Master of Arts in Education

Master of Arts in Education Special Reading K-12 Patricia Leitsch, EdD 2014 Handbook Lindenwood University

Table of Contents Table of Contents Welcome to Lindenwood University School of Education!... 2 Overview of the Program... 4 Admission... 6 Program Planning and Completion... 7 Course Descriptions... 10 Student Learning Outcomes and Assessments... 13 Field Experience/Internship/Practicum... 22 Associations and Organizations... 24 Frequently Asked Questions... 25 Appendix... 29 1

Welcome Welcome Welcome to Lindenwood University School of Education! Welcome! Lindenwood University is a thriving institution with a variety of undergraduate and graduate programs with locations across Missouri and Illinois, in addition to online offerings. The School of Education is one of the largest schools at this institution and in the state of Missouri. However, here at Lindenwood, we pride ourselves on our student-centered approach, advising by actual faculty members and our open door policy so you never feel like a number. The faculty not only has the appropriate academic credentials, but also extensive experience in a wide variety of schools as teachers, counselors, principals, librarians, and leaders at all levels. The faculty is truly vested in providing the best opportunity for all students to succeed. Lindenwood University prides itself in providing a support network for students who need extra assistance in attaining their goals. Lindenwood provides assistance to students through the Student and Academic Support Services (SASS). SASS supports the Lindenwood University student community through academic engagement, problem resolution, service learning opportunities, and provision of resources. We are committed to a studentcentered environment reinforcing retention and persistence to graduation by encouraging academic and individual development, along with social responsibility. Do you already have a master s degree but still want an additional certification? That is also an option at Lindenwood University. The Master of Arts in Education programs offer opportunities for teachers and professionals to improve their practice in many different areas of study including: Teaching English to Speakers of Other Languages (TESOL) Library Media Special Reading K-12 Gifted Education Certification Special Education K-12 2

Character Education Autism Spectrum Disorders K-12 Early Interventions in Autism and Sensory Impairments Educational Technology Mathematics Education Specialist 1-6 School Administration 3

Program Overview Program Overview The Master of Arts in Education with an emphasis in Special Reading K- 12 prepares certified teachers with extensive knowledge in the use of strategies and techniques to strengthen the reading capabilities of young children, adolescents, and adults. The need for specialized teacher training in literacy development has evolved as teachers strive to assist individuals in reading proficiency levels in literacy. Program emphasis is placed on the study of varied methods for teaching and remediating reading and writing difficulties, assessing literacy capabilities, and designing individual reading plans to enhance student strengths and address weaknesses in literacy development. Candidates must possess an initial professional teaching certificate and have two years of teaching experience to qualify for special reading certification through the Missouri Department of Elementary and Secondary Education (DESE). However, students may begin their coursework while they are completing the two year teaching requirement. Additionally, there is the option for students to complete only the needed courses for Special Reading Certification without completing the master s degree. Graduate students will complete a minimum of 33 credit hours of coursework, including the four required core courses to earn the Master of Arts in Education. Students will not be required to retake reading courses they may have taken as an undergraduate. Undergraduate courses will count towards reading certification through DESE but cannot count toward completion of the master s degree. Students must complete all of the classes required for special reading certification by DESE in order to receive the Missouri certificate. If 4

Program Overview the students are seeking a master s degree in education at the same time as the reading certification, 33 hours of coursework is required. However, students may apply for their master s degree upon completion of the four core course and the required 33 hours; thus actually having the master s degree before completion of the certificated classes. Students may exceed the 33 hours needed for the master s in order to complete the necessary classes for reading certification. If the classes required by DESE and the core courses do not add up to 33 hours when completing a master s degree, the student must choose other education classes to complete the degree program. 5

Admission Program Admission Admission Standards Lindenwood University consciously seeks a diverse student body and welcomes applicants from all socioeconomic, religious, and ethnic backgrounds. The University also values geographic diversity and welcomes international students. Admission to graduate programs is granted to students who demonstrate academic preparedness and the potential for academic excellence. Applications for admission to Lindenwood University graduate programs will reviewed by the Dean of Admissions and Dr. Patricia Leitsch. Application Procedures Apply by visiting the Office of Evening and Graduate Admissions at the Lindenwood University Welcome Center on the St. Charles campus, any of the extension centers, or online at the following address: https://applylu.lindenwood.edu/login.asp To be considered for admission to the University, an applicant s file must include each of the following documents: Electronic or paper application, along with a non-refundable $30 application fee. Current resume. An official undergraduate transcript as well as official transcript(s) from any graduate school(s) attended if transfer credit is desired. A copy of applicant s valid teaching certificate. Model I Certification Area: Special Reading K- 12 This program provides add-on certification after initial certification has been earned. It is an advanced program for educators who have had experience in either elementary or secondary schools. A student may complete coursework required to be recommended and/or apply for Missouri DESE teacher certification in Special Reading K-12. In Model I, elective courses are selected from courses required for specialized certification. The program is designed to enable the educator to extend his/her knowledge, skills, and understanding of the process of teaching and learning. Model I allows the graduate student, in accord with a faculty advisor, to design a portion of the program according to individual needs and career goals. Students admitted to Model I must hold a valid teaching certificate and be presently involved in an educational setting or have worked within one in the last three years. The program includes the four core courses required of all graduate students in Education. 6

