The University of St. Thomas

School of Education

program Features
Preparation for Minnesota’s Licensure Requirements 

Master of Arts in Reading/K-12 Reading Endorsement

The Minnesota Board of Teaching has recently clarified the Reading Licensure Rule 8710.4725, requiring that any teacher who holds or qualifies for a professional reading license may teach reading to any K-12 student. Who should pursue the reading endorsement?
  • Middle school or secondary teachers who are teaching reading.
  • K-6 teachers who teach reading exclusively.
  • Teachers who want to upgrade their proficiency in teaching reading.
To meet Minnesota’s requirement, teachers, specialists and other innovators in reading instruction must complete the endorsement. The reading endorsement is added to a current teaching license. This 18 credit program prepares you to:
  • Meet the requirements for the state of Minnesota’s new reading license.
  • Develop literacy strategies, reading skills, comprehension processes and assessment, diagnostic and remediation techniques.
  • Study leading-edge reading research, theory and practice and apply it in your classroom.
  • Become knowledgeable about cognitive and effective dimensions of normal child development.
  • Assist other teachers responsible for providing literacy instruction across the curriculum.

Minnesota needs professionals who can design and deliver effective, innovative learning experiences for K-12 readers. Coursework draws on a wide range of diverse concepts and techniques. You will study the latest reading research, theory and practice that can be applied immediately in your own classroom. Credits from the endorsement and master’s also apply toward a post-master’s education specialist degree in curriculum and instruction.

Program Philosophy

St. Thomas is committed to a constructivist and holistic philosophy of literacy instruction. This is the foundation for learning about reading, writing, listening, speaking and related elements in the literacy process. Constructivism is the belief that people are active seekers and constructors of knowledge. They come to the classroom with innate goals and curiosities. Constructivist principles include discovery learning, authentic tasks, social discourse as part of learning, and teacher as facilitator and resource provider. Most importantly, students are agents of their own learning.