This program provides background with advanced theoretical and research understandings from theory and research as well as implications and applications for literacy programs and teaching. Participants will complete two C.A.S./ Doctoral seminars in literacy. Students completing a minimum of a 30-hour C.A.S. in Language Arts have two options.
Option 1: Individually Designed C.A.S. in Literacy
This program is for classroom teachers looking to improve their theoretical understanding, classroom practices and professional skills.
Students are required to hold a Master’s degree in literacy or a related field. Students and advisors plan an individually designed program that combines advanced coursework in specific areas of literacy with other professional and academic areas such as human development, psychology, language and literature, research, administration and supervision. This C.A.S. does not lead to further certification.
Contact: Rich Kent
Option 2: C.A.S. in Curriculum Coordination and Instructional Supervision in Literacy
This program is for classroom teachers looking to improve their theoretical understanding, classroom practices and professional leadership skills. It prepares students for positions such as literacy consultant, and supervisor or administrator of literacy programs.
Applicants for Maine and C.A.S. in literacy certification must hold a Master’s degree in literacy, hold a valid teacher’s certificate, and have three years of successful teaching experience. Students will complete advanced coursework in literacy education in consultation with advisors. They must select courses to show evidence of a basic level of knowledge in the areas of supervision and evaluation of personnel, organizational theory and planning, educational leadership, educational philosophy and theory, effective instruction, curriculum development, staff development, and teaching the exceptional student in the regular classroom.
Option 3: C.A.S. in Early Literacy
This concentration provides educators working with children from birth to second grade with in-depth knowledge and increased expertise in early literacy research, theory and practice. The 30-credit hour program, designed in consultation with an advisor, requires a core of 12-18 credits in early literacy, 3 credits in research, 3 credits in a practicum, and 6 or more credit hours from special education or literacy. Courses in the concentration are available as electives to students in other graduate programs. Courses are taught both in a cohort format at the Hutchinson Center and as an occasional on-campus offering.
Core courses in early literacy concentration include the following:
|EEL 530 Foundations of Literacy: Birth to Age 8|
|EEL 531 Observing Young Learners to Inform Instruction|
|EEL 542 Writing: Pre-school to Age 8|
|EEL 543 Books for Young Children|
|ERL 534 Language and literacy Acquisition|
|ERL 590 Designing Inclusive Early Literacy Settings|
|ERL 552 Seminar in Teacher as Researcher|
|EDG 657 Practicum in Early Literacy|
|2 Electives from special education or literacy|