The remaining credit hours will be selected by the student in consultation with the advisor from existing graduate courses to meet state certification standards for application to the selected program. 7

Program Planning Program Planning and Completion Teaching and Leading as an Art and a Science Lindenwood University School of Education MASTER OF ARTS in EDUCATION Unofficial Advising Worksheet MODEL I CERTIFICATION AREA: Special Reading Certificate K-12 Name Date Advised Advisor Signature To complete the Master of Arts in Education Program all students must: 1. Possess a baccalaureate degree from an accredited college or university with a minimum GPA of 3.0 on a 4.0 scale. 2. Complete application procedures for admission to the university, pay required fees and be approved by the Dean. 3. Applicants must hold a valid teaching certificate. 4. Complete 33 semester hours of graduate course work required to earn the specified Master of Arts in Education degree. DESE may require you to take more than hours of coursework just for the certificate pursued. DESE accepts courses taken at the undergrad level for the Reading certificate, however, undergrad courses are not accepted for the MA degree, e.g., EDU 30900 Analysis & Corr. Rdg. Disabilities would be accepted by DESE for the reading certificate but not for the LU MA degree. 5. Maintain a GPA of 3.0 or higher. 6. Select the Master of Arts Project (EDU 60000) OR Curriculum Analysis and Design (EDU 52000) to fulfill final degree requirements. DESE requires 12 hours of reading methods courses. For LU BA Elem. Ed. Graduates, DESE counts EDU 30500, EDU 30900, and EDU 39900 for 8 hours of the required reading methods coursework. The remaining required 4 hours may be fulfilled by EDU 50700 or EDU 58700 and a one hour reading methods workshop. 7. Complete the degree requirements within five calendar years from the first day of the first term in which program commenced. 8. Continue to register for the thesis/master of Art Project each subsequent term until completed. Failure to continue to register will result in termination from the candidacy for the degree. 9. Graduation application submitted by deadline! Degree will be posted on the graduation month that you select. If the month of graduation changes, you must resubmit a graduation application in order for the degree to be posted in the newly selected month. 10. Student Teaching hours cannot apply to this master s degree. Core Courses Hours Semester Transferred* Grade Notes EDU 50500 Analysis of Teaching & Learning EDU 51000 Conceptualization of 3 3 Completed 8

Program Planning Education EDU 57000 Educational Research 3 EDU 52000 Curriculum Analysis and Design or EDU 60000 Master of Arts Project 3 Certification/Emphasis Specialty 1 Hours Semester Transferred* Grade Notes Completed See course work on back. Send transcripts to DESE for an evaluation: Missouri Department of Elementary and Secondary Education Educator Certification PO Box 480 Jefferson City, MO 65102 Phone: 573-751-0051 or 573-751-3847 Fax: 573-522-8314 Office Hours: 8 a.m. - 4:30 p.m. M-F Master of Arts in Education with an area of emphasis in Special Reading K-12 To complete the Master of Arts in Education with emphasis in Special Reading K-12 please note: 1. The following advising sheet is based upon attainment of BA in elementary certification from Lindenwood and will differ if you received your elementary certificate from another university. 2. Applicants must hold a valid teaching certificate. 3. The Department of Elementary and Secondary Education (DESE) must evaluate your transcripts and certifications and notify you regarding the courses that you need for Special Reading K-12 certificate. Request an evaluation for Special Reading K-12 from DESE, Teacher Education and Certification, P.O. Box 480, Jefferson City, MO 65102. 4. The Special Reading K-12 certificate is awarded from DESE, not Lindenwood. This advising sheet should be considered a guideline only. Plan your program by following the list of deficiencies from your DESE file evaluation. Deficiencies may be different depending upon the university you attended. DESE requires that teachers must complete two years of full-time permanent employment as a teacher before they can receive the Special Reading K-12 certificate. 5. Core classes required for every MA student. When you complete 21 hours of electives and the 4 core classes, you are eligible for your MA in Ed degree. DESE may require you to take more than 27 hours of coursework just for the Reading certificate. 6. When DESE deficiency coursework is completed, you are responsible for sending in your complete transcript to DESE for them to award you the certificate. Certification Specialty Hours Semester Offered (usually) EDU 59000OL Adolescent Psychology 3 F/SP Semester Completed Transferred* Grade Notes EDU 52400 Assessment of Intellectual Skills EDU 58700 Rdg & Wr Across the Curriculum EDU 50700 Tch Rdg in the Content Area EDS 53300 Speech & Lang of the Ex Child or 3 F/SU 3 F/SP/SU 3 F/SP/SU 3 SP 1 To be determined in consultation with advisor relation to certification area pursued. See below for information. 9

