Jun 18, 2024  
Mansfield University 2016-2017 Graduate Catalog 
    
Mansfield University 2016-2017 Graduate Catalog [Archived Catalog]

Education, Master of Science


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Offered by the Education and Special Education Department
Dr. Jannis Floyd, Chairperson
Retan Center 207B, (570) 662-4795, e-mail jfloyd@mansfield.edu 

The Education and Special Education Department offers a degree in Master of Science (M.S.), Education:Reading Specialist with Advanced Certification K-12. The M.S. is chosen by those graduate students pursuing a master’s degree with a K-12 emphasis. The minimum number of credit hours required for this degree is 33.

Teaching requires knowledgeable, creative, and committed professionals who make informed decisions on behalf of their students. Through advanced studies in education, Master of Science, Education graduate students become more knowledgeable, skilled and confident teacher leaders. They also learn to collaborate with colleagues, to be lifelong learners, and to lead by example. Courses and research experiences in the graduate program are designed to prepare reflective teacher leaders. These programs are also designed to develop advanced knowledge in research, curriculum, supervision, and adaptive strategies meeting the needs of all learners.

Mission

The mission of the M.S., Education Degree Program is to prepare teacher leaders who use their advanced scholarship related to knowledge of students, content, pedagogy, resources, and culture to design effective classroom instruction and to influence the culture and opportunities for children in their respective schools and districts.

Vision

Graduates with a Master of Science in Education degree will be identified as leaders in their schools, districts, and professional organizations as a result of their lifelong dedication to improve education for children.

Values

Graduate program faculty in the M.S., Education Degree Program are committed to the following:

  • Curricula of rigor and relevance through a model of continuous reflection, assessment, and collaboration
  • Standards of professional growth and performance that challenge faculty to maintain the highest quality of teaching and that challenge students to a life of scholarship, leadership, and continuous professional growth
  • Support of student learning through equitable, caring, and stimulating professional relationships
  • Development of students’ leadership skills to ensure that their respective schools follow best practice in using evidence-based instruction

Student Learning Outcomes for Master of Science, Education Degree Program

After completion of this degree, students will be able to:

  • Use their advanced knowledge to enhance instruction, design effective assessment, and improve student learning for children in a variety of settings.
  • Develop and nurture collaborations with professional communities and participate in professional organizations to continue growth and enhance professional effectiveness in ever-broadening educational and community settings.
  • Draw on advanced knowledge of and collaborations with local communities to ensure an equitable, safe, effective learning environment for children and to interact with students and families in culturally responsive ways.
  • Communicate professional and curricular decisions confidently and effectively, both orally and in writing, to students, parents, administrators, school board officials, and other important stakeholders.

Master of Science, Education:Reading Specialist


Coordinator, Dr. Nanci Werner-Burke
Retan Center, (570) 662-4577

Mansfield University offers a 33 credit hour sequence of courses leading to a master’s degree with recommendation to the Commonwealth of Pennsylvania for K-12 advanced certification as a reading specialist. To be admitted to the program, applicants must hold an initial teaching certificate (e.g., elementary, secondary, special education, etc.) and have completed a preparation program that included at least 12 weeks of full-time student teaching. Successful completion of the certification requires candidates to complete all required courses in the graduate program and pass the state-mandated Praxis reading specialist test. It may be possible to transfer a maximum of six credit hours of approved course work into the program. The completion of this program, students will be eligible for recommendation for certification as Reading Specialists.

Reading specialists perform a wide variety of roles encompassing assessment, instruction, and leadership. Reading specialists work as diagnostic-prescriptive teachers, offer in-classroom assistance for readers experiencing difficulties, and serve as reading/literacy coaches for members of school faculties.

The Mansfield University Reading Specialist program is designed around the 2010 International Reading Association Standards for Reading Professionals (renamed in 2015 as the International Literacy Association).

Headquarters
International Literacy Association
800 Barksdale Road
P O Box 8139
Newark, DE  19714-8139
Phone: (800) 336-7323 (U.S. and Canada) (302) 731-1600 (elsewhere)
Fax: (302) 731-1057
http://www.reading.org/
Email:  customerservice@reading.org

Mission

The mission of the Reading Specialist graduate program at Mansfield University is to prepare reading specialists/literacy coaches who are able to effectively and responsibly:

  • Select, provide, implement, and interpret literacy assessments and use this data to design fair, engaging, and appropriate instruction and instructional experiences for students, K-12, in a variety of contexts and formats.
  • Provide literacy leadership beyond the level of the classroom by working with teachers, support personnel, administrators, and the community to further develop and evaluate the school or district K-12 literacy and professional development programs.

 Student Learning Outcomes, Reading Specialist*

  1. Foundational Knowledge
    • Candidates will demonstrate knowledge and understanding of the theoretical and evidence-based foundations of reading and writing processes and instruction, as well as the dispositions and skills needed to apply them to effective teaching and learning.
  2. Curriculum and Instruction
    • Candidates will use research and knowledge of best practices to critically select instructional approaches and materials. They will demonstrate the ability to lead collaborative school efforts to evaluate, select and use a variety of instructional materials to meet the specific needs, and abilities of all learners.
  3. Assessment and Evaluation
    • Candidates will be knowledgeable about all aspects of assessment as related to the different facets of development and literacy. They will demonstrate the ability to critically evaluate, select, create, implement, score, and interpret the results from a variety of assessment tools and practices to plan and evaluate effective literacy-based instruction for individuals and in school systems.
  4. Diversity
    • Candidates will increasingly recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write, and use this awareness and disposition as a guiding force in their curricular and instructional decisions. They will work within the school system and reach out to parents and the community to develop and implement strategies to advocate for equity.
  5. Literate Environment
    • Candidates will create a literate environment that fosters reading and writing by integrating foundational knowledge, instruction practices, approaches and methods, curriculum materials, and the appropriate use of assessments. They will purposefully structure the physical and social environment for optimal learning and will be able to articulate the reasoning behind the routines and differentiation strategies they choose.
  6. Professional Learning and Leadership
    • Candidates will recognize the importance of professional learning and leadership as a career-long effort and responsibility and demonstrate positive behaviors toward their own literacy growth. They will apply foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture, to progressively influence local, state, or national policy decisions.

* These outcomes are based on the “Standards for Reading Professionals” (2010) issued by the International Reading Association (now the International Literacy Association). http://www.reading.org/.


Reading Specialist Required Core Courses  

Total Credit Hours: 33


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