Programs
provide practicing teachers and advanced professionals in literacy the
opportunity to explore vital issues of literacy research and instruction with
nationally recognized faculty in an atmosphere that encourages discussions and
inquiry. While Maine is a national leader in many measures of literacy
achievement in schools, changing global needs require continual examination and
implementation of best literacy practices. Coursework, with faculty who have
extensive experience with schools and public school students, balances
theoretical and practical issues to inform and change literacy practices.
Because all literacy courses require on-going practical classroom experiences,
applicants seeking admission to graduate courses and programs in literacy must
have a minimum of one year of teaching experience.
Master’s Programs in Literacy for Elementary or Secondary Education (M.A.,
M.S., or M.Ed.)
These
programs prepare beginning literacy specialists and individuals to become more
skilled in teaching. There are two options at the master’s level: Literacy
Specialist or an individually designed master’s degree. The master programs in
literacy are offered as a cohort in various sites around the state. The cohort
is a group of students who will take all required courses together in a single
sequence. Cohorts begin on a regular basis, depending on enrollment.
Literacy
Specialist
This
program leads to Maine certification as Literacy Specialist, K-12. Applicants
must hold certification in either elementary or secondary education and have
two years of successful teaching. Basic requirements consist of a core of 27
credits of coursework in literacy and nine credit hours in related fields.
Degrees are awarded on successful completion of courses and either a written
comprehensive exam or portfolio submitted to the academic advisor during the
last semester of coursework. Courses are available throughout the year, but the
practicum experience, through the Literacy/Assessment Internship, is offered
only in the summer.
Literacy
Specialist Program Requirements include:
ERL 517 Literature for Children 3
Or
ERL 518 Literature for Young Adults 3
ERL 534 Literacy and Language Development 3
ERL 535 Newer Practices in Reading Instruction 3
ERL 536 Writing Process 3
ERL 552 Seminar in Teacher 3
ERL 553 Literacy Assessment 3
ERL 569 Clinical Practices: Teaching Chidren with Difficulties in Literacy 6
ERL 601 Seminar in Reading 3
In
addition, students, in consultation with their advisor, will select three
courses concentrating in one area or developed as an interdisciplinary theme
across several areas, such as computer technology, special institutes,
measurement, special education, multiculturalism, educational administration,
counselor education or curriculum.
Individually
Designed M.Ed. Program in Literacy Education
This 33-credit hour degree option is designed to further knowledge of literacy
education, the processes and research of reading, writing, listening and
speaking. It does not lead to an additional Maine certification.
Students complete requirements in a core of at least 15 hours of literacy
courses. Additional electives are chosen in consultation with advisors to
complete the individually designed program of study.
Suggested
Literacy Courses:
ERL 517 Literature for Children 3
Or
ERL 518 Literature for Young Adults 3
ERL 534 Literacy and Language Development 3
ERL 535 Newer Practices in Reading Instruction 3
ERL 536 Writing Process 3
ERL 537 Literacy Across the Curriculum 3
ERL 552 Seminar in Teacher Research 3
ERL 601 Seminar Reading 3
Electives Seminar or practicum 3
Individually Designed M.Ed. with a Concentration in Early Literacy
This concentration provides pre-K to grade two practitioners with in-depth knowledge
and increased expertise in early literacy research, theory, and practice. The
33-credit hour program, designed in consultation with an advisor, requires a
core of 12-18 credits in early literacy, 3 credits in research, 3 credits in a
seminar or practicum, and 9 or more credit hours from special education or
literacy. Courses in the concentration are available as electives to students
in other graduate programs.
Core Courses in Early Literacy Concentration:
EEL 531 Observing Young Learners to Inform Instruction 3
EEL 542 Writing: Pre-school to Age 8 3
EEL 543 Books for Young Children 3
EEL 544 Research on Reading Acquisition 3
EEL 545 Intervention for Reading Difficulties 3
EEL 546 Seminar: Teaching and Learning in Early Literacy 3
Individually Designed M.Ed. Program in Secondary English
This option for teachers is planned individually with a faculty advisor and includes
graduate coursework in literacy education, pedagogy and English. The 33-hour
program includes coursework requiring field experiences.
Suggested Literacy and Education Courses:
ERL 518 Young Adult Literature 3
ERL 530 Advanced Study in Language Arts 3
ERL 535 Developmental 3
ERL 536 Writing Process 3
ERL 537 Literacy Across the Curriculum 3
ERL 552 Seminar in Teacher Research 3
ERL 601 Seminar in 3
Certificate of Advanced Study in Literacy Education
This program provides background with advanced theoretical and research
understandings from theory and research as well as implications and
applications for literacy programs and teaching. Participants will complete two
C.A.S./Doctoral seminars in literacy. Students completing a minimum of a 30-hour
C.A.S. in Language Arts have two options:
Option 1: Individually Designed C.A.S. in Literacy
This program is for classroom teachers looking to improve their theoretical
understanding, classroom practices, and professional skills. A master’s degree
in literacy or related field is required. Students and advisors plan an
individually designed program that combines advanced coursework in specific
areas of literacy with other professional and academic areas such as human
development, psychology, language and literature, research, administration and
supervision. This C.A.S. does not lead to further certification.