Program Planning EDU 51600 Lang Acq & Dev of Young F Children EDS 50200 Behavior Management 3 F/SP EDS 53700 Special Ed. Counseling 3 F/SP EDU 50900 Anal & Correction of Rdg Diff EDU 52300 Practicum: Diag of Rdg Diff EDU 52600 Practicum: Rem of Rdg Diff 3 F/SP/SU 3 F/SP 3 F/SP * Transfer and Workshop Credit: No more than 9 semester hours from other accredited institutions approved by the Dean and Registrar. All transfer credits must carry a letter grade of B or higher from official transcript. No Pass/Fail or Credit courses accepted. All transfer credit must be relevant to proposed program and completed within last 7 years. Once admitted, prior permission from Dean and Registrar must be obtained to apply credit from other college or university towards degree. Up to 6 credit hours may be accepted from approved workshops. If from other institution, would be counted towards approved transfer credit limit of 9 hours. 10

Course Descriptions and Offerings Course Descriptions Lindenwood students are not all required to take all of these classes for certification. DESE will accept undergraduate classes toward certification. If students do not need all of these classes, they must be replaced by other education classes to attain the 33 hours needed for the master s degree if the student is seeking this degree. EDU 58890 Adolescent Psychology: This on-line course investigates principles of human learning that specifically address adolescents and reading development. This course is required for those seeking K-12 certification that have previously taken child psychology and is designed for those who already have been teaching and are seeking remedial reading certification. This course does not satisfy DESE requirements for an initial teaching certificate. Participation requires the technological tools and expertise to conduct, analyze, and synthesize on-line research, problem solve case studies and cooperative learning activities in a chat room format, and contribute critical analysis of finding through a threaded discussion format. Course readings are from current on-line journal publications. EDU 52400 Assessment of Intellectual Skills: This course teaches students about the use of non-projective, educationally relevant tests, including theories of measurement, test construction, test administration, and ethical use. Students will attain competence in administration of one of the more commonly used methods of assessment, either Binet or Wechsler. EDU 58700 Reading and Writing Across the Curriculum: This course addresses the processes of making grades 4-8 reading and writing educational activities relevant to adolescents by crossing subject matter lines. Emphasis is placed integrating basic skills in all subject area instruction. EDU 50700 Teaching and Reading in the Content Area: This course is designed to provide teachers of grades 8-12 with techniques for assessing and improving reading/study skills in content areas (e.g. English, Math). Students learn to apply reading concepts, theories, and techniques to content area material by developing model lessons and materials. This course satisfies state requirements for a basic reading course for middle school and secondary certification. EDS 53300 Speech and Language Development for the Exceptional Learner: This course is designed to increase the student s knowledge of the characteristics of human language and how much knowledge facilitates a clearer understanding of the young special education learner. Theoretical schemes of language acquisition, the child s stages in acquisition of morphology and syntax, sound, and semantics are an integral part of the course. 11

