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The Master of Education in Reading/ESOL Literacy prepares teachers for certification as both a Reading Specialist and ESL teacher in grades K-12. Please see individual degree program descriptions for the most thorough description of each component of this dual degree.
The program competencies are the IRA Standards, summarized below, and can be accessed in their entirety through the IRA's website: www.ira.org/resources/community/ncate_standards.html. The TESOL standards are located at:www.ncate.org/ProgramStandards/TESOL/TesolStd.pdf
The assessment of outcomes consists of multiple measures as described in the individual program descriptions. ALL individual program requirements must be met.
The Master of Education in Reading/ESOL Literacy program was designed to meet five sets of professional standards: Delaware Professional Teaching Standards (DPTS), National Association of State Directors of Teacher Education and Certification (NASDTEC), National Council for Accreditation of Teacher Education (NCATE), International Reading Association (IRA), and Teachers of English Speakers of Other Languages (TESOL). Students who complete the program are eligible for a State of Delaware Reading Specialist and ESL certification. Candidates are required to register for MED 6102, E-Folio as the initial course in the program as this course will allow them to document various course requirements needed to satisfy program competencies.
This program is designed to serve students with several career opportunities:
A current valid United States teaching certificate is required for admission to this program. Completion of the degree includes successful completion of core courses, clinical courses, and a research course. Fifteen (15) semester credits of core courses in language, literacy, content area reading, literature and non-fiction materials for children and adolescents, and measurement, accountability and student learning, and second language acquisition, pedagogy and structure of language are required. The required clinical sequence includes twenty (23) semester credits with a minimum of 440 clock hours of practice. All of the core courses require some collaboration and practice in schools. The research seminar is three (3) semester hours and includes analyses of research and conducting research. All courses require interaction with children and/or teachers and paraprofessionals at multiple grade levels.
The clinical component requires candidates to arrange for time to be spent in elementary and secondary schools so that they can become familiar with classrooms and the learning environment K-12. In addition, time must be arranged to work with other teachers at the elementary and secondary levels, specialists, parents, and community organizations. Case studies of individuals and groups, analyses of classrooms of students, instructional planning and delivery for individuals, groups, and classrooms are all requirements. Participation in the reading clinic is required as part of the diagnosis and assessment course. A grade of B is required in MRD 7903. Experience serving as a resource person to other professionals in middle and secondary schools is required. A final component requires candidates to attend school board meetings, community activities and be affiliated with either a local, state or national professional reading organization.
A research project is required. This research project may be qualitative or quantitative and designed for a classroom, school, or a district level. Research is also conducted with the children participating in the reading clinics, and this venue may be required during summer semesters.
Verification forms are collected throughout the program for various learning experiences.
This information applies to students who enter this degree program during the 2012-2013 Academic Year. If you entered this degree program before the Fall 2012 semester, please refer to the academic catalog for the year you began your degree program.