Literacy and Language
PROGRAM CONTACT INFORMATION
Cathy Toll, Program Coordinator
Office: Nursing/Education
Telephone: (920) 424-4444
Website: https://www.uwosh.edu/coehs/departments/literacy/
E-mail: litlang@uwosh.edu
FACULTY/GRADUATE INSTRUCTIONAL ACADEMIC STAFF
Alderton, Allen, DeVries, Faase, Haling, Herrmann, Leininger, Novak, Schwartzbauer, Stroik, Toll, Zarling,
PURPOSE
Graduate programs in Literacy and Language provide licensed teachers with the knowledge, skills, and dispositions to: plan and implement literacy instruction and literacy programs K-12 based on knowledge of learners, research, and theory; facilitate student and educator learning; lead at the classroom, school, district, and community level; and advocate for equity. Programs lead to endorsement for Wisconsin license 1316: Reading Teacher or Wisconsin license 5017: Reading Specialist.
DEGREES/CERTIFICATES
Completion of the program will lead to the degree: Master of Science in Education – Literacy (M.S.E.)
Completion of specific courses will lead to certificates in:
Reading Teacher License
Bilingual Reading Teacher
Literacy Coaching
Educational Coaching
Graduate Achievement Program (GAP) – Literacy Certificate
Literacy Intervention
ADDITIONAL ADMISSIONS REQUIREMENTS INFORMATION
In addition to the requirements of the Office of Graduate Studies specified in the POLICIES section of this Bulletin, the program has established the following policies and procedures for admission:
Interview
Qualified applicants must meet with the Graduate Program Coordinator prior to admittance to the program.
Licensure
Applicants must hold or be eligible for a Wisconsin educator license.
References
Three (3) reference letters are required.
SUMMARY
A. Structure
The MSE is comprised of 19 initial credits that lead to endorsement for the 1316 Reading Teacher license and an additional 11 credits leading to the MSE and endorsement for the 5017 Reading Specialist license. There are four gateways, which are points in the program where progress is assessed. The first gateway is admission; Gateways 2, 3, and 4 coincide with Literacy 792, Literacy 793, and Literacy 794 respectively and require candidates to prepare and defend an artifact specific to the theme of that gateway. These artifacts comprise the candidate’s portfolio.
B. Academic Plans of Study
See below for further descriptions of the plans of study offered.
C. Minimum Unit (Cr.) Requirements
Thirty (30) credits applicable to the graduate degree constitute the minimal requirement for all students seeking the MSE.
D. Admission to Candidacy
Students must satisfy fully the Office of Graduate Studies requirements for advancement to candidacy as stated in the POLICIES section of this Bulletin. Students must confer with their program coordinator/advisor to plan and receive program approval for their admission to candidacy. Students should apply for Admission to Candidacy after completing 9-12 credits and before completion of Literacy 792. The Office of Graduate Studies gives final approval to Admission to Candidacy.
E. Graduation Requirements
Candidates must satisfy all program and Office of Graduate Studies academic, culminating, and degree requirements to be eligible for graduation and degree conferral.
DEGREE REQUIREMENTS
702 2 Engagement in Literacy Processes
705 3 Literacies of Early & Middle Childhood
720 3 Literacy Intervention-Elementary Clinical Experience
721 3 Engaging Adolescents in Literacy – Secondary Clinical Experience
735 3 Adolescent Literacy
765 3 Literacy Assessment
767 3 Literacy Coaching
780 3 Leadership, Advocacy, and Planning
790 4 Research Essentials for the Literacy Leader
792 1 Foundational Knowledge-Gateway 2
793 1 Skillful Practice-Gateway 3
794 1 Literacy Leadership-Gateway 4
Electives
Typically, students in this program do not take electives. However, students in unusual circumstances are expected to consult with the Graduate Program Coordinator before registering for electives from the following offerings:
612 3 Comprehensive Literacy Programs: Issues and Implications
620 3 Literacy and Language Development in Young Children
635 3 Adolescent Literacy Methods
640 3 Literacy and Language in the Content Areas
713 3 Sustaining Change in Comprehensive Literacy Programs
764 1-3 Exemplary Practices in Literacy Programs
782 3 Issues in the Evaluation of Literacy
796 1-3 Independent Study
Other Requirements
Students enrolled in fall classes are required to attend the department’s annual Children’s Literacy Conference.
