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Teacher Education Licensure:
Reading (K-12)


This graduate-level endorsement program will prepare teachers to help learners in grades K-12 improve their reading proficiency and comprehension. The program is designed for classroom teachers who want to sharpen their skills and increase the effectiveness of their reading instruction or to work as a literacy leader/coach or a reading intervention/remediation provider.

As you complete the Teacher Education program at the University of St. Thomas you will:

  • Gain the knowledge and skills to have a positive impact on students in the K-12 classroom
  • Become part of a supportive network of fellow students, alumni and faculty that will inspire and sustain you throughout your career
  • Learn from expert faculty currently active in the K-12 classroom who are here to help you shape your path to your own classroom


What you can earn

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  • Certificate - Elementary
  • Certificate - Secondary
  • Endorsement
  • Master of Arts (M.A.)

Where you'll learn

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  • On-campus (Minneapolis)

 

 

 

When you can start

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  • Fall semester begins: September 3, 2014

 

 



Questions about this program

Image for the contact

Ea Porter

Enrollment Advisor

651-962-4657

celc@stthomas.edu


Program Details

For the Elementary Certificate

This survey course presents a critical review and analysis of the fields of classical and most significantly current research in reading. Literacy research will be examined for source, design, implications, and classroom application. Additionally, sound principles in assessing, analyzing, and evaluating reading curriculum, and application of informed analysis for advising and implementing reading curricular and instructional decisions based on data will be explored. Finally, in light of current research and best practice, elements crucial to the administration of a comprehensive literacy program will be examined.

This course is designed to explore the theory and practice of curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and school experiences will emphasize the importance of teaching in an integrated manner to student of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten and primary grades, the current knowledge research base, and recommendations for professional development. It will focus on language development and literacy processes as a foundation for understanding curricular development and applications for literacy in the elementary classroom.

This course develops knowledge and strategies in planning and teaching reading in grades K-6. Curriculum methods, and organization of the reading program are explored in the context of best current practice and professional reading standards. The course will present developmentally appropriate practices for Kindergarten through intermediate grades, current knowledge base of research, and recommendations for professional development.

The student will examine the nature of reading problems; formal and informal approaches to diagnosis, current assessment practices, the development of reading programs for specific needs, and application of specific strategies to instructional settings.

TOTAL 12 Credits

For the Secondary Certificate

This survey course presents a critical review and analysis of the fields of classical and most significantly current research in reading. Literacy research will be examined for source, design, implications, and classroom application. Additionally, sound principles in assessing, analyzing, and evaluating reading curriculum, and application of informed analysis for advising and implementing reading curricular and instructional decisions based on data will be explored. Finally, in light of current research and best practice, elements crucial to the administration of a comprehensive literacy program will be examined.

This course develops knowledge and strategies in planning and teaching reading in grades K-6. Curriculum methods, and organization of the reading program are explored in the context of best current practice and professional reading standards. The course will present developmentally appropriate practices for Kindergarten through intermediate grades, current knowledge base of research, and recommendations for professional development.

This course will help the teacher construct a framework for supporting/mediating content area literacy instruction. The course will focus on assisting teachers develop a portfolio of methods, strategies and procedures for 1) diagnosing the reading ability of students within a target content area; 2) determining the readability of texts; 3) selecting appropriate classroom interventions to assist at-risk students' independent reading skills.

The student will examine the nature of reading problems; formal and informal approaches to diagnosis, current assessment practices, the development of reading programs for specific needs, and application of specific strategies to instructional settings.

TOTAL 12 Credits

For the Endorsement

This survey course presents a critical review and analysis of the fields of classical and most significantly current research in reading. Literacy research will be examined for source, design, implications, and classroom application. Additionally, sound principles in assessing, analyzing, and evaluating reading curriculum, and application of informed analysis for advising and implementing reading curricular and instructional decisions based on data will be explored. Finally, in light of current research and best practice, elements crucial to the administration of a comprehensive literacy program will be examined.

This course is designed to explore the theory and practice of curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and school experiences will emphasize the importance of teaching in an integrated manner to student of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten and primary grades, the current knowledge research base, and recommendations for professional development. It will focus on language development and literacy processes as a foundation for understanding curricular development and applications for literacy in the elementary classroom.

This course develops knowledge and strategies in planning and teaching reading in grades K-6. Curriculum methods, and organization of the reading program are explored in the context of best current practice and professional reading standards. The course will present developmentally appropriate practices for Kindergarten through intermediate grades, current knowledge base of research, and recommendations for professional development.

This course will help the teacher construct a framework for supporting/mediating content area literacy instruction. The course will focus on assisting teachers develop a portfolio of methods, strategies and procedures for 1) diagnosing the reading ability of students within a target content area; 2) determining the readability of texts; 3) selecting appropriate classroom interventions to assist at-risk students' independent reading skills.

The student will examine the nature of reading problems; formal and informal approaches to diagnosis, current assessment practices, the development of reading programs for specific needs, and application of specific strategies to instructional settings.

