LITERACY EDUCATION PROGRAMS (M.S., M.Ed., Ed.S., Ph.D.)
The Master of Education, Educational Specialist, and Doctor of Philosophy programs in the Literacy, Language and Culture Program provide practicing teachers and advanced professionals in literacy and related areas with the opportunity to explore current issues of literacy research and instruction with nationally and internationally 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 should normally have a minimum of two years of successful 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 Ph.D. students, transcripts from all previous institutions and the application fee.
Interested applicants are encouraged to contact a faculty member in the Literacy, Language and Culture Program 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)
The M.Ed. in Literacy Education program is designed to further elementary and secondary teachers’ knowledge of literacy theories, practices, and research. Applicants should normally hold certification in either elementary or secondary education and have a minimum of two years of successful teaching experience. The M.Ed. in Literacy Education does not lead to Maine certification. The M.Ed. in Literacy Education program has a required core of 15 hours of coursework. To fulfill elective requirements, students consult with their advisor to identify appropriate courses.
Courses in the M.Ed. in Literacy Education program are divided into three phases: Phase 1 courses, Phase 2 courses, and Elective courses. Students must complete all Phase 1 courses before taking Phase 2 courses.
Required Core Courses
Phase 1 Courses (18 credits):
EHD 510 Introduction to Educational Research (3 credits)
ERL 517 Literature for Children or ERL 518 Literature for Young Adults (3 credits)
ERL 534 Literacy and Language Development (3 credits)
ERL 540 Writing in Schools and Colleges (3 credits)
EEL 561 Literacy Processing I (3 credits)
EEL 562 Literacy Processing II (3 credits)
Phase 2 Courses (9 credits)
ERL 552 Seminar in Teacher Research (3 credits)
ERL 553 Literacy Assessment (3 credits)
ERL 601 Seminar in Reading (3 credits)
Elective
Courses (6 credits)
The elective courses may come from any college or university program with the approval of the student’s advisor.
Contact: Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu)
The M.Ed. program in Literacy Education also offers the following concentrations: Literacy Specialist, and Individualized.
M.Ed. in Literacy Education (Literacy Specialist Concentration) (39 credits)
The M.Ed. in Literacy Education (Literacy Specialist Concentration) 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 experience. 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.
Courses in the M.Ed. in Literacy Education (Literacy Specialist Concentration) program are divided into three phases: Phase 1 courses, Phase 2 courses, and an elective course. Students must complete all Phase 1 courses before taking Phase 2 courses. Literacy Specialist Program Requirements include:
Phase 1 Courses (18 credits)
EHD 510 Introduction to Educational Research (3 credits)
ERL 517 Literature for Children or ERL 518 Literature for Young Adults (3 credits)
ERL 534 Language and Literacy (3 credits)
ERL 540 Writing in Schools and Colleges (3 credits)
EEL 561 Literacy Processing I (3 credits)
EEL 562 Literacy Processing II (3 credits)
Phase 2 Courses (18 credits)
ERL 537 Literacy Across the Curriculum (3 credits)
ERL 553 Literacy Assessment (3 credits)
ERL 569 Clinical Practices (6 credits)
EEL 652 Intervention Designs for Struggling Learners I (3 credits)
EEL 653 Intervention Designs for Struggling Learners II (3 credits)
Elective Course (3 credits)
The elective course may come from any college or university program with the approval of the student’s advisor.
Contact: Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu)
Individualized Concentration in Literacy, Language and Culture (33 credits) Temporarily suspended
The individualized concentration in the M.Ed. in Literacy Education offers students 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.
Program requirements for the Individualized Concentration in Literacy, Language and Culture M.Ed. include:
ERL 540 Writing Schools & Colleges (3 credits)
ERL 544 Digital Writing in Classrooms (3 credits)
ERL 545 Introduction to the National Writing Project (3 credits)
ERL 570 Designing Online Learning Experiences (3 credits)
ERL 590 Special Topics in English Language Arts: Seminar in Fiction (2) (3 credits each; 6 credits)
ERL 590 Special Topics in English Language Arts: Seminar in Crafting Story (3 credits)
or
ERL 590 Special Topics in English Language Arts: Seminar in Memoir (3 credits)
EHD 657 Writing Practicum (2) (3 credits each; 6 credits)
ERL 547 National Writing Project Seminar in Mentoring (3 credits)
Elective Course (3 credits)
The elective course may come from any college or university program with the approval of the student’s advisor.
Contact:Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu)
See MaineWritingProject.org
Ed.S. in Literacy
The Education Specialist Program in Literacy Education (30 credits)
The College of Education and Human Development’s Education Specialist programs provide students with a cohesive program of professional development beyond the master’s level. The program of study is individually planned by the student and their advisor. A minimum of 30 semester hours of work beyond the masters 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 Literacy Education or a closely related field is required for admission to the program.