Course Descriptions EDU 51600 Language Acquisition and Development of the Young Child: This course involves a study of the nature of language, the normal sequence of language development, and an introduction to the theories of language acquisition. The course includes a concern for understanding the influence of the environment and culture in language development, development of techniques and materials for stimulating language growth, identification of speech and articulation problems and appropriate referral methods, familiarity with instruments and techniques for assessing language development. EDS 50200 Behavior Management: This course is designed to increase student s knowledge and repertoire of ethical effective and efficient behavioral management techniques and programs that can be used with children and youth in general and special education, home, and community settings. Conceptual models have made and continue to make significant contributions to our knowledge and learning and behavior are reviewed and analyzed through an integrative framework. Observation and application of behavior management strategies are part of this course. EDS 53700 Special Education Counseling: This course combines the traditional psychology of counseling in all its variety with special consideration of the problems experienced by exceptional children, their families, and their teachers. EDU 50900 Analysis and Correction of Reading Disabilities: This course is designed to teach the diagnostic/prescriptive process necessary to deal with readers at various levels in the classroom. Students learn to use and analyze a variety of informal and standardized diagnostic reading tests appropriate for individual and group diagnosis. Students also learn to use commercial and teacher-made materials in conjunction with basal readers to provide appropriate instruction. Students are expected to work with a problem reader during the course. This course is to be taken concurrently with EDU 52200 for students working towards early childhood, early childhood special education, and elementary education certification. EDU 52300 Practicum: Diagnosis of Reading Difficulties: This practicum course was designed to be completed in the candidate s home school under the supervision of a reading certified teacher. As per requirements from DESE, practicum hours are to be completed outside of teaching contract hours. This course provides the graduate student who is seeking certification in K-12 Special Reading with clinical experiences in the use of various diagnostic instruments and procedures of identifying types of reading difficulties. The student will be expected to administer, score and interpret basic tests and to write a diagnostic summary utilizing a case study approach of pre- and post-assessment information should be included, along with lesson plans and recommendations for parents, classroom teachers, and the school reading specialist. Offered during the fall and spring semesters to allow for supervision in the candidate s home school by a certified reading teacher in the candidate s school, special arrangements may be made to complete this practicum during the Lindenwood Summer Reading Camp, e.g., those 12

Course Descriptions who teach in a charter, private or parochial schools where there is not a certified special reading teacher to supervise on site. Only one three hour practicum course may be taken in a semester. Prerequisite course: EDU 50900 Analysis and Correction of Reading Disabilities. EDU 52600 Practicum: Remediation of Reading Difficulties: This practicum course was designed to be completed in the candidate s home school under the supervision of a reading certified teacher. As per requirements from DESE, practicum hours are to be completed outside of teaching contract hours. This course allows students to apply appropriate remedial techniques through clinical experiences using commercial and teacher-made materials in teaching students previously diagnosed with reading disabilities. Lesson plans, preliminary remediation reports, progress reports, and a final evaluation of the remediation program are required, with recommendations for correcting literacy skills for secondary students. Offered during fall and spring semesters to allow for supervision in the candidate s home school by a certified reading teacher in the candidate s school, special arrangements may be made to complete this practicum during the Lindenwood Summer Reading Camp, e.g., those who teach in charter, private or parochial schools where there is not a certified special reading teacher to supervise on site. Only one three hour practicum course may be taken in a semester. 13

SLOs Student Learning Outcomes Standards for Reading Specialists Student outcomes and goals have been taken from the standards of the International Reading Association (IRA) and Missouri Standards for the Preparation of Educators (MoSPE). http://www.reading.org/general/currentresearch/standards/professionalstandards2010/professi onalstandards2010_standard1.aspx Standard 1: Foundational Knowledge Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. Foundational knowledge is at the core of preparing individuals for roles in the reading profession and encompasses the major theories, research, and best practices that share a consensus of acceptance in the reading field. Individuals who enter the reading profession should understand the historically shared knowledge of the profession and develop the capacity to act on that knowledge responsibly. Elements of the Foundational Knowledge Standard set expectations in the domains of theoretical and practical knowledge, and in developing dispositions for the active, ethical use of professional knowledge. Expectations are founded on the concept of a profession as both a technical and moral enterprise, that is, competent performance for the betterment of society. Based on several decades of cognitive science research on human learning, knowledge is domain specific and contextualized. Social experience and context play a role in the construction and development of knowledge. Knowledge in the reading field includes archival research-based knowledge and practical knowledge that reflects the wisdom of practice. Members of a professional community develop the capacity to learn from experience and contemplate their own practices in systematic ways. Knowledge represents the currently shared content of the reading field, subject to change over time as new knowledge and understandings are acquired. Standard 2: Curriculum and Instruction Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. 14

SLOs The Curriculum and Instruction Standard recognizes the need to prepare educators who have a deep understanding and knowledge of the elements of a balanced, integrated, and comprehensive literacy curriculum and have developed expertise in enacting that curriculum. The elements focus on the use of effective practices in a well-articulated curriculum, using traditional print, digital, and online resources. Foundational knowledge about literacy is essential in establishing a vision, and developing and enacting an integrated, comprehensive, and balanced curriculum that is responsive to the needs of diverse learners. A conceptual framework for literacy development should inform teaching practices and selection of materials. Evidence-based instructional strategies and practices should be used in developing and implementing instruction and a balanced and motivating reading and writing program. Comprehensive reading programs provide a wide variety of traditional print, digital, and online resources to meet the needs of diverse students. Traditional print, digital, and online reading and writing experiences that incorporate multiple genres, multiple perspectives, and media and communication technologies are necessary to prepare learners for literacy tasks of the 21st century. Standard 3: Assessment and Evaluation Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. The Assessment and Evaluation Standard recognizes the need to prepare teachers for using a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. The elements featured in this standard relate to the systematic monitoring of student performance at individual, classroom, school, and system wide levels. Teacher educators who specialize in literacy play a critical role in preparing teachers for multifaceted assessment responsibilities. The most fundamental goal of assessment and evaluation is to optimize student learning. Effective assessment practices inform instruction. Competent reading professionals appreciate the importance of assessment. Effective reading professionals demonstrate a skilled use of assessment processes and results. 15

