Pennsylvania
Reading Graduate Program
East Stroudsburg University of Pennsylvania
Reading Department
200 Prospect St • Stroud Hall Office Suite 112
East Stroudsburg, PA 18301
Phone 570-422-3416
•
Master of Education in Reading (36 credits)
•
Pennsylvania Reading Specialist Certificate (27 credits)
After completing the Reading, M.Ed. program at East
Stroudsburg University, students may pursue the following
careers:
•
Classroom Teacher
•
Reading/Language Arts Teacher
•
Early Childhood Education Specialist
•
Community College Professor
•
Reading Specialist/Coach
•
Consultants/Private Practitioners
•
Resource Specialists
•
District Literacy Coordinators
•
Researchers/Writers
•
Industrial Business/Government Employees
•
Learning Assistance Coordinators
Careers in Reading
Programs Offered
All graduate students who have been admitted as “Admission,
Pre-Candidacy (Full)” are expected to complete a Plan of Study
by they time they have completed 12
credit hours of graduate
coursework. Approval of the Plan of Study constitutes
Admission to Candidacy to the master’s degree and academic
major, and is what establishes the requirements for
graduation. Specifically, the Plan of Study delineates the
coursework,
examinations,
and
research
required
for
graduation.
All requirements identified in the Plan of Study
must be fulfilled for conferral of the degree.
NOTE:
Coursework on the plan of study normally
must be completed in six years. A two-year extension
may be granted. Forms to request an extension are
available at the Office of Graduate Studies website.
1.
Meet with your graduate advisor or degree program graduate
coordinator, as assigned by your academic department, within the
first 6-9 credit hours of your matriculation, to discuss the Plan of
Study for your degree and major program.
2.
Complete the
Plan of Study form
accurately and neatly. It is the
responsibility of the student to assure the accuracy of all
information on the Plan of Study consistent with the requirements
for the degree program as outlined in the Graduate Catalog in
effect the semester of enrollment.
3.
Submit your Plan of Study, with any required or supporting
documents, for faculty and administrative approval and signature,
as designated on the form (see Section IV). The Graduate College
receives the signed copies for final approval by the Graduate Dean.
4.
Once approved by the Graduate Dean, the Graduate College will
mail the approved copy of your Plan of Study to you and the
Graduate Coordinator of your program. File your copy in a secure
place and be sure to adhere to the approved program as you
progress through your degree program. As a reminder, all
requirements identified on your approved Plan of Study must be
completed to earn your
degree. If there are to be changes, a
revised Plan of Study or Plan of Study Change Addendum
must be
completed
and approved by your Graduate Advisor, Graduate
Coordinator, Department chair, and the Graduate Dean.
Chapter 49 Requirements
Beginning in January 2013, in compliance with a directive from
the Pennsylvania Department of Education, all candidates
seeking a Pennsylvania Reading Specialist certification will be
required to complete (or submit official transcripts to document
that they have completed) the “9+3” Chapter 49 requirements.
This means that candidates will need to complete 9 credits that
address specific Special Education competencies and 3 credits
that address English Language Learner competencies. The
Reading Department’s “9+3” courses are:
REED 520 Teaching Reading to Students with Disabilities
SPED 550 Nature and Needs of Exceptional Individuals
SPED 551 Inclusionary Practices
REED 521 Reading and Language Development for Diverse
Learners (Embedded in program)
Navigating Online Courses
The following sections detail how to access the various online
programs used for online instruction at East Stroudsburg
University including Desire2Learn (D2L), ESU e-mail account
access, and Blackboard Collaborate.
Desire2Learn (D2L)
Desire2Learn is East Stroudsburg University's online learning
environment. It is used by faculty to present course material online as well
as to host online learning. Desire2Learn allows for 24/7 student access to
course material.
ESU uses
Blackboard Collaborate
as the online classroom. You have been
assigned one login for all accounts at ESU
,
which includes your ESU email
account and your D2L account.