In addition to coursework, candidates must meet these requirements in order to be endorsed for Wisconsin license 1316: Reading Teacher:
- Eligibility to hold a Wisconsin educator license.
- Two years of successful classroom teaching experience.
- Wisconsin lifetime licensure or a passing score on the Foundations of Reading Test for Wisconsin (FORT).
In addition to coursework, candidates must meet these requirements in order to be endorsed for Wisconsin license 5017: Reading Specialist:
- Meet all requirements for Wisconsin license 1316: Reading Teacher.
- Three years of successful classroom teaching experience.
- Passing score on the Foundations of Reading Test for Wisconsin (FORT) unless they hold a lifetime administrator license.
CERTIFICATES
- Graduate Achievement Program (GAP) Certificate
Graduate Achievement Program (GAP) Certificate The Graduate Achievement Program in Literacy is designed for individuals who have completed a master’s degree in an education-related field which included a graduate-level research course and who wish additional graduate study in literacy for professional enrichment or to obtain licensure as a reading teacher or reading specialist. Specifically, the program enables educators to extend their knowledge, skills, and dispositions to: plan and implement literacy instruction and literacy programs K-12 based on knowledge of learners, research, and theory; facilitate student and educator learning; lead at the classroom, school, district, and community level; and advocate for equity.
Admission Requirements To be admitted to the Graduate Achievement Program in Literacy, the candidate must have completed a master’s degree in an education-related field from a regionally accredited university with a graduate grade-point of 3.00 or better.
Program Requirements
The Graduate Achievement Program in Literacy requires 26 credits of coursework as outlined below. There are four gateways, which are points in the program where progress is assessed. The first gateway is admission; Gateways 2, 3 and 4 coincide with Literacy 792, Literacy 793, and Literacy 794 respectively and require candidates to prepare and defend an artifact specific to the theme of that gateway. These artifacts comprise the candidate’s portfolio.
702 2 Engagement in Literacy Processes
705 3 Literacies of Early/Middle Childhood
720 3 Literacy Intervention-Elementary Clinical Experience
721 3 Engaging Adolescents in Literacy-Secondary Clinical Experience
735 3 Adolescent Literacy
765 3 Literacy Assessment
767 3 Literacy Coaching
780 3 Leadership, Advocacy, and Planning
792 1 Foundational Knowledge – Gateway 2
793 1 Skillful Practice-Gateway 3
794 1 Literacy Leadership – Gateway 4
Electives:
Typically, students in this program do not take electives. However, students in unusual circumstances are expected to consult with the Graduate Program Coordinator before registering for electives from the following offerings:
713 3 Sustaining Change in Comprehensive Literacy Programs
715 1-3 Issues in Literacy: Annual Symposium Theme
764 1-3 Exemplary Practices in Literacy Programs
782 3 Issues in the Evaluation of Literacy
790 4 Research Essentials for the Literacy Leader
796 1-3 Independent Study
Other Requirements
Students enrolled in fall classes are required to attend the department’s annual Children’s Literacy Conference.
In addition to coursework, candidates must meet these requirements in order to be endorsed for Wisconsin license 1316: Reading Teacher:
• Eligibility to hold a Wisconsin educator license.
• Two years of successful classroom teaching experience.
• Wisconsin lifetime licensure or a passing score on the Foundations of Reading Test for Wisconsin (FORT).
In addition to coursework, candidates must meet these requirements in order to be endorsed for Wisconsin license 5017: Reading Specialist:
• Meet all requirements for Wisconsin license 1316: Reading Teacher.
• Three years of successful classroom teaching experience.
• Passing score on the Foundations of Reading Test for Wisconsin (FORT) unless they hold a lifetime administrator license.
- Reading Teacher License Certificate
Available to those seeking licensure as a 1316 reading teacher. The program requires 19 credits of coursework as outlined below. There are three gateways, which are points in the program where progress is assessed. The first gateway is admission; Gateways 2 and 3 coincide with Literacy 792 and Literacy 793 respectively and require candidates to prepare and defend an artifact specific to the theme of that gateway. These artifacts comprise the candidate’s portfolio.
702 2 Engagement in Literacy Processes
705 3 Literacies of Early/Middle Childhood
720 3 Literacy Intervention-Elementary Clinical Experience
721 3 Engaging Adolescents in Literacy-Secondary Clinical Experience
735 3 Adolescent Literacy
765 3 Literacy Assessment
792 1 Foundational Knowledge-Gateway 2
793 1 Skillful Practice-Gateway 3
Other Requirements
Students enrolled in fall classes are required to attend the department’s Children’s Literacy Conference.
