Mar 28, 2024  
2020-2021 Graduate Catalog 
    
2020-2021 Graduate Catalog [ARCHIVED CATALOG]


Literacy Education



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LITERACY EDUCATION PROGRAMS (M.S., M.Ed., Ed.S., Ph.D.)

The Master of Education, Certificate of Advanced Study and Doctor of Philosophy programs in Literacy Education provide practicing teachers and advanced professionals in literacy the opportunity to explore current 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. Application for admission  is conducted online through the Graduate School and requires three letters of recommendation, a statement of intent, Miller’s Analogy Test scores  for Master’s students (waived for students whose undergraduate GPA was 3.0 or higher) and GRE scores for doctoral students, transcripts from all previous institutions and the application fee.  Interested applicants are encouraged to contact a faculty member of the programs prior to application to address any questions and for assistance in selecting the most appropriate program for the applicant’s goals.

Master’s programs in literacy are sometimes offered to cohorts in various sites around the state.

Master’s Programs in Literacy

M.Ed. in Literacy Education (33 credits):

This option is designed to further elementary and secondary teachers’ knowledge of literacy theories, practices, and research. Applicants must hold certification in either elementary or secondary education and have two years of successful teaching. The program does not lead to Maine certification. Students complete requirements in a required core of 15 hours in literacy. To fulfill elective requirements, students consult with their advisor to identify appropriate courses.
 

Required Core Courses:
 

EHD 510 Intro to Ed Research 3

ERL 517 Literature for Children 3

- Or -

ERL 518 Literature for Young Adults 3

ERL 540 Writing in Schools and Colleges 3

EEL 561 Literacy Processing: Exploring How Students Learn How to Read and Write I 3

EEL 562 Literacy Processing: Exploring How Students Learn How to Read and Write II 3

ERL 601 Seminar in Reading (prerequisite: 15 graduate credits in literacy) 3

Elective Requirements for Elementary Teachers 18

ERL 534 Literacy and Language Development 3

ERL 553 Assessment in Literacy 3

Electives (5 additional courses for 15 credits)

Three of five courses must be in literacy. The remaining electives may come from any college or university program. 15

- Or -

Elective Requirements for Secondary Teachers 18

Three of six courses must be in literacy. The remaining electives may come from any college or university program, including English.

Contact:
Elementary Focus: Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu)
Secondary Focus: Dr. Rich Kent (richard.kent@umit.maine.edu)

 

The M.Ed. program in Literacy Education also offers the following concentrations: Literacy Specialist, and Individualized.

Literacy Specialist Concentration (39 credits)

M.Ed.: This program leads to Maine certification as a Literacy Specialist, K-12. Applicants must hold certification in either elementary or secondary education and have two years of successful teaching. The program is designed to reflect the International Reading Association’s 2010 Standards for Reading Specialist/Literacy Coach competencies in the areas of literacy acquisition, assessment, individual learner and program evaluation and development, and literacy leadership. The program is rigorous and tightly scheduled with few choices. As such, applicants are encouraged to speak with an advisor early in the process to prepare a course plan.

 

Literacy Specialist Program Requirements include:

 
EHD 510 Intro to Ed Research 3
ERL 517 Literature for Children 3
- Or -
ERL 518 Literature for Young Adults 3
ERL 534 Language and Literacy 3
ERL 537 Literacy Across the Curriculum 3
ERL 540 Writing in Schools and Colleges 3
EEL 561 Literacy Processing: Exploring How Students Learn How to Read and Write I 3
EEL 562 Literacy Processing: Exploring How Students Learn How to Read and Write II 3
ERL 553 Literacy Assessment 3
ERL 569 Clinical Practices: Teaching Children with Difficulties in Literacy 6
EEL 652/653- Intervention Designs for Struggling Learners I & II 6

 

Contact: Jane Wellman-Little (janew@maine.edu)

 

Individualized Concentration (33 credits)

M.Ed.: The individualized concentration within the M.Ed. in Literacy Education offers the opportunity to focus on Writing and the Teaching of Writing as a low-residence option. The course of study is planned in consultation with a faculty advisor and includes online academic year courses and on-campus summer options. The program also includes an online practicum guided by a writing mentor.

 

Required Courses:

 
ERL 590 Maine Writing Project Summer Institute
ERL 544Digital Writing in Classrooms
ERL 540 Writing in Schools & Colleges
ERL 541 Writing and the Teaching of Writing
ERL 590 Special Topics in English Language Arts: Seminar in Fiction
ERL 590 Special Topics in English Language Arts: Seminar in Crafting Story
- Or -
ERL 590 Special Topics in English Language Arts: Seminar in Memoir
EHD 657 Writing Practicum
Plus additional electives
Contact: Dr. Rich Kent
See MaineWritingProject.org

 

Education Specialist in Literacy Education  

Ed.S.: The College of Education and Human Development’s Education Specialist provides a cohesive program of professional development beyond the master’s level for educational specialists. The program of study is individually planned by the student and his or her advisor. A minimum of 30 semester hours of work beyond the master’s level is required to earn the Ed.S. Candidates must complete a minimum of 12 semester hours in professional education coursework at the 500- and/or 600-level at the University of Maine.  A master’s degree in the Ed.S. subject matter is required for admission to the program.