Please login to Desire2Learn to view your courses at the following web
address.
https://esu.desire2learn.com/
.
You can complete a system check to ensure that your browser is properly
configured to use the system at the following web address.
https://esu.desire2learn.com/d2l/systemCheck
.
If you have any questions or are having difficulties with the course
material, please contact your Instructor.
If you are having difficulties using any of the course tools, please
contact the appropriate technical support group:
Daily:
Monday-Friday 8:00A.M. - 4:30P.M.
ESU Helpdesk at 570-422-3789 or Stroud Hall room 303
After Hours:
Monday-Friday 4:30P.M. - 8:00A.M. and Weekends
Desire2Learn Technical Support at 1-877-325-7778
ESU E-mail Account
Please check your ESU email account prior to the start of your course
for information from your professor. All students who are registered
for courses at ESU have been assigned an email account.
Blackboard Collaborate
Blackboard Collaborate is the live online classroom that ESU uses for
online courses. The live classroom link can be accessed through the
course page on D2L (Discussions>Online Rooms>Join).
Computer Requirements
You will need a microphone and a webcam to participate in your
class session. Your computer will also need a stable, reliable internet
connection.
The following chart details the minimum computer and web
requirements for participating in the online classroom.
Internet Explorer 8 & 9
Internet Explorer 10 Firefox (Latest Stable Release)* Chrome (Stable Channel) Windows® XP Unsupported Unsupported Compatible Compatible Windows Vista® Certified Unsupported Compatible Compatible Windows 7 Certified Unsupported Compatible Compatible Windows 8 Unsupported Provisional Provisional Provisional
Safari 4.0 Safari 5.0 Safari 5.1
Firefox (Latest Stable Release)* Chrome (Stable Channel)* Mac OS 10.5 Certified Certified Unsupported Compatible Compatible Mac OS 10.6 Certified Certified Compatible Compatible Compatible
Mac OS 10.7 Unsupported Unsupported Compatible Compatible
Compatible -Please review
the end note below if using Java 7
with Mac 10.7 or Mac
10.8 and Chrome.
Mac OS 10.8 Unsupported Unsupported Compatible Compatible
Compatible -Please review
the end note below if using Java 7
with Mac 10.7 or Mac
10.8 and Chrome.
Supported Java Versions
Troubleshooting
Should you have any difficulty accessing the online classroom, please
contact Blackboard Collaborate technical support, which is available
24/7.
Technical support can be reached at the following toll free number: 1
(877) 382-2293.
You can also start a live chat with a technical support representative at
the following link:
http://www.presidiumlearning.net/BlackboardCollaborateLivePerson/
.
Operating System Java Versions (JRE)
Windows XP, Vista, 7,8
1.6, 1.7 (Java SE 6 & Java SE 7)
Mac OS X
Apple Java 1.5.0_16 +(J2SE5-32 bit)
Apple Java 1.6.0_07 +(J2SE6-64 bit)
Oracle Java 1.7
See known issues
Tk20
All students enrolled in the Reading M.Ed. program must purchase
Tk20
, which is a comprehensive data management system that allows
students to be active online participants in multiple areas of their
college experience including: course instruction, field experience, and
academic advising. The one-time cost to each student is $103.00.
For frequently asked questions about Tk20 and Tk20 tutorials, please
access the following links.
Frequently Asked Questions
Tk20 Tutorials
Registering for the PRAXIS Exam
Reading Specialist
Certification Process
Graduate students seeking PA certification must complete the
certification requirements of the Reading program and should
have taken and passed the Praxis Subject Assessment for Reading
Specialists. The student will then apply electronically to the
Pennsylvania Department of Education (PDE). The following two
sections are detailed instructions for registering for the PRAXIS
exam and submitting documents for Reading Specialist
certification.
All graduate students seeking a Pennsylvania K-12 Reading Specialist
certificate must register for the reading specialist Praxis exam (Test #5301).
