Ed.S. in Reading and Literacy Leadership (Non-Licensure)

Literacy may be understood in multiple ways across various settings and populations. This course will lay a foundation for leaders to define literacy based on sociopolitical landscape, the influence of social media and technological innovation, and influences coming from Common Core standards that influence literacy programs in P-20 and beyond. As part of this foundational course, candidates will also learn the process for how to succeed as a graduate student at Walden University, understanding how Walden supports students in developing (1) facility with Walden University’s online learning environment; (2) understanding of the university and the program support systems, expectations, and outcomes;  and (3) graduate-level critical thinking, research, and writing skills.

The field of literacy education demands leaders who are not only knowledgeable in this subject area but who can articulate a dynamic vision that motivates collaboration, creativity, and positive social change. This course, grounded in knowledge about literacy professional standards of practice, examines the high-stakes nature of literacy acquisition in the context of limited financial and human resources. Leadership skills explored include decision making to solve complex problems, facilitation for reaching goals, mentoring, and the building of staff capacity for literacy infusion across content areas. Candidates study leadership and change theory at both the research and application levels.

In Applied Research in Education, candidates develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and searching for and critically analyzing literature relating to learners’ individual interests.

Literacy is essential for individual learning and is also a means by which an individual participates in the intellectual, social, and commercial life of the community. In this course, education professionals examine language development within a learner’s context of culture, the value placed on literacy within the community, and diversity of learner ability. Topics include the developmental nature of literacy competencies from early childhood to the adult learner, potential barriers to literacy that learners of all ages must overcome, theoretical research, and approaches to curriculum and instruction that facilitate literacy across settings. Specific attention is given to the challenges second language learners face in school. Candidates will practice analyzing, evaluating, and applying quantitative research appropriate to data-driven planning and decision making.

Designing systems that effectively promote and support high levels of literacy proficiency requires the use of data that accurately describe the status of student, teacher, and school performance. This course will examine a variety of assessment tools and validity issues for addressing individual and classroom needs as well as district and state mandates. Topics include a focus on data analysis for tiered intervention decision making and the interpretation of data to drive recommendations at a systemic level. Skills of collaboration and stakeholder inclusion are examined. Research modules include qualitative methods appropriate to understanding institutions, programs, and stakeholder interests will be explored.

As research and technology continue to provide new perspectives on literacy, educational leaders are charged with the responsibility for leading the development and implementation of innovative programs that support high levels of literacy achievement for all learners. This course emphasizes program development, monitoring, and evaluation for continuous improvement of literacy teaching and learning. It integrates the important role the literacy leader plays in supporting effective professional development, based on adult learning theory. Topics also include the creation of a literacy environment and the use of technology for that environment and as a tool for professional development. Research modules include mixed methodology approaches appropriate to program development and evaluation. This course culminates with the Ed.S. Capstone Project.