This course will be a supervised practicum in a reading clinic setting. Content includes comprehensive clinical diagnoses of reading difficulties (quantitative and qualitative) of a continuum of readers K-12; formal case reports, including diagnosis and recommendation for remediation. Prerequisites: READ704 and instructor's consent. Note: Application must be submitted by April 1 for summer school enrollment.

TOTAL 18 Credits

For the Master of Arts (M.A.)

This survey course presents a critical review and analysis of the fields of classical and most significantly current research in reading. Literacy research will be examined for source, design, implications, and classroom application. Additionally, sound principles in assessing, analyzing, and evaluating reading curriculum, and application of informed analysis for advising and implementing reading curricular and instructional decisions based on data will be explored. Finally, in light of current research and best practice, elements crucial to the administration of a comprehensive literacy program will be examined.

This course is designed to explore the theory and practice of curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and school experiences will emphasize the importance of teaching in an integrated manner to student of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten and primary grades, the current knowledge research base, and recommendations for professional development. It will focus on language development and literacy processes as a foundation for understanding curricular development and applications for literacy in the elementary classroom.

This course develops knowledge and strategies in planning and teaching reading in grades K-6. Curriculum methods, and organization of the reading program are explored in the context of best current practice and professional reading standards. The course will present developmentally appropriate practices for Kindergarten through intermediate grades, current knowledge base of research, and recommendations for professional development.

This course will help the teacher construct a framework for supporting/mediating content area literacy instruction. The course will focus on assisting teachers develop a portfolio of methods, strategies and procedures for 1) diagnosing the reading ability of students within a target content area; 2) determining the readability of texts; 3) selecting appropriate classroom interventions to assist at-risk students' independent reading skills.

The student will examine the nature of reading problems; formal and informal approaches to diagnosis, current assessment practices, the development of reading programs for specific needs, and application of specific strategies to instructional settings.

This course will be a supervised practicum in a reading clinic setting. Content includes comprehensive clinical diagnoses of reading difficulties (quantitative and qualitative) of a continuum of readers K-12; formal case reports, including diagnosis and recommendation for remediation. Prerequisites: READ704 and instructor's consent. Note: Application must be submitted by April 1 for summer school enrollment.

School-wide screening programs and alternative systems for delivery of reading services; relationships with other special service personnel, parents and teachers; evaluation of reading programs; in-service teacher training responsibilities

CIED 710 - Children’s Literature
Familiarization with recent as well as classical contributions to the field; a survey of children's reading needs and interests; programs designed to encourage children to extend their reading practice.
CIED 711 – Adolescent Literature 
Survey of contemporary adolescent literature; exploration of ways in which this literature meets the reading interests and needs of adolescents; emphasis on developing familiarity with literature read by adolescents; methods and programs to stimulate reading interests and practices.

READ 502 - Alternative Assessments for Literacy

READ 551 – Technology in the Literacy Classroom

This course will teach the use of the Internet in developing reading and writing skills. This course will help the educator acquire the knowledge and experience necessary to locate and use quality informational and interpersonal resources found in the Internet. Additionally, this course will prepare all educators to become adept at critically assessing the content and use of technology in the classroom. The scope of this course includes ethical implications for Internet use as an instructional tool.

READ 690 - Arranged Special Topics in Literacy

 

 

This course is designed to provide opportunities for educators to develop and demonstrate original units of practice. This course will review the latest in curricula development materials for transforming current literacy practices. The course will function as a teaching and learning clinic where educators read and assess curricula materials and then create original works for their worksites.

TOTAL 30 Credits

Minneapolis, MN (on-campus)

Degree: M.A. degree
Time: Evening Courses
Start Date: Varies by term
Location: Opus Hall | Downtown Minneapolis Campus (map)

Students who are interested in taking all of their courses at our on-campus location in Downtown Minneapolis are welcome to start in the fall, spring or summer. Take a look at admissions for further information on how to apply.

Osseo

Degree: Reading Endorsement
Time: 5 - 9 p.m. (academic year); 1 - 4 p.m. (summer)
Start Date: Spring 2013
Location: Maple Grove Senior High (map)

New Cohort starting Spring 2013! Application deadline: April 31, 2013.

Osseo

Degree: Reading Certificate
Time: 5 - 9 p.m. (academic year); 1 - 4 p.m. (summer)
Start Date: Spring 2013
Location: Maple Grove Senior High (map)

New Cohort starting Spring 2013! Application deadline: April 31, 2013.

Barreto, Rosemary 80x72

Rosemary Barreto

Teacher Education, Department Assistant (651) 962-4420
MOH 305 | Opus Hall

Bowlus, Michael 80x72

Michael A. Bowlus, M.Ed.

Clinical Faculty | Director of English as a Second Language Program (651) 962-4439
MOH 309 | Opus Hall

80x72 image

Seehwa Cho, Ph.D.