Students must register for the Praxis exam at the following link:
www.ets.org/praxis/register
.
The Pennsylvania Department of Education requires a passing score of 164
to be eligible for certification.
If seeking certification in states other than Pennsylvania, please check the
required passing score for your state.
Pennsylvania Certification Process
To apply for PA certification,
complete the online application process
outlined below. PDE is no longer accepting or processing paper
applications. The process is completely electronic and online. You will be
using an online certification process called TIMS. TIMS is a system for
submitting, processing and approving applications for educators. It is also a
link between an educator's certifications, designations, disciplinary actions,
highly qualified teacher information, and other credential related data.
Below are instructions on how to file for certification online:
Open the PDE website by typing the following URL into your browser:
www.education.state.pa.us
.
•
Click Log In on the top left side of the PDE web page.
•
You will be directed to the Welcome Page for the Commonwealth of
Pennsylvania’s Enterprise Portal where you will need to register a
username and password. Please follow the directions.
•
There is a 24 hour waiting period after registering in order to access
TIMS to complete your electronic application.
You can access TIMS in two ways: The first is to continue from the
Pennsylvania Department of Education home page
(
www.education.state.pa.us
), by selecting the “Teacher” picture in the
middle of the page or the “TIMS” icon in the middle of the page.
The
second way is
to type into the internet address bar: PA-TIMS.com. Should
you experience difficulty in accessing TIMS or with the application process,
contact PDE directly.
•
Click the “Access TIMS” tab- it will open the page, which will tell you if
you are logged into the PDE website or not. If not logged in, go to “Log
In” In the left navigation bar and complete the login process. If you are
logged in, the system will show that you are logged in and to click
“here” to access the system.
commands and is quickly accessed at any point in the system, by clicking
on “Home”.
•
On the menu bar, click “Applications” and complete the online
application. Read the directions very carefully and save where
requested.
•
Be sure to affiliate your online application East Stroudsburg University
when prompted. Failure to do so will prevent processing of your
application.
•
You can
pay online with a credit card
and it will help to h
ave your
information ready to proceed through the application process. Do not
pay any additional fees. If you
choose to pay with a
money order, you
will need to send it
,
along with the Application Coversheet
,
to the
address below.
•
The program is your major at ESU. Remember—you may only apply for
the certification area(s) for the Praxis test(s) you passed!
•
When completed, a page will be returned letting you know that your
application was successfully completed. If additional action is required
on your part, that will appear on this page as well. Click on the hyperlink
where it states “Click here to print the coversheet
,
” save as a PDF file and
print ou
t
your coversheet. This coversheet is the document PDE requires
you send them. Submit all required paper documents directly to:
Bureau of School Leadership and Teacher Quality
Pennsylvania Department of Education
333 Market Street, Third Floor
Harrisburg, PA 17126-0333
If you have any questions, call PDE at 717-787-3356.
There is a
long wait
period
for the certification process to be completed
.
Upon receipt of your materials, PDE will post your application electronically
for the College of Education dean to affirm and recommend.
Certification Process in States Other than Pennsylvania
The required courses for the ESU Reading M.Ed. program align
with the Pennsylvania Department of Education’s
requirements for certification in Reading. These requirements
align with other states’ certification requirements, but it is the
students’ responsibility to verify requirements from their states’
Departments of Education. Students should check the specific
requirements for certification in the state
where they plan to
be certified
. The ESU faculty will work with students to tailor
specific courses and experiences necessary for certification in
their states.
Professional Standards
IRA Standards for Reading Professionals
Standard 1: Foundational Knowledge
Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.
Standard
Evidence
1.1
Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing
development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.
• Interpret major theories of reading and writing processes and development to understand the needs of all readers in diverse contexts.
• Analyze classroom environment quality for fostering individual motivation to read and write (e.g., access to print, choice, challenge, and interests).
• Demonstrate a critical stance toward the scholarship of the profession.