SLOs Competent reading professionals are knowledgeable of standardized tests and their uses and limitations in the assessment process. Effective reading professionals are able to analyze data and communicate findings and implications to appropriate 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. The Diversity Standard focuses on the need to prepare teachers to build and engage their students in a curriculum that places value on the diversity that exists in our society, as featured in elements such as race, ethnicity, class, gender, religion, and language. This standard is grounded in a set of principles and understandings that reflect a vision for a democratic and just society and inform the effective preparation of reading professionals. Diversity will be as much a reality in the future as it is in our lives today and has been in the lives of our predecessors. There is a tradition of deficit thinking and discourse in the context of diversity and schooling. As a society, we are not far removed from a time when cultural deprivation was an accepted term. Diversity is a potential source of strength of a society to be encouraged not discouraged. Diversity is the basis for adaptability to change, and change is the only certainty in the future. Creating a curriculum that values diversity requires that teacher educators and teachers step outside their personal experiences within a particular linguistic, ethnic, or cultural group to experience the offerings of other groups. The elements of diversity in a society cannot be isolated within that society and certainly not within an individual. The elements of diversity interact in the form of multiple identities that may move from the background into the foreground as a function of the context and the moment. There is a danger in overgeneralizing (i.e., stereotyping) characteristics to all members of a group. Language-minority students need appropriate and different language and literacy instruction if they are to be successful academically while they learn English. It is the responsibility of teachers and schools not only to prepare learners in ways that value their diversity but also to prepare those learners to engage in active citizenship to redress areas of inequity and privilege. 16

SLOs 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. The Literate Environment Standard focuses on the need for candidates to synthesize their foundational knowledge about content, pedagogy, the effective use of physical space, instructional materials and technology, and the impact of the social environment to create an environment that fosters and supports students traditional print, digital, and online reading and writing achievement. This standard recognizes that candidates must create a literate environment that meets the diverse needs of students and facilitates connections across content areas as well as with the world outside the school. An effective literate environment offers both visible and invisible support (i.e., psychological, social, emotional) to learners as they expand their literacies. The goal of the literate environment is to create a flexible border between the world outside the classroom and school to the world within (i.e., making the curriculum permeable to the social context). Learning should extend beyond the walls of the educational context to explore the potential for acts of literacy that affect the world outside. Learners require a literate environment that affords them the opportunity to engage in meaningful ways by providing time, accessibility, tools, choice, and support. Student learning is positively impacted by positive teacher dispositions, such as high expectations, a carefully crafted physical environment, and a safe, low-risk social environment. To meet the needs of learners, a co-constructed literate environment must continually change as interests and focal points for learning shift over time. 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. The Professional Learning and Leadership Standard is based on a commitment by all reading professionals to lifelong learning. Professionals learn in many different ways, for example, individual learning through activities such as reading, pursuing advanced degrees, and attending professional meetings. The elements featured in this standard include an emphasis on positive dispositions, individual and collaborative learning, the ability to design and evaluate professional learning experiences, the importance of advocacy, and a need for knowledge about adult learning 17

SLOs and school leadership. Also, learning is often collaborative and occurs in the workplace through grade-level meetings, academic team meetings, workshops, study groups, and so forth. Effective professional learning is evidence based in ways that reflect both competent and critical use of relevant research and is thoughtfully planned, ongoing, differentiated, and embedded in the work of all faculty members. Effective professional learning is inclusive and collaborative across parents or guardians, the community, and all school staff, including education support personnel, classroom teachers, specialized personnel, supervisors, and administrators. Effective professional learning is focused on content determined by careful consideration and assessment of the needs of students, teachers, parents or guardians, and the larger community of stakeholders. Effective professional learning is supportive of the need for instruction that is responsive to the range of diversity. Effective professional learning is grounded in research related to adult learning and organizational change as well as research on reading acquisition, development, assessment, and instruction. Effective professional learning in schools requires collaboration, is job embedded, builds trust, and empowers teachers, and those who lead such efforts must have effective interpersonal, leadership, and communication skills. MoSPE/SLO Standards for Teachers Standard #1 Content Knowledge and Perspectives Aligned with Appropriate Instruction The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students. [SB 291 Section 161.380.2 (3) The teacher is prepared and knowledgeable of the content and effectively maintains students on-task behavior.] Quality Indicator 1: Content knowledge and academic language Quality Indicator 2: Engaging students in subject matter Quality Indicator 3: Disciplinary research and inquiry methodologies Quality Indicator 4: Interdisciplinary instruction Quality Indicator 5: Diverse social and cultural perspectives Standard #2 Understanding and Encouraging Student Learning, Growth and Development 18