Ph.D. Program in Literacy Education
The Ph.D. program in Literacy Education is designed for individuals exhibiting leadership in literacy, such as curriculum development, teacher research, publishing, professional presentations, and theoretical research. It prepares candidates for academic positions in universities, positions in administration and supervision of literacy programs at the local, state and federal levels, textbook and other kinds of publishing endeavors, and employment in various departments of government. Each candidate’s program is individually developed based on the student’s background, goals and objectives, and the requirements of the degree. A primary function of the Ph.D. program is to develop competency in diverse educational research strategies as a significant means of advancing knowledge. Applicants must interview with the faculty in the Literacy, Language, and Culture Program, and must 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
The Ph.D. program consists of five components: required coursework, coursework in research methodologies, foundational coursework, elective coursework, practica experiences, and the dissertation. Specifically:
1. Literacy Coursework (minimum 15 credit hours). At least four seminars must be completed at C.A.S./doctoral level. It is normally 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’s degree coursework may be required.
2. Research Methods (minimum 15 credit hours). Students are required to complete a
minimum of 15 hours selected from courses in consultation with their doctoral program committee. Courses might include EHD 571 (Qualitative Research: Theory, Design, and Practice), EHD 572 (Advanced Qualitative Research), EHD 573 (Statistical Methods in Education I), and EHD 574 (Statistical Methods in Education II).
3. Foundations coursework (minimum 12 credit hours) Students are required to take four courses in foundations of education, from EHD 621 (Educational Psychology), EHD 660 (History of American Education), EHD 661 (Sociology of Education), EHD 663 (Comparative and International Education), EHD 664 (Philosophy of Education).
4. Elective Coursework (minimum 12 credit hours typically outside of the Literacy,
Language, and Culture Program area).
5. Practica Coursework. Students must complete either EHD 657 (Educational Practicum) or EHD 690 (Methods of College Teaching).
6. Dissertation Research (minimum 6 credits of EHD 699 (Graduate Thesis).
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 2 courses spanning a school year:
EEL 598 Reading Recovery Teacher Training I (3 credits)
EEL 599 Reading Recovery Teacher Training II (3 credits)
Courses for Literacy Lessons™ teacher training (Special Education and ELL) consist of 2 courses spanning a school year:
EEL 596 Literacy Lessons™ Teacher Training I (3 credits)
EEL 597 Literacy Lessons™ Teacher Training II (3 credits)
Teacher Leader training requires a year-long training of 24 graduate credits, including:
EEL 655 Seminar: Issues Related to Reading Recovery Theory and Practice (3 credits)
EEL 656 Seminar: Issues Related to Reading Recovery Theory and Practice (3 credits)
EEL 657 Reading Recovery Internship I (3 credits)
EEL 658 Reading Recovery Internship II (3 credits)
EEL 659 Reading Recovery Practicum I (3 credits)
EEL 660 Reading Recovery Practicum II (3 credits)
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-12 in instructional Tiers I to IV of a comprehensive literacy model.
Courses offered on campus or in affiliated Reading Recovery sites include:
EEL 561 Literacy Processing: Exploring How Students Learn to Read and Write I (3
credits)
EEL 562 Literacy Processing: Exploring How Students Learn to Read and Write II (3
credits)
EEL 563 Literacy Processing in Middle and High School Settings I (3 credits)
EEL 564 Literacy Processing in Middle and High School Settings II (3 credits)
EEL 565 Small Group Interventions for Middle and High School Students I (3 credits)
EEL 566 Small Group Interventions for Middle and High School Students II (3 credits)
EEL 596 Literacy Lessons™ Teacher Training (3 credits)
EEL 646 Dyslexia Studies Within a Literacy Processing Framework I (3 credits)
EEL 647 Dyslexia Studies Within a Literacy Processing Framework II (3 credits)
EEL 652 Intervention Designs for Struggling Learners I (3 credits)
EEL 653 Intervention Designs for Struggling Learners II (3 credits)
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, 9 credit course of study provided by the MPCL Trainer, including EEL 580/581 Theoretical Perspectives within MPCL Coaching I and 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 543/544 Literacy Teaching and Learning I and II; EEL 552 An Exploration of Writers Workshop in PreK-12 Classrooms; EEL 554 An Exploration of Readers 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 (ERL 545/ERL 456). 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 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 547 (Seminar in Mentoring ERL 548 (Advanced Institute in Teacher Leadership
Contact: Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu)
See MaineWritingProject.org
Graduate School
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