The M.Ed. degree program in Literacy with Reading Specialist certification provides classroom teachers with the tools to better manage resources in the classroom for students with literacy needs. The program offers both a theoretical and applied approach to working with students' literacy problems in the classroom. Candidates learn to assess reading difficulties, implement appropriate literacy instructions, and use data-driven instruction to plan school-wide literacy programs.
Students enrolled in the reading specialist program take 27 credits to meet the competencies for K-12 reading specialist certification in Pennsylvania. Unlike other programs, students take a course in structured literacy and an optional structured literacy practicum. Students interested in earning a master's in literacy are then required to take nine additional credits to complete the program (36 credits required for master's degree with an additional one credit option).
The structured literacy course and practicum is fully funded by the Joan and Bob Peirce Center for Structured Literacy Grant. Students enrolled in the reading specialist program and local teachers take the course each year. Once students complete this course, they are then given the option to add a practicum so candidates can apply the skill set learned in the classroom. Both the course and optional practicum are aligned with the International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading.
Scholarships up to 50% off of tuition as well as graduate assistantships are now available. The Reading Specialist program is a one-year certification program that meets the needs of working adults. Classes are offered in the evenings in eight-week sessions with an on-campus practicum. Students can pursue a Master’s in Literacy with an additional nine credits.
The initial teacher preparation and advanced educator programs in the School of Education and Social Sciences have been accredited by the Council for the Accreditation of Educator Preparation (CAEP).
Carianne Bernadowski, Ph.D.
Professor of Education
Vicki J. Donne, D.Ed.
Department Head, Education
- Additional Program Details
Consisting of education alumni, teachers, and school administrators, the Education Advisory Board provides advice and input on the curriculum and program requirements to help keep RMU at the cutting edge of teacher education.
An enrolled student is admitted to a teacher preparation program but has not completed the program during the academic year. Demographic information on enrolled students is here:
All student teachers complete a Teacher Work Sample (TWS) assignment, which demonstrates professional competencies, skills, and knowledge acquired during the teacher education program. The Aggregate Teacher Work Sample Ratings are here:
An individual who completed the program during the academic year is a program completer and not an enrolled student. Information on program completers are here:
Students must demonstrate professional competency knowledge by passing the Praxis or PECT exam in the content/discipline area. To see information on the Praxis II and PECT results for program completers from 2012-2017, click here.
Each student teacher is formally observed at least three times to assess their preparedness for the classroom. Written evaluations by the University Supervisor are scored using the PDE 430 Statewide Evaluation Form for Student Professional Knowledge. Program completers' PDE 430 ratings are here:
These are some of the classes for students in this academic program:
School of Education and Social Sciences
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