Dr. Audrey Church, Chair
Department of Education and Counseling
434.395.2682, churchap@longwood.edu
Dr. Tammy Parlier, Graduate Program Director
434.395.4894, parliertm@longwood.edu
The Reading, Literacy, and Learning Program is designed for teachers who wish to: (a) upgrade their knowledge and skills in teaching literacy in the PreK-12 classroom; (b) be an instructional specialist; or (c) work in alternate support programs. The program follows both the Standards for Reading Professional published by the International Literacy Association (ILA) and is accredited by the Council for the Accreditation of Educator Preparation (CAEP), as well as the Virginia Department of Education Licensure Regulations for School Personnel.
This degree provides teachers the opportunity to investigate research-based theories in literacy, put theory into effective practice, and examine how culture impacts literacy teaching and learning. The goal of this program is to produce competent teacher-leaders able to teach literacy across the curriculum within the parameters of research-based literacy techniques and assessment.
Admission
Prior to starting their graduate program, students must hold a conferred bachelor’s degree or international equivalent from a college or university accredited by the appropriate institutional (formerly regional) accreditation agency. Applicants to this program must posses a valid Virginia Collegiate Professional License or equivalent from another state at the time of admission.
In addition to the above, applicants must have:
- a 2.75 cumulative GPA (on a 4.0 scale)
- provide a minimum of two recommendations
- a 500-word personal essay
- a résumé
- official transcripts of the bachelor’s degree as well as any for course work completed after that degree.
Upon successful completion of this 34 credit hour program, a Master of Education in Reading, Literacy, and Learning will be earned. In addition to completion of this approved graduate level program, the VDOE requires passing scores on the RVE: Reading Specialist Assessment and at least three years of successful classroom teaching experience in which the teaching of literacy is an important responsibility (http://www.doe.virginia.gov/teaching/licensure/index.shtml). Students should not attempt the RVE: Reading Specialist Assessment prior to the completion of READ 660 - Applied Practicum in Early Literacy ; and READ 680 - Developing Literacy Leaders .
Professional Portfolio
All students in the Master of Education in Reading, Literacy and Learning complete the READ 691 - Professional Portfolio , as the culminating experience and exit requirement for the program. Students are scaffolded by their advisor throughout the program regarding professional portfolio requirements. During their final semester of enrollment, students are required to develop and present a professional portfolio which documents their mastery of program standards and highlights their growth throughout the program. Grading is Pass/Not Pass. A grade of incomplete (I) may not be assigned. A student who earns a Not Pass is allowed to retake READ 691 once. Should the student earn a second Not Pass, the student will be dismissed from the graduate program.
General Requirements: Development of a portfolio provides each candidate opportunities for reflection and self-evaluation with the graduate program as well as within his/her professional position that demonstrates proficiency in their chosen field. The Portfolio is electronic and should represent professional achievements for all of the 2017 International Literacy Association Standards for Literacy Professionals. The Portfolio will be evaluated by the program faculty. A final oral competency presentation will be presented to a panel of faculty and program peers on a selected date within the semester of enrollment in the course.
Administrative procedures for culmination of the process:
- portfolio completed under instructor supervision throughout the program;
- student registers for READ 691 - Professional Portfolio ;
- portfolio will be reviewed and evaluated by program faculty members;
- candidate will present a synopsis of the Professional Portfolio to the faculty committee and his/her program peers on a date selected within the semester enrolled in, READ 691 ; and
- instructor will record the collaborated grade of P/NP for the course.
Program Outcomes
Teachers completing our program are prepared to:
- Understand major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
- Design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
- Understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results.
- Understand research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
- Collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
- Demonstrate the ability to be reflective literacy professionals, who apply their knowledge of adult learning to work collaboratively with colleagues; demonstrate their leadership and facilitation skills; advocate on behalf of teachers, students, families, and communities.
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