Department of Teacher Education and Higher Education
Reading Concentration
Teacher Leadership Track
Designed for:
Students with an undergraduate degree in Education or a related field and an initial ("A") license for teaching.
Program Description:
The Master of Education (Teacher Leadership Track) can be taken on a full-time or part-time basis. The program is aligned with the goals of the North Carolina Advanced Competency Standards, the International Reading Association (IRA), and the National Board for Professional Teaching Standards. The program is oriented toward improving results in teaching practice, as well as gaining critical knowledge, skills, and dispositions, in action research, professional development, leadership, and working successfully with diverse learners in schools.
Program Goals:
The primary goal of the Reading Masters Program is to prepare initially licensed teachers for "M" licensure as a K-12 Reading Specialist. Not only are teachers prepared to implement innovative research-based reading strategies in their own classroom settings, but they are also expected to promote those practices among colleagues, administrators, and the community as a teacher leaders. Masters candidates are also expected to conduct teacher research and to present that research in a product-oriented, standards-based portfolio demonstrating the following North Carolina Advanced Competency Standards.
Program Objectives: Students will be able to
- Utilize research-based teaching strategies in the implementation of effective classroom and school-based reading and writing programs.
- Observe and evaluate students using a variety of formal and informal assessments in order to plan or adapt instruction that meets the individual needs of students from grades K-12.
- Understand and apply knowledge of language, learning, teaching, and motivation in the area of reading and writing.
- Understand how reading develops across the grades and how cultural, linguistic, and social influences, such as the family, shape the course and direction of development.
- Provide services in the school as a reading specialist able to supply remediation for students with disabilities and instructional support to teachers.
- Select appropriate reading materials including literature of different genres, leveled texts, and instructional technology.
- Develop the perspective of the teacher as researcher and gain confidence in their ability to research and reflect upon both their own practice and the practices presented in professional literature.
- Integrate reading and writing into the teaching of content areas.
- Read, understand, and critically evaluate published research.
- Become involved in the identification of issues in reading education and the search for solutions.
- Communicate effectively with administrators, parents, and the public about issues related to reading and writing.
Application Process:
- Applicants can obtain an application from the Graduate School. The application fee is $45.
- Two official transcripts are required from every college and university.
- Three recommendations are also required, and should be submitted in sealed envelopes.
- A Residency Statement is required for applicants claiming North Carolina residency.
- Applicants must take the Graduate Record Examination (GRE) and submit their test scores to the Graduate School.
- Applicants are required to submit a personal statement and a copy of an updated resume.
Pre-requisites/Co-requisites:
- Bachelor's degree in Education or related field
- Initial or "A" license for teaching
- Two years teaching experience
- Prior course work should include children's literature, reading and language arts.
Curriculum:
Core Courses: (9 hours)
- TED 669 (3) Educational Implications of Learning and Developmental Theory
- TED 545 (3) Diverse Learners
- ERM 605 (3) Educational Measurement & Evaluation orERM 604 (3) Methods of Educational Research
Pedagogical Expertise: (21 hours)
- TED 615 (3) Literacy in the Early Years
- TED 616 (3) Literacy Development & Instruction Across the Grades
- TED 617a (3) Diagnosis and Correction of Reading Problems (prerequisite TED 615 and TED 616)
- TED 617b (3) Advanced Strategies in Diagnosis and Correction (prerequisite TED 617A)
- TED 619 (3) Research and Programs in Reading Education (Prerequisite is 9 hours of reading course work)
- TED 640 (3) Writing Instruction in the Elementary & Middle Grades
- plus 3 hrs. elective from TED 614, LIS 556, etc.
Professional Development/Leadership: (9 hours)
- TED 628 (3) Trends & Issues in Curriculum & Instruction or ELC 697 (3) Selected Critical Issues in American Education or approved substitute
- TED 675 (6) Teacher As Researcher (6 hours, taken as two sequential offerings. Prerequisite is 15 hours of reading course work and completion of ERM 604 or 605)
Licensure Process:
- Completion of Program of Study
- Successful completion of Advanced Competencies Portfolio
- Application for licensure through UNCG Licensure Officer.
Contact Person:
Dr. Francine Johnston
Curry Building, Room 339
(336) 334-3458
fjjohnst@uncg.edu
Frequently Asked Questions:
I haven't taught for two years. Can I start my Masters?
Yes. It is a co-requisite. That means that you should have completed two full years of teaching by the time you complete your Masters Degree program.
Should I take these courses in any particular order?
TED 615 and TED 616 should be taken early in your program and prior to TED 617A & B, while TED 619 and TED 675 should be saved for the end of your program.
How quickly can I complete the program?
Because some courses are not offered every year the answer to this question depends on when you start the program. If you are a part-time students taking one or two courses a semester, it will take you a minimum of 6 semesters (Spring and Fall and Summer School).