Reading, MEd with Concentration in Language, Literacy and Culture

The MEd in Reading- Language, Literacy and Culture concentration is designed for experienced educators with an initial license to enhance and expand their skills in language, literacy and culture across diverse population as classroom teacher. This MEd concentration program provides experienced educators who already hold an initial license with an opportunity to enhance and expand their knowledge and skills in the area of language, literacy and culture. This program provides educators with a foundation in literacy learning across diverse populations and content areas, the use of assessment to inform instruction, the integration of the language arts, the integration of technology, and the knowledge of how to select and use a variety of genres of children’s books in the K-6 classroom. This Master of Education in reading concentration does not provide a Reading Specialist license.

A Master of Education in Reading- Language, Literacy and Culture Concentration from Bridgewater State University offers:

All courses hybrid or fully online
Diverse faculty with extensive teaching experience and ongoing participation in education research, scholarly publication and professional organizations
Compliance with recommendations of the Professional Standards and Ethics Committee and the Advisory Group to the National Council of Accreditation of Teacher Education (NCATE) and Joint Task Force of the International Reading Association (IRA) Role 7, Reading/Literacy Supervisor and Consultant
Small classes facilitating a more personalized learning experience
Affordable tuition, whether you live in state or out of state
GRE Waiver

Program Director: Dr. Adam Ulenski | aulenski@bridgew.edu

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Admissions Requirements

A minimum undergraduate GPA of 2.8 based on four years of work or a 3.0 undergraduate GPA based on work completed in the junior and senior years
*A composite score of 170 or 99% ranking (clear admit) or a score of 160 or 85% ranking (conditional admit) in the quantitative and verbal parts of the GRE General Test
Possession of a Massachusetts State Department of Elementary and Secondary Education active teacher licensure (Initial or Professional)
1. Possession of a Massachusetts State Department of Elementary and Secondary Education active licensure as a Reading Specialist (Initial or Professional) or
2. A qualifying score on the Massachusetts Tests for Educator Licensure^® (MTEL) Communication and Literacy Skills (01)
A rating of “one” on three letters of recommendation (at least one from teaching supervisor and one who has knowledge of applicant’s aptitude for advanced scholarship)
One year teaching experience in the area of licensure
Foundational knowledge in computer technology (Microsoft Word and Office)
Official transcripts of all undergraduate and graduate course work

*Bridgewater State University, College of Graduate Studies Current Student and Recent Alumni GRE Waiver: Applicants are eligible for the GRE waiver if they are current BSU undergraduate senior or recent BSU alumni (five years of fewer) and have a cumulative GPA of 3.5 or higher. If both of these criteria are met, the GRE requirement will be waived as an admissions requirement for the individual.

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Funding Opportunities

The College of Graduate Studies provides various opportunities for graduate students to receive funding while working towards their degrees. Appointments are competitive and are determined by undergraduate and/or graduate grade point averages, pertinent experience, educational preparation and interviews. For information on assistantships, fellowships and conference funding awards, please visit our Graduate Funding Opportunities page.

The MEd Reading program is eligible for unsubsidized student loans and applicants are encouraged to complete the Free Application for Federal Student Aid. For more specific questions, please visit the Financial Aid Office website or contact them directly at finaid@bridgew.edu.

Curriculum

Required courses (30 credits)

Exit requirement

In addition to the course requirements above, candidates must demonstrate the following competencies:

Successful completion of the Literacy Professional’s Library
An oral presentation or exhibit pertaining to a topic in literacy
A passing score on the written comprehensive examination (Please see Graduate Academic Policies and Procedures for additional information.)
Support for the work of professional literacy organizations

Total minimum credits: 30

Plan of Study-Fall

Plan of Study-Spring

The learning outcomes for graduate students in this program are the following from the International Literacy Association's standards for reading professionals 2017:

STANDARD 1: FOUNDATIONAL KNOWLEDGE - Candidates demonstrate knowledge of 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.

STANDARD 2: CURRICULUM AND INSTRUCTION - Candidates use foundational knowledge to 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.

STANDARD 3: ASSESSMENT AND EVALUATION - Candidates 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; advocate for appropriate literacy practices to relevant stakeholders.

STANDARD 4: DIVERSITY AND EQUITY - Candidates demonstrate knowledge of 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.

STANDARD 5: LEARNERS AND THE LITERACY ENVIRONMENT - Candidates meet the developmental needs of all learners and 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.

STANDARD 6: PROFESSIONAL LEARNING AND LEADERSHIP - Candidates 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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