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Reading Teacher/Reading Specialist

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Maybe, but I want to know…

  1. Who can apply?
  2. What is the time commitment and how are the courses laid out?
  3. How many credits are in each program and what might it cost?
  4. What do the Wisconsin licenses mean, and how might they benefit me?
  5. How does this program enhance our ability to serve ESL students?
  6. What do you learn in each course?
  7. How are you assessed, and what kind of assignments are there?
  8. Who are the instructors?
  9. How is Edgewood College’s School of Education accredited?

For more information about these programs or to speak with a professional advisor, contact us at 608-663-3297, or toll-free 800-444-4861 Ext. 3297, or by email at gps@edgewood.edu.


Who can apply?
Edgewood College’s K-12 Reading Teacher program is intended for candidates for the WDPI license "Reading Teacher" (Code 316) and is offered to experienced teachers who desire to strengthen their teaching and/or become a reading teacher and literacy coach in a K-12 setting. The five-course program is designed to help teachers get to the heart of effective reading instruction and supports a practical, creative, and research-based approach.

Edgewood College’s Reading Specialist program is designed for candidates seeking the WDPI license “Reading Specialist” (Code 317) and is offered to experienced teachers who already hold the Reading Teacher license (Code 316) and wish to pursue a Master of Arts degree. This five-course continuation program is intended to produce instructionally focused administrators who are expertly prepared in the area of literacy and reading.

Priority application deadlines for the Reading Teacher and Reading Specialist programs are: 
August 10 for admission in Fall semester
December 10 for admission in Spring semester
May 10 for admission in the Summer session. 

All required application materials should be submitted by deadlines.   Applications received after deadlines will be reviewed on a case-by-case basis.

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What is the time commitment and how are the courses laid out?
The time commitment for the full sequence of courses resulting in two licenses and an MA, is under two years. See Course Sequence

  • Courses are offered on evenings and weekends to accommodate busy schedules.
  • You will have the opportunity to work in a team-based setting that mirrors the professional work settings of classrooms and district offices.
  • Collaboration with fellow students and schools and other organizations is encouraged and supported.

For more information about these programs or to speak with a professional advisor, contact us at 608-663-3297, or toll-free 800-444-4861 Ext. 3297, or by email at gps@edgewood.edu.

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How many credits are in each program and what might it cost?
Courses will be at the regular Edgewood College graduate credit cost. Cooperating teachers for Edgewood College programs may use their course vouchers.

Reading Teacher Credits
ED 611 Approaches to Teaching Reading 3
ED 613 Literacy Across the Curriculum 3
ED 618 Diversity, Culture and Literacy 3
ED 624 Reading Diagnosis and Intervention  3
ED 686 Writing and Reading Literature 3
ED 694 Field Experience/Practicum 1-2
Reading Specialist
ED 627 Managing Literacy 3
ED 689 Mentoring, Coaching, and Supervising 3
ED 604A Second Language Acquisition: Content Areas 3
ED 603R Introduction to Educational Research 3
ED 692 Research Capstone Project 3

 

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What do the Wisconsin licenses mean, and how might they benefit me?
The Department of Public Instruction’s New Wisconsin Promise initiative includes a focus on teaching and leadership for improved student learning at the school and district level. This Quality Educator Initiative, as a part of the New Wisconsin Promise, has a goal of placing highly qualified teachers in every classroom and highly qualified leaders in every school. This program represents Edgewood College’s attempt to assist with the Quality Educator Initiative and to help alleviate some of the achievement problems by producing highly qualified and experienced teachers, and instructionally focused administrators, who are expertly prepared.

The “Reading Teacher” license represents teachers who are able to get to the heart of what effective reading instruction can be like supporting a practical, creative, and research-based approach to the work of teaching reading and promoting literacy.

Edgewood’s Reading Specialist program awards the WDPI license “Reading Specialist” and represents teacher administrators who have a deep understanding of the work of teaching reading and promoting literacy, and equipped to apply reformative expertise at a school, community, and district level. Such license holders will be competent with data analysis, dealing with issues of second language acquisition, mentoring, supervision, ethical leadership, and action research.

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How does this program enhance our ability to serve ESL students?
Cutting edge instructional techniques for ELL literacy development are interwoven throughout the program with two courses specifically focused in this area.