Associate Professor (651) 962-4434
MOH 312 | Opus Hall

Koch, Carole 80x72

Carole Koch

Assessment Coordinator, Department of Teacher Education (651) 962-4468
MOH 311 | Opus Hall

Monson, Debbie 80x72

Debbie Monson, Ph.D.

Assistant Professor (651) 962-4443
MOH 304 | Opus Hall

Nistler, Robert 80x72

Robert J. Nistler, Ph.D.

Associate Professor (651) 962-4426
MOH 307 | Opus Hall

Smith, Amy 80x72

Amy F. Smith, Ph.D.

Associate Professor (651) 962-4445
MOH 313 | Opus Hall

Muffet Trout, Ph.D.

Assistant Professor Teacher Education (651) 962-4424
MOH 303

Melck, John 80 x 72

John Melick

Director of Field Experiences & Clinical Practice, Department of Teacher Education (651) 962-4424
MOH 310

Warring, Douglas 80x72

Douglas F. Warring, Ph.D.

Professor | Director of Continuing Education (651) 962-4877
MOH 314 | Opus Hall

80x72 photo

Sue Kasun, Ph.D.

Assistant Professor, Department of Teacher Education (651) 962-4811
MOH 308

 
 

Ongoing Professional Development
Whether networking with leaders in the field of education reform, acquiring new tools to identify early warning signs of mental illness in your classroom, or simply catching up on the latest offerings in children’s literature, annual events and conferences in the College of Education, Leadership & Counseling offer a variety of networking and professional development opportunities. Most events include a CEU component. In addition to annual events, the College also houses a robust continuing education department to help you meet your re-licensure requirements.
 

Community Partnerships

The College of Education, Leadership & Counseling takes pride in engaging in innovative partnerships with a variety of organizations. Students in the College of Education, Leadership & Counseling will find many opportunities for professional growth as a result of working these organizations. Partnership examples include the Northwest Suburban Integration District, Center for Academics and Sports, FAIR School and the Collaborative Urban Educators program. 

 

The Value of a St. Thomas Degree

Calculating the cost of your degree can be challenging, as every institution approaches it a bit differently. At St. Thomas, we list our tuition cost as cost per credit:

  • Each course can be 1-3 semester credits, but the standard course is 3 credits.  
  • A typical part-time student in our graduate programs takes 3-6 credits per term.
  • To view the total number of credits per program you can view the courses tab above.

It may be possible for you to receive some type of financial assistance. To learn more, please visit our Graduate Financial Aid page.

We offer our students much more than just a degree. We offer the chance to be a part of a personal and professional network like no other, which means your graduate education will enrich your life and career long into the future.




Cost

Education (M.A., Ed.S., Certificate, Licensure)

On-campus Tuition (per credit) $793.50
Off-site Program Tuition (per credit) $415
Books and materials
(estimate per course)
$150-250
One-time application fee $50

1 | Meet the Requirements:

  • A bachelor's degree from a regionally accredited institution
  • A cumulative minimum undergraduate G.P.A. of 2.75 (4.0 scale) or the successful completion of a graduate level program from another institution

If you do not meet the above requirement(s), you may be eligible for special admission, which requires:

  • The GPA requirement for admittance to our Teacher Education master’s degree is 2.75 and above for full acceptance; 2.5-2.74 for conditional acceptance; and below 2.5 acceptance based on interview or review of materials by department chair. Please contact us if your GPA requires review.
  • The completion of a standardized test, such as the Miller Analogies Test (MAT), GRE, GMAT or LSAT
  • A possible interview with an admissions person/committee

2 | Submit the following application materials:

  • Application form and one-time $50 application fee
  • Two positive letters of reference from non-related individuals
  • Official transcripts for all undergraduate and graduate work (unless that work was completed at the University of St. Thomas)
  • Personal statement
  • Transcript Review: All Teacher Education applicants seeking licensure must have a transcript review completed.  Official transcripts from all previous institutions are required.  There is a $25 fee per content area review.  Please contact the Teacher Education Department to request a transcript review form.  Email to  barr7879@stthomas.edu.

3 |  Submit the supplementary materials:

  • Initial Licensure:  MTLE Basic Skills required by the end of an initial teacher licensure candidate's first semester of coursework.
  • International Applicants:  (1) Test of English as a Foreign Language (TOEFL) required for any candidate whose primary language is not English. (2) Transcript Review: All international transcripts must be reviewed by an accredited evaluation service to determine U.S. equivalency of the degree awarded and the institution awarding the degree. Applications will not be reviewed for admissions until the official review is submitted.

Deadlines

Application Deadlines:

  • For Fall Term: June 1
  • For Spring Term: Rolling
  • For Summer Term: May 1

 

Looking for More?

Apply online

© University of St. Thomas · Minnesota
1000 LaSalle Avenue · Minneapolis, Minnesota 55403 · USA
1-651-962-4550 · education@stthomas.edu