Doctoral Program in Literacy Education

Ph.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. For additional information about the program, please contact Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu).

Program of Study for the Ph.D. in Literacy Education

(Must be approved by entire literacy area faculty before submission to the Graduate School)

  1. 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.
  2. Research Methods (minimum 15 credit hours). Students are required to complete a minimum of 15 hours selected from courses such as the following in consultation with their doctoral program committee. (EDG 595; EDS 521/EDS 522 Statistical Methods I and II); EDS 571/572 Qualitative Methods; Dissertation Pilot Course or other approved research course within literacy area).
  3. Elective Coursework (minimum 12 credit hours outside of Literacy).
  4. Practicum Coursework. EDG 657 Educational Practicum; EDU 690 Methods of College Teaching.
  5. Dissertation Research. EDS 699 Graduate Thesis (minimum-six credits).

Special Programs in Literacy

Reading Recovery® and Comprehensive Literacy Interventions

(For further information, call the University Training Center for Reading Recovery and Comprehensive Literacy (207) 581-2493.)

The College of Education and Human Development is a nationally-affiliated Reading Recovery Training Center, providing initial training and ongoing professional development for teacher leaders and teachers, as well as ongoing support for implementation at affiliated Reading Recovery sites. 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.

Courses for Reading Recovery teacher training consist of two 3-credit courses spanning a school year:

EEL 598 Reading Recovery Teacher Training I and EEL 599 Reading Recovery Teacher Training II

Teacher Leader training requires a year-long training of 24 graduate credits, including EEL 655/656 Seminar: Issues Related to Reading Recovery Theory and Practice, EEL 657/658 Reading Recovery Internship, EEL 659/660 Reading Recovery Practicum, and additional coursework in literacy interventions.

The Reading Recovery Training Center also provides initial training and support for a portfolio of literacy interventions for teachers of grades PreK to 12 in instructional tiers 1-4 of a comprehensive literacy model.

Courses offered on campus or in affiliated Reading Recovery sites include:

Literacy Processing: How Students Learn to Read and Write (EEL 561/562); Literacy Lessons™ Teacher Training (EEL 596/596); Intervention Designs for Struggling Learners (EEL 652/653); Dyslexia Studies within a Literacy Processing Framework (EEL 646/647) and others.  For further information, go to https://umaine.edu/maineliteracy .

Maine Literacy Partnerships in Comprehensive Literacy (MPCL)

Maine Partnerships in Comprehensive Literacy (MPCL) at the University of Maine (UMaine) is a PreK to grade 12 Tier I continuous school improvement model. The model is dedicated to increasing the academic achievement of all students through on-going professional development for educators.  Literacy achievement is the tool used for measuring school improvement in four related areas: student learning, teacher perceptions, school climate, and school processes.

MPCL affiliated schools establish a partnership with the University Training Center (UTC) at UMaine to creating a system for successful literacy education. This commitment includes the:

  • Training and support of a literacy coach within the school
  • Collection of data to monitor the progress of every student
  • Provision of safety nets for at-risk students
  • Development of a school leadership team
  • Establishment of a long-term professional development plan that includes every teacher.

Interested MPCL coach applicants must have a Master’s degree and secure the approval of the building principal and district superintendent. MPCL coach coursework requires a yearlong, nine credit course of study provided by the MPCL Trainer, including EEL 580/581 Theoretical Perspectives within MPCL Coaching I & II, and EEL 582/583 Clinical Practices in MPCL Coaching I & II. A subsequent coaching class, EEL 585 Reflective Practice in MPCL Coaching is offered on a regular basis.

The MPCL coach provides on-going professional development for teachers at the school site, while the school team oversees and monitors the learning of all students. University of Maine graduate courses are taught at the school level by the MPCL coach. These courses include EEL 553/554 Literacy Teaching and Learning I & II; EEL 552 An Exploration of Writer’s Workshop in PreK-12 Classrooms; EEL 554 An Exploration of Reader’s Workshop in PreK-12 Classrooms; EEL 556 An Exploration of Language Workshop in PreK-12 Classrooms.

The school and coach maintain a partnership with the MPCL Trainer for on-going professional development and implementation support.  For further information, go to https://umaine.edu/maineliteracy.

 

National Writing Project

The Maine Writing Project is one of 200 sites of the National Writing Project, a network of K-college educators dedicated to the improvement of the teaching of writing and learning in America’s schools. The annual institute of the Maine Writing Project is a six-credit course sequence focusing on current theory, research, and effective practices. in either a four-week, on-campus summer format or a spring semester online course (ERL 545) and a seven-day on-campus summer institute. Participants engage in developing and sharing effective teaching practices by crafting their own creative and expository writing, and by creating a workshop presentation in an area of their 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 Teacher-Consultants in the National Writing Project. They are eligible to further their study with the Seminar in Mentoring (ERL 547) and Advanced Institute in Teacher Leadership (ERL 548). Contact Dr. Susan Bennett-Armistead for more information (susan.bennett-armistead@maine.edu) or visit the MWP website at http://umaine.edu/mainewritingproject/

 

 

 

 

 

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