• Read and understand the literature and research about factors that contribute to reading success (e.g., social, cognitive, and physical).
• Inform other educators about major theories of reading and writing processes, components, and development with supporting research evidence, including information about the relationship
between the culture and native language of English learners as a support system in their learning to read and write in English. 1.2
Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
• Interpret and summarize historically shared knowledge (e.g., instructional strategies and theories) that addresses the needs of all readers.
• Inform educators and others about the historically shared knowledge base in reading and writing and its role in reading education.
1.3
Candidates understand the role of professional judgment and practical knowledge for
improving all students’ reading development and achievement.
• Model fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals. • Communicate the importance of fair-mindedness, empathy, and ethical behavior in literacy instruction and professional behavior.
balanced curriculum to support student learning in reading and writing.
Standard
Evidence
2.1
Candidates use foundational knowledge to design or implement an integrated,
comprehensive, and balanced curriculum..
• Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum and
instruction for all pre-K–12 students.
• Develop and implement the curriculum to meet the specific needs of students who struggle with reading.
• Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students.
• Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre-K–12.
2.2
Candidates use appropriate and varied
instructional approaches, including those that develop word recognition, language
comprehension, strategic knowledge, and reading–writing connections.
• Use instructional approaches supported by literature and research for the following areas: concepts of print, phonemic
awareness, phonics, vocabulary,
comprehension, fluency, critical thinking, motivation, and writing.
• Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing. • Support classroom teachers and
education support personnel to implement instructional approaches for all students. • As needed, adapt instructional materials and approaches to meet the language-proficiency needs of English learners and students who struggle to learn to read and write.
2.3
Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
• Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources.
• Support classroom teachers in building and using a quality, accessible classroom library and materials collection that meets the specific needs and abilities of all learners. • Lead collaborative school efforts to
evaluate, select, and use a variety of instructional materials to meet the specific needs and abilities of all learners.
Standard 3: Assessment and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.
Standard
Evidence
3.1
Candidates understand types of assessments and their purposes, strengths, and limitations.
• Demonstrate an understanding of the literature and research related to
assessments and their uses and misuses. • Demonstrate an understanding of established purposes for assessing the performance of all readers, including tools for screening, diagnosis, progress
monitoring, and measuring outcomes. • Recognize the basic technical adequacy of assessments (e.g., reliability, content, and construct validity).
• Explain district and state assessment frameworks, proficiency standards, and student benchmarks.
Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
who struggle with reading and writing. • Collaborate with and provide support to all teachers in the analysis of data, using the assessment results of all students.
• Lead schoolwide or larger scale analyses to select assessment tools that provide a systemic framework for assessing the reading, writing, and language growth of all students. 3.3
Candidates use assessment information to plan and evaluate instruction.
• Use multiple data sources to analyze individual readers’ performance and to plan instruction and intervention. • Analyze and use assessment data to examine the effectiveness of specific intervention practices and students’ responses to instruction.
• Lead teachers in analyzing and using classroom, individual, grade-level, or schoolwide assessment data to make instructional decisions.
• Plan and evaluate professional
development initiatives using assessment data.
3.4
Candidates communicate assessment results and implications to a variety of audiences.
• Analyze and report assessment results to a variety of appropriate audiences for relevant implications, instructional purposes, and accountability.
• Demonstrate the ability to communicate results of assessments to various audiences.
Standard 4: Diversity
Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.
Standard
Evidence
4.1
Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
• Demonstrate an understanding of the ways in which diversity influences the reading and writing development of all students, especially those who struggle with reading and writing.
• Assist teachers in developing reading and writing instruction that is responsive to diversity.
• Assist teachers in understanding the relationship between first- and second-language acquisition and literacy development.
• Engage the school community in conversations about research on diversity and how diversity impacts reading and writing development.
4.2
Candidates use a literacy curriculum and engage in instructional practices that
positively impact students’ knowledge, beliefs, and engagement with the features of
diversity.
