This course explores the design, execution, analysis, and evaluation of qualitative, empirical, and teacher action research in the field of literacy across the lifespan. Seminar discussions of issues in literacy education lead to individual research proposals that include a literature review and a methodology/action plan for investigation of a targeted area of interest regarding literacy development, culminating in a leadership plan for facilitating learning communities focused on critical analysis and engagement in teacher action research.

Upon completion of this course, students are expected to be able to do the following:

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(1) promote and facilitate teachers' ongoing self-reflection related to teaching and student learning.
(4) provide leadership in developing and maintaining learning communities.

1. Evaluate the usefulness of different research designs for advancement of knowledge in the field of literacy education.

2. Demonstrate mastery of the concepts of reliability, validity, and generalizability through critical analysis of selected research in literacy education.

3. Evaluate the appropriateness of different methods of data analysis through critical analysis of selected research reports.

4. Formulate a personal plan for investigation of literacy education research, theory, and practice in an area of interest.

5. Complete a research proposal which includes an in-depth literature review and an appropriate methodology/action plan.

6. Demonstrate an understanding of ethical issues in the conduct of educational research.

7. Explain how ethical issues will be addressed in one's research proposal.
 

EDRD614 Master's Project Presentation (1 cr.)

The culmination of the master's degree in Literacy Education is the presentation and defense of the candidate's research project. Prior to the final presentation, candidates receive instructor guidance and peer feedback.

Upon completion of this course, students are expected to be able to do the following:

  1. Demonstrate critical thinking skills.
  2. Orally explain and defend the research hypothesis, design, data analysis, and conclusions.
  3. Demonstrate written communication skills needed to explain one's research hypothesis, design, data analysis choices, interpretation of findings and applications of classroom practice.
  4. Connect the learning obtained through this course of study and research project to lifelong learning goals.
  5. Enumerate examples of how this project impacts professional development for self and other.
  6. Explain how this project enhances the literacy development of children and/or adolescents.
     

EDRD615 Explorations in Adult Multicultural Literature (2 cr.)

This course is designed for candidates who wish to explore the genres of adult multicultural literature. Selections feature works of interest to teachers and tutors working with adults in community colleges, tutoring services, prisons and other social service agencies serving new immigrants, excluded native-born populations, and adults with learning disabilities.

Upon completion of this course, students are expected to be able to do the following:

  1. Demonstrate increased awareness of multicultural selections that present opportunities for personal growth, e.g., of an underrepresented cultural or linguistic group, of adults with disabilities.
  2. Critically analyze multicultural selections and make applications to clinical and educational practice.
  3. Apply connections of literature of diverse learners to educational strategies that increase students' knowledge and understanding of their own and other cultural/linguistic/lifestyle traditions.
  4. Articulate the role of literacy instructors in fostering tolerance and acceptance for individual differences through multicultural literature selections.
     

K-12 Reading Leader

Graduates of the Saint Mary's University M.A. in Literacy Education who are literacy leaders at a district level may apply for the portfolio process leading to recommendation for licensure as a Reading Leader. Candidates for the Reading Leader endorsement will be those licensed K-12 Reading Teachers who have spent considerable time working with adults--colleagues, administrators, and parents--to foster literacy development at a district level.  A mastery test is not required for licensure as a Reading Leader.

EDRD616 Reading Leader Portfolio Development (2 cr.)

 

This portfolio development course is a part one of a two-part process of documenting application of the Reading Leader standards at a district level school environment and assembling a reading leader portfolio.  Essential components of the portfolio documentation include (1) description of leadership experience(s), (2) discussion of how these experiences demonstrate mastery of the standards; (3) reflection on how these experiences have contributed to the preparation needed to be a Reading Leader; and (4) supporting artifacts.

EDRD617 Reading Leader Portfolio Defense (1 cr.)

 

This portfolio presentation course is part two of the two-part process of completing application of the Reading Leader standards at a district/school level environment and defending their reading leader portfolio.  Essential components of the portfolio documentation include (1) description of leadership experiences(s); (2) discussion of how these experiences demonstrate mastery of the standards; (3) reflection on how these experiences have contributed to the preparation needed to be a Reading Leader; and (4) supporting artifacts.

Transfer Credits

Students may transfer up to 6 graduate credits of Saint Mary's University of Minnesota GPDE continuing education coursework designed to align with Minnesota reading standards or 6 other reading graduate credits into the program.  For the latter. course syllabi will be evaluated in comparison to current Minnesota Reading Teacher standards and Saint Mary's University of Minnesota K-12 Reading Teacher program learning objectives.




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Learn more about the convenient doctoral and master’s programs that Saint Mary’s offers to help advance you in your career.


