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Enhance your skills as an educator to help shape lives by earning a master’s degree in education.
This specialization offers practical strategies for adapting classroom instruction across content areas to meet Common Core State Standards, National Board Standards, and other state standards. Through this standards-driven approach, this specialization provides the tools you need to ensure your students develop the 21st-century literacy skills critical to success in college and future careers.
Reflecting the latest pedagogical shifts in teaching literacy, this specialization provides strategies for balancing informational and literary text, building knowledge through text, staircasing the complexity of text, engaging in rigorous text-based discussion, writing from sources to inform or persuade, building grade-appropriate academic vocabulary, and developing digital literacy skills.
In this specialization, you will:
This sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 855-646-5286.
Graduates of this program will be prepared to:
|Course Code||EDUC 6610||Course||Teacher as Professional||Credits||(3 sem. cr.)|
|Course Code||EDUC 6640||Course||Designing Curriculum, Instruction, and Assessment||Credits||(3 sem. cr.)|
|Course Code||READ 6601||Course||Adolescent Literacy and Learning Today||Credits||(3 sem. cr.)|
|Course Code||EDUC 6650||Course||Enhancing Learning for Diverse Populations||Credits||(3 sem. cr.)|
|Course Code||READ 6602||Course||Reading to Learn in the Content Areas, Grades 6-12||Credits||(3 sem. cr.)|
|Course Code||EDUC 6657||Course||Creating an Effective Classroom Learning Environment||Credits||(3 sem. cr.)|
|Course Code||READ 6603||Course||Writing to Learn in the Content Areas Grades 6–12||Credits||(3 sem. cr.)|
|Course Code||READ 6604||Course||Supporting Struggling Adolescent Readers||Credits||(3 sem. cr.)|
|Course Code||READ 6605||Course||Adolescent Learners and the Digital Literacy Environment||Credits||(3 sem. cr.)|
|Course Code||EDUC 6733||Course||Action Research for Educators||Credits||(3 sem. cr.)|
Effective teachers are leaders who make a positive difference in classrooms, schools, and society. Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements. They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.
In this course, education professionals examine classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning are emphasized. Educators explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting will be discussed. Using their state or district standards, educators engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students. Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
Adolescents today construct their identity by creating and engaging with multiple texts and media for a variety of purposes. Education professionals in this course explore how literacy inside and outside of school can be used to support adolescent learning and prepare students in grades 6–12 for college and career. By considering the research behind literacy policies and practices, education professionals evaluate the role of literacy in content-area classrooms including assessment opportunities and disciplinary approaches. Through coursework, education professionals have an opportunity to examine what it means to be literate and why literacy is important in all disciplines, including English language arts, mathematics, science, and literature.
In this course, education professionals explore the value of linguistic and cultural diversity and the powerful learning opportunities it affords today's classrooms and schools. They examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world observations, they assess strategies for ensuring equitable access to high-quality learning experiences. Education professionals also explore effective practices, such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and academic vocabulary development. Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
To learn and achieve in the content areas, students must comprehend and engage with grade-appropriate and disciplinary-specific texts. In this course, education professionals examine how text changes across disciplines (including social studies, literature study, mathematics, sciences, and other technical subjects) and explore instructional practices to support close reading of complex text as required by the Common Core State Standards and other state standards. Education professionals apply evidence-based instructional and assessment practices to support all students' achievement in literacy and learning. Through coursework, education professionals have opportunities to apply concepts and strategies within specific disciplines to provide a relevant learning experience.
Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families. Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
Writing is a multifaceted process and a powerful tool to support student learning. Through writing, adolescents may demonstrate learning, analyze ideas, or develop arguments based on information from a text. Education professionals in this course explore the importance of writing for college and career readiness and examine the nuances of written communication relative to specific disciplines, including mathematics, physical education, literature, and other disciplines. Through coursework, education professionals have opportunities to engage in discourse modes, including informational, literary, and persuasive writing, and to use short writing (such as journals) and longer composition processes to enhance disciplinary learning. Education professionals consider the types and purposes of writing, explore writing in digital environments, analyze the relationships between reading and writing, and apply instructional practices to support writing to learn in the content areas for all students.
Adolescents today must engage with increasingly complex texts in the content areas. Education professionals need the knowledge, skills, and dispositions to help all students meet these literacy demands, especially those who struggle with reading and literacy tasks. In this course, education professionals learn formal and informal ways to assess students' literacy development and learning achievement and use that assessment data to inform instruction. Through coursework, education professionals have opportunities to examine progress monitoring practices and Response to Intervention (RTI) implementation. Education professionals explore the role of motivation in literacy and learning and consider the importance of academic language for learning, college, and career.
Just as adolescents must adapt to ever-changing digital literacy environments, so, too, must their teachers. In this course, education professionals explore digital tools and texts to support literacy teaching and learning in a digital environment. Through inquiry and research online, education professionals analyze digital environments, evaluate the role of information literacy, and design appropriate and engaging instructional activities using digital and other texts for learning. Course discussions focus on current trends and issues that inform literacy and learning today including attention to visual and social media, and technology as a mediating influence between and within cultures, families, and communities.
Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.
Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.