In addition to coursework, candidates must meet these requirements in order to be endorsed for Wisconsin License 1316: Reading Teacher:
- Eligibility to hold a Wisconsin educator license.
- Two years of successful classroom teaching experience.
- Wisconsin lifetime licensure or a passing score on the Foundations of Reading Test for Wisconsin (FORT).
- Bilingual Reading Teacher Certificate
Available to those licensed as bilingual teachers who wish to obtain Wisconsin license 1316: Reading Teacher. Note: This certificate program is offered only to cohorts of 12 or more.
Admission Requirements
Admission to this program requires that an applicant holds Wisconsin license 1023 – Bilingual-Bicultural Education. In addition, to be admitted an applicant must have taken these courses or their equivalent:
El Ed/Sec Ed 348 OR El Ed/Sec Ed 548: Principles of Bilingual/Bicultural Education
El Ed/Sec Ed 351 OR El Ed/Sec Ed 551: Authentic Assessment for ESL/Bilingual Education
El Ed/Sec Ed 352 OR El Ed/Sec Ed 552: ESL and Multicultural Materials, Elementary/Secondary
The program requires 19 credit hours as outlined below There are three gateways, which are points in the program where progress is assessed. The first gateway is admission; Gateways 2 and 3 coincide with Literacy 792 and Literacy 793 respectively and require candidates to prepare and defend an artifact specific to the theme of that gateway. These artifacts comprise the candidate’s portfolio.
702 2 Engagement in Literacy Processes
720 3 Literacy Intervention-Elementary Clinical Experience
721 3 Engaging Adolescents in Literacy-Secondary Clinical Experience
735 3 Adolescent Literacy
765 3 Literacy Assessment
792 1 Foundational Knowledge-Gateway 2
793 1 Skillful Practice-Gateway 3
Teaching and Learning
781 3 Simultaneous Biliteracy Instruction
Students enrolled in fall classes are required to attend the department’s Children’s Literacy Conference.
In addition to coursework, candidates must meet these requirements in order to be endorsed for the Wisconsin license 1316: Reading Teacher:
- Eligibility to hold a Wisconsin educator license.
- Two years of successful classroom teaching experience
- Wisconsin lifetime licensure or a passing score on the Foundations of Reading Test for Wisconsin (FORT).
- Educational Coaching Certificate
This certificate is offered on a cohort basis to groups of 12 or more educators from a single school district or cluster of districts. Participants must hold or be eligible to hold a Wisconsin educator license. Requires 9 credit hours as outlined below.
768 3 Educational Coaching
769 3 Field Experience in Educational Coaching
Elective course (3 cr.) to enhance participants’ current understanding of effective instruction and teacher professional development taken within the last 4 years.
- Literacy Coaching Certificate
Available to those holding Wisconsin license 5017: Reading Specialist or those holding Wisconsin license 1316: Reading Teacher and working as a literacy coach. Requires 9 credit hours as outlined below.
767 3 Literacy Coaching
766 3 Field Experience in Educational Coaching
764 3 Special Topics OR Literacy 780 if taken as part of the MSE within the previous 4 years.
6. Reading Intervention Certificate
This certificate offers licensed reading teachers the opportunity to enhance their instructional skills in order to provide effective reading intervention and to serve as a leader of intervention in their schools. Because participants will already have coursework necessary for the reading teacher license, the focus of the program will be on updating and enhancing practices, resources, and perspectives. The program will operate on a cohort basis, with courses offered only to those in a particular cohort. Requires 9 hours as outlined below.
720 3 Literacy Intervention – Elementary Clinical Experience
721 3 Engaging Adolescents in Literacy – Secondary Clinical Experience
722 3 Planning and Leading Literacy Intervention
7. Effective Writing Instruction Certificate
This certificate offers licensed teachers knowledge and skills to strengthen the effectiveness of their classroom writing instruction. It will be offered on a cohort basis. It requires 9 hours as outlined below.
702 3 Engaging in Literacy Processes
703 3 Writing Development K-12
704 3 Writing Workshop K-12
8. Literacy Leadership Certificate
This certificate provides opportunities for school/school district administrators to enhance their ability to serve as literacy leaders by enhancing their knowledge and skills in relation to literacy instruction, curricula, and programs. It will be offered on a cohort basis. It requires 9 hours as outlined below.