• Provide differentiated instruction and instructional materials, including traditional print, digital, and online resources, that capitalize on diversity.
• Support classroom teachers in providing differentiated instruction and developing students as agents of their own literacy learning.
• Support and lead other educators to recognize their own cultures in order to teach in ways that are responsive to students’ diverse backgrounds.
• Collaborate with others to build strong home-to-school and school-to-home literacy connections.
• Provide support and leadership to
educators, parents and guardians, students, and other members of the school
community in valuing the contributions of diverse people and traditions to literacy learning.
4.3
Candidates develop and implement strategies to advocate for equity.
• Provide students with linguistic, academic, and cultural experiences that link their communities with the school.
• Advocate for change in societal practices and institutional structures that are
inherently biased or prejudiced against certain groups.
• Demonstrate how issues of inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum.
• Collaborate with teachers, parents and guardians, and administrators to implement policies and instructional practices that promote equity and draw connections between home and community literacy and school literacy.
Standard 5: Literate Environment
Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
Standard
Evidence
5.1
Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.
• Arrange instructional areas to provide easy access to books and other
instructional materials for a variety of individual, small-group, and whole-class activities and support teachers in doing the same.
• Modify the arrangements to
accommodate students’ changing needs. 5.2
Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
• Create supportive social environments for all students, especially those who struggle with reading and writing. • Model for and support teachers and other professionals in doing the same for all students.
• Create supportive environments where English learners are encouraged and provided with many opportunities to use English.
5.3
Candidates use routines to support reading and writing instruction (e.g., time allocation,
transitions from one activity to another, discussions, and peer feedback).
• Understand the role of routines in creating and maintaining positive learning environments for reading and writing instruction using traditional print, digital, and online resources.
• Create effective routines for all
students, especially those who struggle with reading and writing.
• Support teachers in doing the same for all readers.
Candidates use a variety of classroom
configurations (i.e., whole class, small group, and individual) to differentiate instruction.
to meet the needs of all students, especially those who struggle with reading and writing.
• Support teachers in doing the same for all students.
Standard 6: Professional Learning and Leadership
Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.
Standard
Evidence
6.1
Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
• Use literature and research findings about adult learning, organizational change, professional development, and school culture in working with teachers and other professionals.
• Use knowledge of students and teachers to build effective professional development programs.
• Use the research base to assist in building an effective, schoolwide professional development program. 6.2
Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and
behaviors.
• Articulate the research base related to the connections among teacher
dispositions, student learning, and the involvement of parents, guardians, and the community.
• Promote the value of reading and writing in and out of school by modeling a positive attitude toward reading and writing with students, colleagues, administrators, and parents and guardians.
literacy organizations, symposia, conferences, and workshops.
• Demonstrate effective interpersonal, communication, and leadership skills. • Demonstrate effective use of technology for improving student learning.
6.3
Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated
professional development programs.
• Collaborate in, leading, and evaluating professional development activities for individuals and groups of teachers. Activities may include working
individually with teachers (e.g., modeling, coplanning, coteaching, and observing) or with groups (e.g., teacher workshops, group meetings, and online learning). • Demonstrate the ability to hold effective conversations (e.g., for planning and reflective problem solving) with
individuals and groups of teachers, work collaboratively with teachers and
administrators, and facilitate group meetings.
• Support teachers in their efforts to use technology in literacy assessment and instruction.
6.4
Candidates understand and influence local, state, or national policy decisions.
•Demonstrate an understanding of local, state, and national policies that affect reading and writing instruction.
• Write or assist in writing proposals that enable schools to obtain additional funding to support literacy efforts.
• Promote effective communication and collaboration among stakeholders, including parents and guardians, teachers, administrators, policymakers, and community members.
• Advocate with various groups (e.g., administrators, school boards, and local, state, and federal policymaking bodies) for needed organizational and
instructional changes to promote effective literacy instruction.