Option 2: C.A.S. in Curriculum Coordination and Instructional Supervision in Literacy
This program is for classroom teachers looking to improve their theoretical
understanding, classroom practices, and professional leadership skills. It
prepares students for positions such as literacy consultant, and supervisor or
administrator of literacy programs. Applicants for Maine and C.A.S. in literacy
certification must hold a master’s degree in literacy, a valid teacher’s
certificate, and have three years of successful teaching experience. Students
will complete advanced coursework in literacy education in consultation with
advisors, and must select courses to show evidence of basic knowledge in the
areas of supervision and evaluation of personnel, organizational theory and
planning, educational leadership, educational philosophy and theory, effective
instruction, curriculum development, staff development, and teaching the
exceptional student in the regular classroom.
Doctoral Program in Literacy Education (Ed.D.)
Ed.D.: The doctoral program in Literacy Education is designed for individuals
exhibiting leadership in literacy, such as curriculum development, teacher
research, publishing, professional presentations, and theoretical research
traditions. It prepares candidates for university positions, positions in
administration and supervision of literacy programs at the local, state and
federal level, textbook publishing firms, and various departments of
government. Each program is developed in relation to the student’s background
and to the requirements of the degree. A primary function of the program is to
develop competency in diverse educational research strategies as a significant
means of advancing knowledge. Applicants must interview with the literacy
faculty to assess long-range goals and provide evidence of successful teaching
experience, a record of professional leadership and responsibilities, and samples
of professional writing. Application information is available from the Graduate
School. Additional information may be obtained from the faculty.
Program of Study for the Ed.D. in Literacy Education
(Must be approved by entire literacy area faculty before submission to the Graduate School)
- Literacy Coursework (minimum 15 credit hours). At least four seminars (ERL 590) must be completed at C.A.S./doctoral Level. It is assumed the student is a recent graduate of a literacy master’s degree program. For students with different backgrounds, a core of at least 15 credits of prerequisite literacy master degree coursework is required.
- Research Methods (minimum 12 credit hours). Students are required to complete a minimum of 12 hours selected from courses
such as the following in consultation with their doctoral program committee. (Prerequisite-EDS 521 Statistical Methods & SPSS Lab); Quantitative course, e.g. EDS 697 Advanced Educational Research I; EDS 571 Qualitative Methods. Advanced course in quantitative or qualitative research methods (at least one); Dissertation Pilot Course
(or approved research course within literacy area).
- Elective Coursework (minimum 12 credit hours
outside of Literacy).
- Practicum Coursework. EDG 657 Educational Practicum; EDU 690 Methods of College Teaching.
- Dissertation Research. EDS 699 Graduate Thesis (minimum-six credits).
Special Programs in Literacy
Reading Recovery (Center for Early Literacy)
The College of Education and Human Development is a regional Reading Recovery
Teacher Leader and Teacher Training Site. Interested applicants must have the
involvement of the superintendent and school board in order to apply for
Teacher Leader or Teacher Training. Reading Recovery coursework may be applied
to graduate programs if approved by one’s faculty advisor. For further
information, call the Center for Early Literacy Recovery (207) 581-2438.
Literacy Collaborative
The Literacy Collaborative is a comprehensive model for school reform provided as a
collaboration between The University of Maine, The Ohio State University, and
elementary schools. It is a long-term professional development program designed
to provide a school-wide approach to literacy instruction. The goal of the program
is to assure successful literacy acquisition for every child. Literacy
Collaborative schools make a long-term commitment to creating a system for
successful primary literacy education. This commitment includes:
– development of a school leadership team
– training and support of a literacy coordinator within the school
– establishment of long-term professional development for every member of the primary
– provision of a safety net for at-risk children
– implementation of a home book program
– data collection to monitor the progress of children during implementation of the Literacy
Collaborative program in the school
During the first year of participation, a school identifies one member of the primary
staff to become the literacy coordinator. This person enrolls in EEL 631 Early
Literacy Learning, a yearlong, six credit course provided at the
University. At the same time, the school team participates in a team training
provided by the University Literacy Collaborative faculty member. Subsequently,
the literacy coordinator provides on-going professional development for
teachers at the school site, and the school team oversees and monitors the
effectiveness of its literacy program. The school team and literacy coordinator
maintain on-going contact with the University Literacy Collaborative faculty
member as long as the school participates in the Collaborative.
National Writing Project
The Maine Writing Project is an affiliate of the National Writing Project, a
network of educators at all levels dedicated to the improvement of the teaching
of writing across the curriculum. Students may be nominated by peers or
administrators, or may nominate themselves for participation in the summer
invitational institute. The institute focuses on current theory, research, and
best practices in composing for learning.
Participants engage in developing and sharing best teaching practices by
crafting their own creative and expository writing, and creating a presentation
in the area of their teaching expertise. Participants earn six graduate credits
that fit most College of Education and Human Development programs of graduate
study. At the completion of the institute, participants become Fellows and
Teacher/Consultants in the National Writing Project Network. Call the Literacy
office for more information on nominations (207) 581-2438.