780 3 Leadership, Advocacy, and Planning
767 3 Literacy Coaching
781 3 Planning and Leading Literacy Curricula and Programs
COURSE OFFERING(S)
| Literacy & Language 610 | 3 (crs.) |
| Assessing and Planning for Literacy Instruction | |
| This course is designed to provide pre-service teachers a contextually-set opportunity to employ assessment and instructional strategies. Decoding strategies that include phonics are covered along with strategies for the development of fluency and comprehension. Other literacy related aspects such as spelling and writing are included along with the importance of motivating children to read. A supervised field experience is arranged. Prerequisite: Literacy 305. 410/610 | |
| Literacy & Language 612 | 3 (crs.) |
| Comprehensive Literacy Programs: Issues and Implications | |
| This course is designed to provide students with an opportunity to explore in-depth issues and ideas related to school literacy programs influenced by current theories and beliefs. 412/612 | |
| Literacy & Language 620 | 3 (crs.) |
| Literacy and Language Development in Young Children | |
| Prepares teachers of young children to understand language acquisition and emergent literacy. Focus is on developmentally appropriate practice in reading and writing including the use of sound-symbol relationships (phonics). The importance of the home-school partnership is also emphasized. Prerequisites: Literacy 305 or Elementary Education 311. 420/620 (Fall) | |
| Literacy & Language 635 | 4 (crs.) |
| Adolescent Literacy Methods | |
| Historical perspectives, basic instructional techniques, approaches to problems in one’s own instructional area, roles in and designs for a total school program, what research and authorities suggest, and consideration of contemporary issues and concerns. 435/635 | |
| Literacy & Language 640 | 3 (crs.) |
| Literacy and Language in the Content Areas | |
| Provides practical guidelines for elementary teachers to assist them in using reading, writing, speaking, and listening as complementary learning processes for the content areas. Students in the course will develop a framework for empowering their own students to comprehend curricular materials. Students will have the opportunity to explore reading/writing strategies , processes, and material that facilitate content area learning for diverse learners with varied learning styles. Prerequisites: Admission I and Literacy 305. | |
| Literacy & Language 701 | 1 (crs.) |
| Essential Literacy Competencies | |
| This course is intended for preservice and inservice teachers who desire and/or need specific review of essential literacy concepts in preparation for the successful completion of the state mandated Wisconsin Foundations of Reading Test. | |
| Literacy & Language 702 | 2 – 3 (crs.) |
| Engagement in Literacy Processes | |
| Literacy is essential to learning. It helps us convey ideas, solve problems, and understand ourselves and our changing world. Students will examine their personal literacy processes (reading, writing, listening, speaking, viewing, and representing), answering the guiding question, “Who am I as a literate person?” Students will then consider their growing understanding of literacy in light of their own classrooms. | |
| Literacy & Language 703 | 3 (crs.) |
| Writing Development K-12 | |
| This course examines the development of writing in children from early childhood through young adulthood. The influence of others – other children, family members, and teachers – on writing development is also examined. Prerequisites: Literacy 702 or consent of instructor. | |
| Literacy & Language 704 | 3 (crs.) |
| Writing Workshop K-12 | |
| This course prepares teachers to effectively facilitate writing workshop in their classrooms by understanding the components of writing workshop and developing strategies for implementing them. Prerequisites: Literacy 702 and Literacy 703 or consent of instructor. | |
| Literacy & Language 705 | 3 (crs.) |
| Literacies of Early and Middle Childhood | |
| This course focuses on the literacy and language development of children in early and middle childhood and the contexts that support development. The course addresses relevant theory, research, and instruction to ensure that all children succeed as literate learners. | |
| Literacy & Language 713 | 3 (crs.) |
| Sustaining Change in Comprehensive Literacy Programs | |
| This course invites in-service teachers influenced by progressive language theories to reflect on their beliefs and practices in light of current information about assisting students to learn to read and write. It will assist teachers in strengthening their own voices as they articulate their responses to critical voices from inside and outside the profession. It will support teachers as they continue to make changes in comprehensive literacy programs within their district, school and classrooms. | |
| Literacy & Language 715 | 1 – 3 (crs.) |
| Issues in Literacy: (Annual Symposium Theme) | |
| A seminar course dealing with the current issues, trends, and innovations in the teaching and learning of reading. Attendance at a research symposium is required. Prerequisites: Educational Foundations 770. (Summer) | |
