1st Summer Semester

• Language Arts & Writing Instruction
• Theories and Foundations of Literacy
• Problems of Literacy in Secondary Schools

Fall Semester

• Literacy Instruction for Individuals & Small Groups
• Literacy in the Content Areas
• Reading Assessment & Diagnosis

Spring Semester

• Foundations of Literacy Coaching
• Instructional Design & Strategies for Inclusive Education
• Clinical Practicum in Childhood or Adolescent Literacy

2nd Summer Semester

• Teaching Linguistically & Culturally Diverse Learners
• Research Methods
• Clinical Practicum in Childhood or Adolescent Literacy 
  

• Online classes are accessible from anywhere in the country for NYS initially certified teachers; candidates have a one semester grace period from entry into the program to complete NYS initial certification requirements.
• Degree completion in 15 months.
• MSED B-12 Literacy certified teachers are in high demand by school superintendents, 使该项目毕业生成为受过扫盲训练的B-12通识教育教师, reading/literacy specialists, reading/literacy coaches,  and remedial reading educators.
• Students receive the benefit of multiple mentoring relationships. They are connected with an adviser, faculty, mentor-teacher, mentor-coach, teaching professionals and gurus in the world of education, and peers in their program experiences.
• 实践经验包括SBURC实习，教师与K-12年级的学生在一个专门的阅读项目中1:1工作，该项目由教师利用他/她的阅读评估知识创建.
• 实习的视频观察为目前在教育环境中工作的学生提供了更大的便利，同时保持了与现场观察一样高的指导水平.

Admission to this degree program is based on:

• Initial Teaching certificate in Elementary or Secondary Education
  • 注意:考生可以在初始认证之前被录取，从课程开始到完成认证有一个学期的宽限期.
• Official transcripts of all prior college work (3.00/4.00 GPA)
• Two references addressing your ability to teach and do graduate level work
• Interview and Quick Writing sample demonstrating your writing abilities.
  

注:州法律要求SBU收集任何学期六个或更多学分的学生的免疫记录.

Exit Criteria

In order to be awarded the degree in Childhood Literacy, the MSED Literacy student must meet the following criteria:

• A cumulative GPA of at least 3.0
• Clinical practicum in literacy (100 hours)
• Literacy/coaching internship (logged hours of field experiences, e-folio)
  

通过完成课程READ 599，为候选人提供项目长期临床经验. Literacy Coaching Internship. This involves a 65-hour, in-school or virtual clinical placement across all semesters.

Candidates can fulfill hours in their own classrooms. If not currently teaching, candidates are matched in their local districts with certified literacy teachers, reading specialists, and/or educational coaches who facilitate their work with school personnel, students, and resources.

Across their clinical experiences, candidates complete projects that meet the literacy and coaching standards set by the International Literacy Association. 这些项目将在项目期间所修课程的背景下进行分配和评分. Details about project requirements are provided by program faculty.

St. Bonaventure's Dean's Scholarship can reduce tuition costs by 20%, making St. Bonaventure an exceptional value among Western New York colleges and universities.

Students pursuing Literacy Teacher Birth-Grade 12 certification may be eligible for the federal TEACH Grant.

For more information, visit our Graduate Tuition and Financial Aid page in Graduate Admissions & Aid.

B-12扫盲计划要求候选人满足匹配领域(幼儿)初始教师认证的所有要求, elementary, and/or secondary) prior to admission.

该学位符合纽约其他专业认证领域的标准.

Upon graduation, 教师有资格参加纽约州教师专业资格考试.

州法规要求寻求纽约州专业教学认证的候选人在开始教育硕士学位课程之前或在一个学期内获得纽约州初始认证. The SBU School of Education upholds this regulation.

教师可以被临时录取，并在第一学期结束时出示初始认证证明. In New York, this includes successful completion of the edTPA.  

Upon completion of the MSED in B-12 Literacy program, graduates will:

• nurture young readers, inspiring them to fall in love with reading;
• have strong foundational knowledge of the theoretical, historical, 以及识字和语言的循证基础以及它们相互联系的方式以及识字专业人员在学校中的作用;
• design curriculum and instruction to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners;
• assess and evaluate reader literacy skills because they will understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement;
• 能够与利益相关者(包括但不限于家长)解释和倡导学习者在适当的识字实践中的需求, peers, and other education professionals;
• 创建包容和肯定的教室和学校，展示并提供机会，理解所有形式的多样性是学生身份的核心;
• integrate digital technologies and engage and motivate all learners with appropriate, safe, 和有效的方法，同时培养积极的氛围，支持丰富的识字学习环境;
• recognize the importance of, participate in, 并促进持续的专业学习，作为职业生涯的领导角色和责任的一部分.