(M.A., M.S., M.Ed., C.A.S., Ed.D.)
Literacy programs provide practicing teachers and advanced professionals in
literacy the opportunity to explore vital issues of literacy research and
instruction. The programs are offered in an atmosphere that encourages
discussions and inquiry, both in classes and seminars. While Maine leads the
nation in many measures of literacy achievement in schools, changing global
needs require continual examination and implementation of best literacy
practices in schools. Coursework, with faculty who have extensive experience
with schools and public school students, balances theoretical and practical
issues so as to inform and change literacy practices in schools, regions, and
the state. 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 1 year of teaching experience.
These programs prepare beginning literacy specialists and individuals to become
more skilled in teaching. A student has two options at the Master’s level;
Literacy Specialist or Individually Designed Program in Literacy Education.
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.
This program leads to Maine certification as Literacy Specialist, K-12. The
program requires applicants hold certification in either elementary or secondary
education. In addition, the Maine Literacy Specialist certification requires two
years of successful teaching. The 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
Credits: 3
- ERL 534 Literacy and Language Development Credits: 3
- ERL 535 Newer Practices in Reading
Instruction Credits: 3
- ERL 536 Writing Process Credits: 3
- ERL 552 Seminar in Teacher Research Credits: 3
- ERL 553 Literacy Assessment Credits: 3
- ERL 569 Clinical Practices: Teaching
Children with Difficulties in Literacy Credits: 6
- ERL 601 Seminar in Reading Credits: 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.
This 33-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
or
ERL 518 Literature for Young Adults
Credits: 3
- ERL 534 Literacy and Language Development Credits: 3
- ERL 535 Newer Practices in Reading Instruction Credits: 3
- ERL 536 Writing Process Credits: 3
- ERL 537 Literacy Across the Curriculum Credits: 3
- ERL 552 Seminar in Teacher Research Credits: 3
- ERL 601 Seminar Reading Credits: 3
- Electives Seminar or practicum Credits: 3
This concentration in early literacy 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 Credits: 3
- EEL 542 Writing: Pre-school to Age 8 Credits: 3
- EEL 543 Books for Young Children Credits: 3
- EEL 544 Research on Reading Acquisition Credits: 3
- EEL 545 Intervention for Reading Difficulties Credits: 3
- EEL 546 Seminar: Teaching and Learning in Early Literacy Credits: 3
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 Credits: 3
- ERL 530 Advanced Study in Language Arts Credits: 3
- ERL 535 Developmental Reading Credits: 3
- ERL 536 Writing Process Credits: 3
- ERL 537 Literacy Across the Curriculum Credits: 3
- ERL 552 Seminar in Teacher Research Credits: 3
- ERL 601 Seminar in Reading Credits: 3
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 2 CAS/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.
Students are required to hold a Master’s degree in literacy or a related field.
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.
This program 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, hold 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 a basic level of
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.
The doctoral program 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.
(Must be approved by entire literacy area faculty before submission to Graduate
School)
- Literacy Coursework (minimum 15 credit hours) At least four seminars (ERL
590) must be completed at CAS/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 would be required.
- Research Methods (minimum 12 credit hours) Students will be 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).
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.
The Literacy Collaborative design is based on principles derived from research
on literacy learning and teaching, professional development, and educational
change. Schools participating in the Literacy Collaborative make a long-term
commitment for creating a system for successful primary literacy education. This
commitment includes:
- the development of a school leadership team,
- the training and support of a literacy coordinator within the school,
- the establishment of long-term professional development for every member of the
primary teaching staff,
- the provision of a safety net for at-risk children,
- implementation of a home book program, and the collection of data to monitor the
progress of children during the implementation of the Literacy Collaborative
program in the school.
During the first year of participating in Literacy Collaborative, a school
identifies one member of the primary staff to become the literacy coordinator.
This person enrolls in EEL 631 Early Literacy Learning, a year-long, 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 continues
to participate in Literacy Collaborative.
National Writing Project
The Maine Writing Project is a site of the National Writing Project Network.
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 across
the curriculum. 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 Dr. Jeff Wilhelm for more information on nominations (207) 581-2746.
Graduate School
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