| Literacy & Language 720 | 3 (crs.) |
| Literacy Intervention: Elementary Clinical Experience | |
| This course provides application of theory, research, and practice in literacy assessment and instruction to a clinical setting in which students work with elementary-school-aged children to provide literacy intervention. Prerequisite: Literacy 705, 765, and admitted to candidacy. (Fall) | |
| Literacy & Language 721 | 3 (crs.) |
| Engaging Adolescents in Literacy: Secondary Clinical Experience | |
| This course provides a clinical experience in supporting adolescent literacy learning through practices that promote choice, engagement, and response, using a variety of texts authored by others and the students themselves, with an emphasis on digital literacy. Prerequisite: Literacy 735; Literacy 765 or taken concurrently; admitted for candidacy. (Spring) | |
| Literacy & Language 722 | 3 (crs.) |
| Planning and Leading Literacy Intervention | |
| This course prepares educators to develop, lead, and evaluate literacy intervention in schools and school districts. Prerequisites: Literacy 720 and 721 or consent of instructor. | |
| Literacy & Language 723 | 3 (crs.) |
| Reading Recovery 1 | |
| This course will provide experienced teachers with instruction and practice in the use of Reading Recovery strategies. Teachers will be trained to use informal assessment techniques, especially observations which are grounded in knowledge of reading process and development; to provide intervention of emergent, struggling readers; and to provide instruction and support in daily individualized tutoring sessions. Teachers will also develop an understanding of how theory and research support the Reading Recovery program. Open only to students with district/Valley Area Reading Recovery Consortium approval. | |
| Literacy & Language 724 | 3 (crs.) |
| Reading Recovery II | |
| This course builds on the first semester course (Reading Recovery I), providing instruction and practice in assessing tutoring “hard to accelerate” children. Teachers refine their abilities to make instructional decisions, reflect on and explain those decisions, keep records, and monitor a successful reentry into regular classroom instruction. Open only to students with district/Valley Area Reading Recovery Consortium approval. | |
| Literacy & Language 725 | 3 (crs.) |
| Teaching of Writing (Topics Course) | |
| The study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments. The course builds understanding of theory/practice relationships in writing instruction. Course also listed as Literacy/Secondary/Elementary Ed 725. Enrollment in the course requires instructor approval. This course may be taken twice for a total of 12 credits upon instructor approval. (summer) | |
| Literacy & Language 726 | 1 – 4 (crs.) |
| Literacy Coaching for Reading Recovery Districts | |
| This course will enable participants to coach K-2 classroom teachers to become more reflective in their literacy instruction, to refine what they are doing in a literacy classroom, and to set goals using data. Prerequisite: Literacy 728 – Reading Recovery Assessment. | |
| Literacy & Language 727 | 1 (crs.) |
| Reading Recovery Continuing Contract for Trained Teachers | |
| This course is designed to further trained Reading Recovery teachers’ understandings of the theories and practices used in Reading Recovery. Teachers will examine their own theories of reading and writing acquisitions and how they may or may not match the child’s theory of what reading and writing is all about. Prerequisites: Literacy 723 and 724. | |
| Literacy & Language 728 | 2 (crs.) |
| Reading Recovery Assessment Training | |
| The purpose of this course is to begin the study of Marie Clay’s theory of how children become literate and to prepare teachers to use the literacy assessment tasks in Clay’s An Observation Survey of Early Literacy Achievement. | |
| Literacy & Language 729 | 3 (crs.) |
| Literacy Acquisition | |
| This course is designed to prepare K-2 classroom teachers and specialists to learn teaching techniques and learning strategies similar to those taught in the year-long Reading Recovery course. This class is open only to districts and schools participating in the Valley Area Reading Recovery Consortium Prerequisite: Prerequisite: Literacy 728 Reading Recovery Assessment Training. | |
| Literacy & Language 732 | 3 (crs.) |
| Comprehending Text | |
| This course is designed for teachers of students in grades 4-12. Emphasis will be placed on discovering how to support students’ reading across disciplinary contexts. Teachers will explore ways students acquire knowledge when reading, listening and viewing texts across various contexts. In addition, pedagogical literacy approaches informing instruction in the content areas for diverse learners will be addressed. | |
| Literacy & Language 733 | 3 (crs.) |
| Writing and Communicating Within the Disciplines | |
| This course is designed for teachers of students in grades 4-12. Emphasis will be placed on discovering how to support students’ writing across disciplinary contexts, including argumentation, research, and expository writing. Teachers will explore ways students express themselves with writing, speaking, and visually representing knowledge across various contexts. In addition, pedagogical approaches informing instruction in the content areas for diverse learners will be addressed. | |