SLOs The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.] Quality Indicator 1: Cognitive, social, emotional and physical development Quality Indicator 2: Student goals Quality Indicator 3: Theory of learning Quality Indicator 4: Meeting the needs of every student Quality Indicator 5: Prior experiences, learning styles, multiple intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of community Standard #3 Implementing the Curriculum The teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon standards and student needs. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process; (2) Various forms of assessment are used to monitor and manage student learning; (3) The teacher is prepared and knowledgeable of the content and effectively maintains students on-task behavior; (5) The teacher keeps current on instructional knowledge and seeks and explores teaching behaviors that will improve student performance.] Quality Indicator 1: Implementation of curriculum standards Quality Indicator 2: Develop lessons for diverse learners Quality Indicator 3: Analyze instructional goals and differentiated instructional strategies Standard #4 Teaching for Critical Thinking The teacher uses a variety of instructional strategies to encourage students critical thinking, problem solving, and performance skills including instructional resources. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process.] Quality Indicator 1: Instructional strategies leading to student engagement in problemsolving and critical thinking. Quality Indicator 2: Appropriate use of instructional resources to enhance student learning Quality Indicator 3: Cooperative learning Standard #5 Creating a Positive Classroom Learning Environment The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. [SB 291 Section 161.380.2 (3) The teacher is 19

SLOs prepared and knowledgeable of the content and effectively maintains students on-task behavior; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.] Quality Indicator 1: Classroom management, motivation, and engagement Quality Indicator 2: Managing time, space, transitions, and activities Quality Indicator 3: Classroom, school and community culture Standard #6 Utilizing Effective Communication The teacher models effective verbal, nonverbal, and media communication techniques with students and parents to foster active inquiry, collaboration, and supportive interaction in the classroom. [SB 291 Section 161.380.2 (4) The teacher uses professional communication and interaction with the school community; (6) The teacher acts as a responsible professional in the overall mission of the school.] Quality Indicator 1: Verbal and nonverbal communication Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences Quality Indicator 3: Learner expression in speaking, writing and other media Quality Indicator 4: Technology and media communication tools Standard #7 Use of Student Assessment Data to Analyze and Modify Instruction The teacher understands and uses formative and summative assessment strategies to assess the learner s progress, uses assessment data to plan ongoing instruction, monitors the performance of each student, and devises instruction to enable students to grow and develop. [SB 291 Section 161.380.2 (2) Various forms of assessment are used to monitor and manage student learning; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.] Quality Indicator 1: Effective use of assessments Quality Indicator 2: Assessment data to improve learning Quality Indicator 3: Student-led assessment strategies Quality Indicator 4: Effect of instruction on individual/class learning Quality Indicator 5: Communication of student progress and maintaining records Quality Indicator 6: Collaborative data analysis process Standard #8 Professional Practice The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. [SB 291 Section 161.380.2 (2) Various forms of assessment are used to monitor and manage student learning; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance; (6) The teacher acts as a responsible professional in the overall mission of the school.] Quality Indicator 1: Self-assessment and improvement 20

SLOs Quality Indicator 2: Professional learning Quality Indicator 3: Professional rights, responsibilities and ethical practices Standard #9 Professional Collaboration The teacher has effective working relationships with students, parents, school colleagues, and community members. [SB 291 Section 161.380.2 (4) The teacher uses professional communication and interaction with the school community; (6) The teacher acts as a responsible professional in the overall mission of the school.] Quality Indicator 1: Roles, responsibilities, and collegial activities Quality Indicator 2: Collaborating with historical, cultural, political and social context to meet the needs of students Quality Indicator 3: Cooperative partnerships in support of student learning Standard #10 Reflection on Research and Theory Education teachers have the knowledge and ability to ensure the success of all learners by promoting reflective application of research and theory among all members of the school community. Preparation to Apply for Admission to the Master of Arts in Education Program with Emphasis in Special Reading K-12 Or Preparation for Certification in Special Reading K-12 The prospective student should go to the DESE website and click on Educator Quality Click on Certification Click twice on the picture of the teacher Go to already certified and then the second check mark, click on it Read the directions under the second checkmark Follow the directions below: Applying for a new type(s) or additional area(s) of certification 1. Access your Profile page by logging in with your username and password 2. Locate the appropriate application (Upgrade, Additional, Administrator, etc.) under "New Applications" in the menu on the left side of your Profile page. 21

