Reading Teacher and Reading Specialist LicensureHenry Predolin School of Nursing, Business, Education, and Health Sciences
Edgewood College’s K-12 Reading program leads to endorsement in the WDPI Reading Teacher license (#1316) and/or the Reading Specialist license (#5017). The program is fully accredited by the DPI for meeting requirements of Wisconsin Act 20 for teacher preparation. This pathway is designed for educators who wish to strengthen their teaching and/or become a reading interventionist, literacy coach, or reading specialist in a K-12 setting. Candidates have the option of continuing coursework to pursue the Master of Arts in Education, Reading Administration concentration. This fully remote program supports teachers in understanding the unique assets of students and utilizing evidence-based practices to expand their literate identities.
Madison, WI
Virtual
ANTIRACIST TEACHING + EVIDENCE-BASED PRACTICES
We prepare teachers with science-based reading pedagogy through a lens of cultural and linguistic responsiveness. We embrace the below tenets:
- An emphasis on formative assessment for understanding students’ unique needs and strengths, including their cultural/linguistic assets
- Integration of current research in the field; instructors are trained in science of reading approaches
- Synthesis and application of field-based professional development (e.g. LETRS, curricular pd, etc.) emphasizing how to apply this learning in a way that is student-centered and culturally and linguistically sustaining
- Focus on transference to classroom teaching; courses offer practical application, reflection on student work, and opportunities for instructor and peer feedback
- Leadership development – we prepare teachers to promote equitable literacy practices in K-12 systems, schools and classrooms
- Knowledge of Wisconsin Act 20 legislation and implications for literacy teachers and literacy leaders
A MODEL FOR WORKING PRACTITIONERS
Cohort programs are designed for working professionals, offering flexible schedules and supports for managing responsibilities. We emphasize collaboration and community. All courses are eight weeks and carry out a blended format of synchronous and asynchronous online instruction. Courses include three virtual class gatherings that happen on Saturdays or weeknights; all sessions are provided via the WebEx platform.
Student Spotlight
“For me, what most improved my practice was having a chance to view videos of my peers’ teaching in ED 624 course assignments. Never in my teacher preparation did I have opportunity to learn this way. By seeing their strategies in action, I was able to apply with my own students.”
Meet Your Faculty
Dr. Emily Zoeller is an associate professor and coordinator of Language and Literacy Program at Edgewood College in Madison, Wisconsin. She holds a B.A. from the University of Notre Dame and an M.A. from the University of San Diego. She earned an Ed.D. in Educational Leadership from Edgewood College, where she researched teacher leadership in two-way dual language education. Dr. Zoeller’s scholarship examines equitable instruction for multilinguals and literacy learners in K-12 education; her recent work has been published in the Bilingual Research Journal, Journal of Adolescent and Adult Literacy, The Reading Teacher, and Teacher Education Quarterly. Prior to her role at Edgewood College, she worked as a bilingual teacher, a reading specialist, and an instructional coach. She is passionate about lifting teacher voices for promoting equity in language and literacy education.
EZoeller@edgewood.edu
Marisa Flowers is currently a Culture and Climate Coach at Huegel Elementary in Madison, WI focusing on restorative justice in education. Marisa brings experience and instructional lens as an elementary teacher, instructional coach, and leader of professional learning and leadership development for elementary schools. Marisa holds a Masters of Arts in Education and recently completed both Principalship and Director of Instruction certification program at Edgewood College. She is committed to the development of educators in transforming learning environment into spaces centered in anti-racist pedagogies and culturally and historically responsive literacy practices.
Tamara Mouw, M.H.R., M.Ed., is a systems-level, equity-focused innovative instructional leader. She has served as a high school English teacher, an instructional coach, and an administrator in curriculum and instruction where she led district-wide professional learning in literacy. Tamara is currently serving as Director of Partnerships and Equitable Practices at the Wisconsin Department of Public Instruction where she enacts an anti-bias, antiracist approach to creating just and equitable learning environments.
tmouw@edgewood.edu
Alexis Nass has been working with and on behalf of English Learners for the past 14 years and currently serves as the Elementary English Learner Coordinator for the Verona Area School District. A recipient of the Wisconsin Association for Bilingual Education (WIABE) Educator of the Year award, Alexis has served as an instructional coach, has attended and led numerous workshops and conferences, and has been involved in various community partnerships with the purpose to increase educational opportunities for bilingual learners. She holds a B.A. in Elementary Education & ESL from the University of Wisconsin-Green Bay and a M.A. in Education from Viterbo University.
ANass@edgewood.edu
Heather O’Neil is an assistant program coordinator of Language and Literacy as well as an assistant professor. Heather has a BA in History and Secondary Education from St. Norbert College and an MA in Language and Literacy Development from Cardinal Stritch University. She is completing her Ph.D. in Language and Literacy at Concordia University-Chicago. Prior to Edgewood College, Heather was an assistant professor of undergraduate elementary education at Concordia University-Wisconsin for six years. She also worked as a district reading specialist, reading teacher, and literacy coach in various school districts in southeastern Wisconsin. Heather’s research interests include the identity formation of pre-service teachers, writing instruction, and culturally responsive instruction.
HONeil@edgewood.edu