| Literacy & Language 735 | 3 (crs.) |
| Adolescent Literacy | |
| This course examines adolescent literacy development and instruction, including how choice and engagement lead to growth. A focus will be on creating a literate environment that fosters adolescent participation and engagement. | |
| Literacy & Language 763 | 2 – 3 (crs.) |
| Literacy and Technology | |
| The purpose of this course is to explore the relationship between literacy and technology in K-12 classrooms. Students will be exposed to various forms of technology that may be integrated in the classroom to enhance teaching and student learning. Students will also examine and reflect upon research dealing with reading and writing in the context of technology and the implications for K-12 classrooms. | |
| Literacy & Language 764 | 1 – 3 (crs.) |
| Exemplary Practices in Literacy Programs | |
| A seminar course relating to specific concerns of reading educators. The theme of the course will vary frequently but will focus on current problems, trends, and research in reading. The course may be retaken provided the subject of the course is not repeated. Prerequisites: 6 graduate credits in reading or consent of instructor. | |
| Literacy & Language 765 | 3 (crs.) |
| Literacy Assessment | |
| This course provides an overview of the value and purposes of literacy assessments, types of assessments, processes for effective assessment, and application of assessment data to inform instruction. The course addresses research, theory, and practice related to literacy assessment. Prerequisite: Literacy 705. | |
| Literacy & Language 766 | 3 (crs.) |
| Field Experience in Literacy Coaching | |
| This course is for graduate students enrolled in the certificate program for Literacy Coaches. Students will either be assigned a placement with a literacy coach or other comparable professional. Students will be guided in their observation of the literacy coach in a school setting The literacy coach will gradually introduce the candidate to roles and techniques within a school literacy program. For students employed in contexts without literacy coaches or comparable professionals, the student will engage in an on-the-job field experience. External supervision and distance learning techniques will be used to introduce the candidate to the roles and responsibilities of the literacy coaching position and monitoring implementation of techniques. Prerequisites: Students must complete the two courses in the three course certificate sequence Literacy 764 Exemplary Practices in Literacy: Contemporary Issues for Literacy Coaches and Literacy 766 Models and Methods of Literacy Coaching. | |
| Literacy & Language 767 | 3 (crs.) |
| Models and Methods of Literacy Coaching | |
| This course is for graduate students enrolled in the certificate program for Literacy Coaches. It will examine the roles and responsibilities of the literacy coach in school programs. It will explore common models for literacy coaching and professional learning structures. Students will become familiar with technology and media to support coaching efforts. Students will also increase their knowledge of material and human resources that can be used to support coaching efforts. Prerequisite: Students must complete the first course in the three course certificate sequence Literacy 764 Exemplary Practices in Literacy: Contemporary Issues for Literacy Coaches. | |
| Literacy & Language 768 | 3 (crs.) |
| Educational Coaching | |
| This course explores the roles and responsibility of educational coaches, models of educational coaching, characteristics of effective professional development, methods for effective educational coaching, and supports needed to make coaching a successful part of the educational program. This course includes a practicum which requires participants to develop a plan of action based upon their own skills and the needs of their practicum site as well as implementation of a coaching partnership at a school site. | |
| Literacy & Language 769 | 3 (crs.) |
| Field Experience in Educational Coaching | |
| This course is for graduate students enrolled in the Educational Coaching Certificate program. Students will collaborate at a school site to engage in educational coaching with support from the instructor and from educational coaches/leaders at the school site. Students will examine conditions for coaching at the school site and will engage teachers in an additional professional development activity. Students will assess and enhance their own skills, knowledge, and perspectives throughout the field experience. | |
| Literacy & Language 780 | 3 (crs.) |
| Leadership, Advocacy, Planning | |
| This course explores roles and tasks of reading specialists and other literacy leaders in developing and leading programs of literacy instruction. It addresses models of leadership and approaches to supporting both change and stability. The course emphasizes the importance of collaboration with teachers, administrators, students, and families and the value of advocacy for equity in literacy programs and instruction. This course includes a practicum in which class members assess needs and collaborate to plan for improvement in a PK-12 school setting. Prerequisite: Literacy 702, 705, 721, 720, 735, 765, 792 and 793. (Fall) | |