SLOs 3. Click on the application name link to open the application 4. Complete the application* 5. Click "Submit to DESE" 6. Mail supporting documents as indicated on application checklist**, if applicable *Complete the application, answering the Professional Conduct questions on the application truthfully and reviewing the Sworn Statement before electronically signing by selecting "I Accept." This agreement provides DESE with permission to verify your professional conduct statements. **Your internet browser must allow "pop-ups" in order to view the application checklist. 22

Field Experience Field Experience/Internship/Practicum Generally speaking students seeking special reading certification K-12 will be required to have six hours of practicum experience including both a primary and an intermediate experience. Lindenwood University has separated the two practicum experiences so that students in EDU52300 work with a primary level student and students in EDU52600 work with an intermediate level student. There are three different opportunities for students to complete their practicum hours at Lindenwood University: 1. the school district model, 2. the after school model, and the 3. Camp Read-A-Lot Model. Advisors can further explain the advantages and of each practicum experience. EDU 52300 Practicum: Diagnosis of Reading Difficulties: This practicum course was designed to be completed in the candidate s home school under the supervision of a reading certified teacher. As per requirements from DESE, practicum hours are to be completed outside of teaching contract hours. This course provides the graduate student who is seeking certification in K-12 Special Reading with clinical experiences in the use of various diagnostic instruments and procedures of identifying types of reading difficulties. The student will be expected to administer, score and interpret basic tests and to write a diagnostic summary utilizing a case study approach of pre- and post-assessment information should be included, along with lesson plans and recommendations for parents, classroom teachers, and the school reading specialist. Offered during the fall and spring semesters to allow for supervision in the candidate s home school by a certified reading teacher in the candidate s school, special arrangements may be made to complete this practicum during the Lindenwood Summer Reading Camp, e.g., those who teach in a charter, private or parochial schools where there is not a certified special reading teacher to supervise on site. Only one three-hour practicum course may be taken in a semester. Prerequisite course: EDU 50900 Analysis and Correction of Reading Disabilities. EDU 52600 Practicum: Remediation of Reading Difficulties: This practicum course was designed to be completed in the candidate s home school under the supervision of a reading certified teacher. As per requirements from DESE, practicum hours are to be completed outside of teaching contract hours. This course allows students to apply appropriate remedial techniques through clinical experiences using commercial and teacher-made materials in teaching students 23

Field Experience previously diagnosed with reading disabilities. Lesson plans, preliminary remediation reports, progress reports, and a final evaluation of the remediation program are required, with recommendations for correcting literacy skills for secondary students. Offered during fall and spring semesters to allow for supervision in the candidate s home school by a certified reading teacher in the candidate s school, special arrangements may be made to complete this practicum during the Lindenwood Summer Reading Camp, e.g., those who teach in charter, private or parochial schools where there is not a certified special reading teacher to supervise on site. Only one three-hour practicum course may be taken in a semester. 24

Associations and Organizations As a reading specialist it would be to your advantage to have access to the articles and publications distributed through some of the organizations that have developed the standards used to define special reading teachers. The following organizations would be of benefit: http://www.reading.org/ http://www.ncte.org/ 25

FAQs Frequently Asked Questions 1. Where do I find the application of admission to the master s degree program? http://www.lindenwood.edu/admissions/graduate/index.html 2. How do I get an advisor? After you have completed the application process, please contact the education office at (636) 949-4844 or the Assistant Dean at (636) 949-4435 to be assigned to an advisor. 3. Where will I park and do I need a parking sticker? There are several parking lots on campus along with on street parking. It is wise to get a parking sticker. The cost is minimal. See the web address below for more information. http://www.lindenwood.edu/current/graduate/idparking.html 4. How much will tuition cost? Current educators receive an educator grant deduction of $60.00 per credit hour. Just make sure that the admissions advisor designates you as an educator. The cost of tuition varies by year so it is best to check with the business office or on the Lindenwood website for the latest tuition fees. 5. Who will evaluate my transcript? DESE will evaluate your transcript and indicate which classes you will need to be certified. You will need to apply to add the certification by completing the DESE form located on the DESE website. Additionally you will need to request a transcript from Lindenwood University. You should furnish Academic Services with a copy of your form so that they can send it directly to DESE. 6. How is the job market and do districts only hire from within? Districts look for the most qualified candidates to hire. No one can predict that there will always be job openings but you can rest assured that literacy will always be at the forefront of the educational system. 26

