Reading Education Certificate

Certificate of Advanced Study
https://www.towson.edu/coe/departments/elementary/grad/readingcas/

Program Director: Dr. Meghan Liebfreund
Phone: 410-704-4492
Email: mliebfreund@towson.edu

Graduate Reading Programs
Information Line: 410-704-5775

This program is not currently admitting new students.

The Certificate of Advanced Study (C.A.S.) in Reading Education is a post-master’s program that reflects the university and college missions and helps develop advanced knowledge and leadership skills necessary for meeting the challenges of leading, redesigning and restructuring literacy education across the Pre-16 continuum.

The C.A.S. in Reading Education is an outcomes-based program designed to meet the standards outlined by the International Literacy Association (ILA) for administrators or coordinators who recognize and support reading professionals as they plan, implement and evaluate reading instruction. Such reading professionals administer literacy, bilingual, compensatory and ELL programs in schools or other institutional settings. They direct the organization, management and assessment of school, district or institutional literacy programs. Academic preparation for reading coordinators includes additional course work in reading and course work in professional development, grant writing, program administration and evaluation.

Admission Requirements

Candidates must have a master’s degree in Reading Education or related field from a regionally accredited college or university**.

Submit the online application plus the following:

  • Three letters of professional reference, one of which must be job-related
  • Professional portfolio, including:
    1. student assessment report
    2. professional writing sample
    3. professional development materials

Non-immigrant international students: See additional admission information in Graduate Admissions

**See Exceptions to Policy in Graduate Admissions

Degree Requirements

Required Courses
Consult with your assigned adviser each term to learn of current course offerings, opportunities for electives and any prerequisite requirements
REED 751LANGUAGE, LITERACY AND CULTURE3
REED 752LITERACY THEORY AND RESEARCH3
REED 660INTEGRATING TECHNOLOGY IN LITERACY INSTRUCTION3
REED 745PROFESSIONAL DEVELOPMENT IN LITERACY3
ILPD 740EVIDENCE-BASED DECISION MAKING FOR CURRICULUM AND INSTRUCTION3
Electives
Students’ elective choices will enable them to further specialize in different areas by taking inter-related courses. There is considerable flexibility in elective course selection in order to meet the needs of individual candidates. Suggested courses include the following:15
Second-Language Learning Courses 1
SOCIAL, CULTURAL, AND CURRICULAR CONTEXTS FOR SECOND LANGUAGE LEARNING
INSTRUCTION AND ASSESSMENT FOR SECOND LANGUAGE LEARNERS
INTRODUCTION TO LINGUISTICS FOR TEACHERS OF LANGUAGE AND LITERACY
Educational Research Courses
APPLIED EDUCATIONAL STATISTICS
INQUIRY FOR PRACTICE
QUALITATIVE METHODS IN EDUCATION
Technology Courses
WEB-BASED INSTRUCTION IN EDUCATION
APPLIED PSYCHOLOGY OF LEARNING
INSTRUCTIONAL DEVELOPMENT
COMPUTER-BASED INSTRUCTION
ASSESSMENT IN INSTRUCTIONAL TECHNOLOGY
EDUCATIONAL LEADERSHIP AND TECHNOLOGY
Administration Courses
MENTORING THE PRE-SERVICE CANDIDATE: EFFECTIVE PRACTICES
CURRICULUM THEORY AND DEVELOPMENT
SEMINAR IN SUPERVISION
Other Literacy Courses
GUIDED READING
WORD STUDY FOR IMPROVING LITERACY
SPECIAL TOPICS IN READING EDUCATION
MULTICULTURAL LITERATURE FOR CHILDREN AND ADOLESCENTS
CRITICAL CONVERSATION: EARLY LITERACY, RESEARCH, POLICY AND PRACTICE
Total Units30

Exit Requirements

Students collect key artifacts from each of their required courses. During their final course, students are required to submit their portfolio to the program director.

ILA Standard 1: Foundational Knowledge

Teacher Educator/Administrator Level: Understand major theories and empirical research evidence that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes and components.

ILA Standard 2: Curriculum and Instruction

Teacher Educator/Administrator Level: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

ILA Standard 3: Assessment and Evaluation

Teacher Educator/Administrator Level: Use assessment information to plan and evaluate instruction.

ILA Standard 4: Diversity

Teacher Educator/Administrator Level: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.

ILA Standard 5: Literate Environment

Teacher Educator/Administrator Level: Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.

ILA Standard 6: Professional Learning and Leadership

Teacher Educator/Administrator Level: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.