| Literacy & Language 781 | 3 (crs.) |
| Planning and Leading Literacy Curricula and Programs | |
| This course prepares school and school district leaders to develop and lead effective literacy curricula and programs. Prerequisite: Admission to Literacy Leadership Certificate Program. | |
| Literacy & Language 782 | 3 (crs.) |
| Issues in the Evaluation of Literacy | |
| Course focuses on problems and current issues in the evaluation of literacy achievement and literacy programs. Theoretical and practical considerations are explored. Prerequisite: Literacy 765 or equivalent. | |
| Literacy & Language 785 | 3 (crs.) |
| Practicum in Literacy | |
| This course is designed to give graduate students in reading an opportunity to develop and engage in field-based leadership activities that prepare them for the role of reading specialist. Emphasized are self-developed projects that provide new leadership skills and abilities and the sharing of experiences. Prerequisite: Literacy 705, 720, 721, 735 and 765 and Educational Foundations 770. (Spring) | |
| Literacy & Language 790 | 4 (crs.) |
| Research Essentials for the Literacy Leader | |
| This course provides essential understanding of educational research for literacy professionals. It aids students in reading, applying, evaluating, and potentially conducting both qualitative and quantitative research in the field of literacy and in understanding the sociopolitical forces that influence research in the field. In addition, this course provides an overview of key research that has influenced practices and programs in literacy instruction. Attendance at the Wisconsin Literacy Research Symposium is part of the course. Prerequisite: Literacy 702, 705, 735, 720, 721, 765, 792, and 793. Students will need to have a current basic literacy class before taking this course. | |
| Literacy & Language 792 | 1 (crs.) |
| Foundational Knowledge – Gateway 2 | |
| This course is the gateway experience for the assessment of foundational knowledge of students in graduate programs of the Department of Literacy and Language. It provides support for students in synthesizing foundational knowledge about multiple literacies, their development, and the sociocultural environment in which they are learned and enacted. Students will use their understanding of research and theory along with their own experiences to create and defend their conceptual synthesis about literacy. Prerequisites: Literacy 702, 705, and 735. | |
| Literacy & Language 793 | 1 (crs.) |
| Skillful Practice – Gateway 3 | |
| This course is the gateway experience for the assessment of skillful practice of students in graduate programs of the Department of Literacy and Language. It provides support for students in describing their application of what they have learned in coursework to creating an effective program of assessment, planning, and instruction. Prerequisites: Literacy 720, 721, and 765. | |
| Literacy & Language 794 | 1 (crs.) |
| Literacy Leadership – Gateway 4 | |
| This course is the gateway experience for the assessment of literacy leadership for candidates in the MSE-Literacy and GAP programs in the Department of Literacy & Language. It provides support for students in applying their knowledge, skills, and dispositions to develop a plan for literacy improvement in their school or district and to present that plan to a group of professionals. Prerequisites: Literacy 767, 780, and 790 or consent of department. | |
| Literacy & Language 796 | 1 – 3 (crs.) |
| Independent Study | |
| Registration open to MSE-Reading students who present an Independent Study/Related Readings contract with their registration. | |
| Literacy & Language 798 | 0 – 1 (crs.) |
| Reflective Journey of the Literacy Professional | |
| Reflective Journey of the Literacy Professional is a documentation of a graduate student’s growth in the areas of Skillful Practitioner, Reflective Professional, Change Agent and Lifelong Learner. As the student progresses through the program, he or she adds artifacts to a binder to demonstrate competencies in meeting the Wisconsin Department of Public Instruction (DPI) Teacher and Administrator and International Reading Association (IRA) standards and all program requirements. The Reflective journey of the Literacy Professional review committee is comprised of two Literacy and Language faculty members, one who teaches the student’s 798 1-credit (Orientation) class and one chosen by the student. These committee members guide candidates along this journey. This course culminates with a 1-credit oral presentation (Defense) to the committee and examination of the Reflective Journey binder by the remaining Department of Literacy and Language faculty. This course may be repeated two times for up to two credits. The course also includes orientation and support for the legislatively mandated Wisconsin Foundations of Reading Test for licensure eligibility as a Reading Teacher and/or Reading Specialist. Pass/Fail course. | |