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What do you learn in each course?
ED 611: Approaches to Teaching Reading    3 Credits
This course focuses on major historical developments in the teaching of reading, especially influential literacy paradigms and their impact on teaching and curriculum. Students will develop a critical understanding of different literacy research paradigms, national literacy initiatives, as well as research, public policy, and media opinion as to the future of teaching reading.

ED 613: Promoting Literacy: Reading and Writing across the Curriculum    3 Credits
This course addresses the literacy demands of content areas and the design of curriculum and teaching to optimize student success and promote literacy. It emphasizes creative curriculum design grounded in understanding the structure of expository texts, the dialogical and integrated nature of reading and writing, the role of genre and register, and the use of scaffolded instruction, comprehension and meta-cognitive strategies.

ED 618: Diversity, Culture, and Literacy    3 Credits
This course provides a critical review of current thinking in diversity, culture, and literacy grounded in a range of perspectives including ethnography, sociolinguistics, culture studies, and critical discourse analysis. It emphasizes the impact ethnicity, learning English as an additional language, class, gender, urbanization, and popular culture may have on developing multiple literacies and the ethical implications for how these play out in schooling.

ED 624: Reading: Diagnosis, Assessment, and Programmatic Intervention   3 credits
This course promotes a deep understanding of specialist and general reading diagnosis techniques and language assessment. Students learn to identify key reader behaviors, assess textual demands of emergent and beginner reader materials, and develop practical interventions. There is sustained focus on phonemic awareness, phonics, reading fluency, vocabulary development, and comprehension strategies for young children through to adolescents. Practicum or supervised practicum will be required. Reading certificate students should concurrently enroll in ED 694: Field Experience for 1 or 2 credits.

ED 627: Managing Literacy    3 Credits
This course emphasizes the principles and guidelines behind managing literacy issues at school, community, and district levels. Students survey literacy initiatives at a national and local level and learn to interpret psychometric, socio-metric, and qualitative data to establish meaningful school and district profiles of literacy. They produce an actual profile for a local school or district and generate data-driven policy recommendations.

ED 686: Writing and Reading Literature    3 Credits
This course aims at understanding the educative power and potential of children's literature through an artistically productive approach to texts involving critical analysis and intra-textual experimentation. To accomplish this, we will examine selected literary works across genres including poetry, picture books, graphic novels, fantasy, contemporary realistic fiction, historical fiction, and nonfiction as a pretext for creating our own textural products. Such products will have pedagogical potential for use in school settings and support our developing theories about the many ways of being literate.

ED 689: Mentoring, Coaching, and Supervising     3 Credits
This field-work intensive course promotes the art of supporting and nurturing educational leaders and teachers who are in the process of reforming their own or their institution’s instructional practices. It focuses on critical ways for identifying needs, selecting instructional materials, developing phased implementation plans, and creating an open and professional accountability culture.

ED 603R: Introduction to Educational Research    3 Credits
A study of the nature of educational research involving quantitative and qualitative approaches to topics dealing with literacy. The course focuses on critical interpretation of research especially in the areas of teaching reading, language development, learning and identity, and curriculum design. The course will also provide an opportunity to select and focus on a research topic to pursue in the action research project.

ED 604A: Second Language Acquisition in the Content Areas     3 Credits
A study of the nature of research in relationship to educational practice, with attention to research tools, planning and design, methodologies, modes of reporting, samples, and practice.

ED 692: Action Research Project     3 Credits
Planning and conducting the capstone research project under faculty direction and evaluation.

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How are you assessed, and what kind of assignments are there?
Assessment is heavily biased towards performance-based approaches as these have a greater potential for creating meaningful engagement with an area of learning that takes on a ‘real world’ functional quality. Student reflection, as captured in a portfolio of authentic work that documents the value added of the courses are critical in this program.

Below is a table summarizing the forms of performance assessments that are embedded in courses. They fall into three broad categories: (1) field practices, (2) simulations, and (3) scholarship. Examples of performance tasks are given in the right hand column. Samples of performance task products will be archived in the candidate licensees’ portfolio.

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Who are the instructors?
The instructors include nationally recognized professionals who are experienced practitioners of teaching reading and literacy coaching.

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How is Edgewood College’s School of Education accredited?
Edgewood College’s School of Education is fully accredited by the National Council for Accreditation of Teacher Education (NCATE). Edgewood College is accredited by the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools.

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