FAQs 7. Can I get a provisional certificate? DESE will indicate on your evaluation whether or not you are eligible for a provisional certificate. 8. How long will it take for me to complete the program? A student can usually complete the degree program in two years. This will vary with the number of classes taken per semester. Those students seeking certification only will complete the certification classes much faster depending on how many classes they need according to the DESE evaluation. 9. What do I have access to as a student? As a student at Lindenwood University you have access to many amenities such as a Fitness center, Butler Library with printing capabilities, computer labs on Lindenwood University s campus and at the remote locations, a writing center, online tutoring services that are available 24 hours a day, a Lionmail email account, career development, the Student Counseling and Resource Center, and more. Students who are campus residents have access to the Student Health Center in the Spellmann Center. Fitness Center is open to students only. You must present your I.D. upon arrival. The hours of operation are: Monday Friday 6 a.m. 1 a.m. And Saturday and Sunday 10 a.m. 1 a.m. Writing Center is located in the lower level of the library. You can receive help with the writing process of your research assignments. For more information: (636) 949-4870. Butler Library allows you to have access to Mobius, Worldcat, E books, audiobooks, writing center, wireless services, and laptops. For library hours, staff, reference services and other information go to https://www.lindenwood.edu Career Development assists undergraduate and graduate with searching and applying for jobs and interviewing. The career center has plenty of written handouts that will assist students with preparation for an interview and career searches. For more information please contact Dana Wehrli, Director of Career Development, at (636) 949-4806 or Brandi Goforth, Assistant Director of Career Development, at (636) 949-4307. 27

FAQs 10. What kind of housing is available to undergrad and grad students? There are graduate housing opportunities located minutes from the campus. Lindenwood University owns an apartment community and several homes in a nearby neighborhood. For further inquiries please call: Michelle Giessman at (636) 949-4848, located on the third floor of Spellman Center. 11. What are the main buildings on campus, where are they, and what schools are housed or what subjects do they house, typically? On the heritage campus: Roemer - located inside Roemer are the following offices: accounting business office student refunds payroll/human resources accounts payable LCIE/GRAD business offices the executive offices In the lower level of Roemer are Financial Aid and Academic Services Academic Services has the following services: Academic Appeal Letter Requirements AP Exam Credits - LU Transfer Equivalencies Application for Degree 28

FAQs Degree Verification National Student Clearinghouse 13454 Sunrise Valley Drive, Suite 300 Herndon, VA 20171 degreeverify@studentclearinghouse.org Phone: (703) 742-4200 Fax: (703) 742-4239 Diploma Reprint Request Enrollment Verifications and Loan Deferments Petition for Policy Exemption Request for VA Certification Transcript Requests Transfer student evaluations Academic Services can be reached at: (636) 949-4954 12. How do students apply to be a graduate assistant? Any student interested in becoming a graduate assistant should contact Samantha Shadrach (636) 627-2562. 29

Appendix Appendix Appendix Table 1. Special Reading, K- 12, Certification Matrix I. General Requirements A. Valid Missouri teaching certificate B. Two-Years of teaching experience II. Professional Requirements A. Child Psychology (may be met with a 3 semester hour combined course in Child and Adolescent Psychology) B. Adolescent Psychology (may be met with a 3 semester hour combined course in Child and Adolescent Psychology) C. Psychology and/or Education of the Exceptional Child (3 semester hours) D. Evaluation of Abilities and Achievement (3 semester hours) E. Special Reading Content Knowledge for Teaching minimum of 18 semester hours which must include: 1. Reading (minimum of 12 semester hours with at least two courses at the graduate level, one of which must be Analysis and Correction of Reading Disabilities) 2. Language Acquisition and Development or Language Development of the Exceptional Child College Course Number and Title Sem. Hrs. PSY 20800 Child Psychology 3 EDU 58890 Adolescent Psychology or EDU 58800 Middle School Psychology EDU 54100 Education of the Exceptional Child EDU 52400 Assessment of Intellectual Skills EDU 50300 Elementary Reading Methods EDU 50700 Reading in the Content Area EDU 58700 Reading and Writing Across the Curriculum EDU 50900 Analysis and Correction of Reading Disabilities EDU 51600 Language Acquisition and Development in Young Children or EDS 53300 Speech and Language Development for the Exceptional Child 3. Behavior Intervention Strategies EDS 50200 Behavior Management 3 4. Counseling Techniques EDS 53700 Special Education 3 Counseling F. Culminating Clinical Experience with Students Experiencing Reading Difficulties (6 semester hours to include both elementary and secondary settings) EDU 52300 Diagnosis of Reading Difficulties EDU 52600 Practicum: Remediation of Reading Difficulties 3 3 3 3 3 3 3 3 3 3 3 3 30