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Michelle Dougherty, M.A.

SGPP Admission - Enrollment Counselor Graduate School of Education

LaSalle Hall-TC Campus, LSH112

Campus Box: # 28

(612) 728-5122

mdougher@smumn.edu

Faculty

Jane Anderson, Ph.D.

Lasallian Scholar in Residence, Director, i.t.a. Literacy Project; Director, Remick Fellowship Program; Adjunct Professor

Campus Box: # 23

janders1@smumn.edu

Jane Anderson Ph.D.
Suzanne Bergler, M.A.

K-12 Reading MLE - Administrative Assistant

Griffin Hall, GR205

Campus Box: # 23

(507) 457-6629

sbergler@smumn.edu

Suzanne Bergler M.A.
Angela Birk, M.A.

MA in Literacy Ed - Adjunct Instructor

Stephanie Boyat-Chartier, M.Ed.

Education Program - Adjunct Instructor

Kelly Braun, M.A.

K-12 Reading/M.A. In Literacy Educ. - Adjunct Instructor

(507) 634-1130

braunfam@kmtel.com

Connie Bryant, M.A.

Reading Licensure Program - Adjunct Instructor

Kristen Cooper, M.A.

MA in Literacy Education Program - Adjunct Instructor

(218) 258-8991

kcooper@isd2142.k12.mn.us

Tamara Dobbins, M.A.

MA in Literacy - Adjunct Instructor

Jacob Donze, M.A.

K-12 Reading Teacher Program - Adjunct Instructor

Kari Donze, M.A.

MA in Literacy Education - Adjunct Instructor

(507) 534-2835

kdonze@smumn.edu

Charlotte Gregoire, M.A.

ESL/EDRD Program - Adjunct Instructor

Cory Hanson, M.A.

Reading Licensure Program - Adjunct Assistant Professor

Cory Hanson M.A.
Jaimie Howe, M.A.

MA in K-12 Reading - Adjunct Instructor

Katie Hubbard, M.A.

MA in Literacy Program - Program Director

Katie Hubbard M.A.
Amber Jensen, M.A.

M.A. in Literacy Education(EDRD) - Adjunct Instructor

Kimberly King, M.A.

MA in Literacy Education Program - Adjunct Instructor

Jody Koci, M.A.

EDRD K-12 Reading Program - Adjunct Instructor

(952) 496-5861

jxkoci07@smumn.edu

Cindy Kronebusch

GSOE - Assistant Program Director, M.A. in Literacy

Griffin Hall, GR221

Campus Box: # 23

(507) 457-6637

ckronebu@smumn.edu

Anne Kuensting, M.A.

MA Literacy Education Program - Adjunct Instructor

Charles Mann, M.S.

Reading Licensure Program - Adjunct Program Assistant Professor, Education - Adjunct Program Assistant Professor

Margaret Marklowitz, M.A.

Education Literacy - Adjunct Instructor

Teresa Milligan, M.A.

K-12 Reading/MA in Literacy Ed - Adjunct Instructor

Cynthia Mueller, M.A.

MA Literacy Education - Adjunct Instructor

Heidi Niemeyer, M.A.

MA in Literacy Education - Adjunct Instructor

Shane O'Reilly, M.A.

MA in Literacy Education Program - Adjunct Instructor

Katharine Rislow, M.A.

MA Literacy Education - Adjunct Instructor

Steve Rosas, M.A.

EDRD Program - Adjunct Instructor

Joan Sax, Ed.D.

MA in Literacy Education - Adjunct Associate Professor

Loni Sharp, M.A.

K-12 Reading Program - Adjunct Instructor

Alexi Thompson, M.A.

MA in Literacy Education - Adjunct Instructor

Lisa Thorsell

K-12 Reading and M.A. in Literacy - Program Coordinator

Griffin Hall, GR218

Campus Box: # 23

(507) 457-6611

lthorsel@smumn.edu

Lisa Thorsell
Rebecca Troy, M.A.

Reading Licensure Program - Adjunct Instructor

(715) 394-8720 x 160

rmstua07@smumn.edu

Erin Van Beek, M.A.

M.A. Literacy Education Program - Adjunct Instructor

Ann Van Brocklin, M.A.

MA in Literacy Education - Adjunct Instructor

(952) 473-4355

akvread@gmail.com

Tara Van Eperen-Waldorf, M.A.

Education Reading Licensure Program - Adjunct Instructor

(715) 243-1647

txvane12@smumn.edu

Margaret Westlund, M.A.

Reading Licensure Program - Adjunct Instructor

Katherine Wilwert, M.A.

K-12 Literacy Education Program - Adjunct Instructor