Educational Policy & Leadership Programs
NOTE: In an effort to bring our reading/literacy programs into closer compliance with the Wisconsin Department of Public Instruction standards and provide a more flexible, higher quality experience for our students, we will be taking the next year to reevaluate our current programs.
As a result, Marquette will NOT be recruiting a cohort of students for the Reading Teacher, Reading Specialist, or Master of Arts in Literacy programs during the 2012-2013 academic year. Please keep in touch for news about when we plan to offer future cohorts. If you would like to be on our mailing list for information about future cohorts, please email lori.fredrich@marquette.edu
Master of Arts in Literacy
- Program description
- Core courses
- Literacy sequence
- Program rationale and beliefs
- Program goals
- Admissions/application
Students who have already obtained a master's degree have the option to complete a certificate-only program for the reading teacher or reading specialist license. Contact Lori Fredrich for information about applying to the licensure-only track.
Program description
Marquette's master of arts program in literacy is designed to help teachers strengthen their teaching skills while earning licensure as a reading teacher (DPI license 316).
Core courses (24-27 credits)
- EDPL 6000: Introduction to Educational Inquiry
- EDPL 6400: Intermediate Inquiry Methods
- EDPL 6410: Practitioner Research Practicum
- EDPL 6460: Literacy and Children's Literature for the Primary Grades
- EDPL 6470: Literacy and Children's Literature for the Intermediate Grades
- EDPL 6480: Literature for Children and Adolescents (unless equivalent course has been taken previously)
- EDUC 6020: Reading in the Content Areas
- EDPL 6560: Literacy Assessment and Instruction
- EDPL 6970: Practicum: Literacy Assessment and Instruction
Elective Courses (9 credits required)
Students seeking the master of arts in literacy degree will also complete 9 credits from the following electives.
- EDPL 6580*: Psychology of Reading
- EDPL 6860*: Supervision of Instruction
- EDPL 6570*: Literacy Leadership of Reading Programs
- EDPL 6975*: Practicum in the Supervision and Administration of K-12 Reading Programs
- EDPL 6420: Teacher as Leader
- EDPL 6450: Theories of Learning Applied to Instruction
- EDPL 6490: Writing for Children and Adolescents
- EDUC 5230: Learning and Linguistic Diversity
- EDPL 6931: Topics in Educational Policy and Leadership
Additional requirements to apply for the reading teacher licensure through the state of Wisconsin:
- Two years of classroom teaching experience
- Wisconsin Teaching License
- 18 hours of course work with 12 of these coming post-bachelor's degree
- portfolio
Portfolio requirement for literacy
All persons seeking a license to teach, administer or counsel students in early childhood through 12th grade in Wisconsin must have a portfolio to demonstrate their competencies. Because the College of Education's reading teacher and reading licensure program is based on the International Reading Association's 2003 standards, all teachers will organize their portfolios around the five IRA standards.
In each required course, students will be asked to complete assignments, some of which are called critical tasks. Satisfactory completion of these critical tasks will demonstrate that the teacher has met that particular IRA standard. Each critical task, and the scored rubric, must be included in the students' portfolio. Inclusion of all 18 critical tasks required for the Reading Teacher License, with their scored rubrics, and 26 tasks for the Reading Specialist License, with their scored rubrics are required. All portfolios will be handed in at the time the student applies for licensure.
Students who have already obtained a master's degree can complete licensure courses on their own to fulfill the requirements for the reading teacher license. Contact Lori Fredrich for information about applying to the licensure-only track.
Program rationale and beliefs
The College of Education's core curriculum is based on the conceptual framework for undergraduate and graduate programs; current research on teaching, professional development and school change; and our understanding of what it means to be an effective master teach and instructional leader.
We believe that master teachers:
- Have a deep understanding of the subjects they teach and specialized knowledge of how to teach those subjects to students (Wis. Stand. 1, 4; NBPTS 2)
- Have a deep understanding of how students develop and learn and are committed to the learning and development of all of their students (Wis. Stand. 2, 3; NBPTS1)
- Hold high expectations for all students and see themselves as responsible for managing and monitoring student learning (Wis. Stand. 9; NBPTS 4)
- Are reflective practitioners who think systematically about their practice and seek out opportunities to grow professionally (Wis. Stand 9; NBPTS 4)
- Use multiple research tools to analyze, evaluate, and change own teaching practice (Wis. Stand 9; NBPTS 4)
- Are members and leaders of learning communities who foster relationships with colleagues, parents and community agencies to advocate for/support students' learning and well-being (Wis. Stand. 10; NBPTS 5)
- Demonstrate effective oral, written and media communication in their professional role(s) (Wis. Stand. 6)
- Act as change agents committed to care for the person, equity and social justice in their classrooms and schools
- Critically formulate and analyze educational problems from multiple perspectives, including educational research and literature
- Apply theoretical, philosophical, political, moral and historical frameworks to practice
Program goals
Program goals reflect the key abilities that are the focus for all of the College of Education graduate programs. Indicators used in the assessment of these program goals throughout this program are drawn from the Wisconsin Standards in Professional Teaching and Licensure and the National Board of Professional Teaching Standards.
By the end of this program, teachers will demonstrate the ability to:
- Critically read and apply theoretical and research perspectives in their analysis of educational issues.
- Use philosophical, socio-cultural, political, psychological, moral, and historical frameworks to design curriculum, instruction, and assessments that support student learning in diverse educational settings.
- Advocate for and implement programs and interventions at the school or organizational level that support the learning and well-being of a diverse student population.
- Use a variety of research tools to analyze, evaluate and reflect on own practice in a sophisticated way.
- Communicate and collaborate effectively (orally, in writing, and through media) with students, parents, colleagues, and community members in ways that support student learning and well-being.
Admissions
NOTE: In an effort to bring our reading/literacy programs into closer compliance with the Wisconsin Department of Public Instruction standards and provide a more flexible, higher quality experience for our students, we will be taking the next year to reevaluate our current programs.
As a result, Marquette will NOT be recruiting a cohort of students for the Reading Teacher, Reading Specialist, or Master of Arts in Literacy programs during the 2012-2013 academic year. Please keep in touch for news about when we plan to offer future cohorts.
All applications for admission to the master's programs in educational policy and leadership must originate with the Graduate School. New students can enter the program any semester of any year or during the summer term. All applicants must have at least a baccalaureate degree from an accredited college or university and some teaching experience.
Individuals interested in applying to the program should apply online at the Graduate School Web site.
Apply as a master's degree student with a specialization in LITR (literacy). Students applying for the reading teacher (316) license ONLY should apply for CERT-RETE. Be sure to inform the individuals you choose for recommendations that filling out the online assessment is not enough. They must upload their letter online.
Materials to be submitted for application:
- Graduate School application form and application fee
- Official transcripts from all undergraduate and graduate institutions except Marquette
- Test scores on the Graduate Record Examination general test (required for master's degree applicants)
- Three letters of recommendation from individuals who can address the applicant's academic and professional potential
- A statement of purpose
- Interview (optional but recommended)
Applicants are strongly encouraged to submit a complete self-assembled application packet of all application materials, other than test scores (GRE, GMAT, TOEFL, etc.). For more information, visit the Graduate School forms page.
Cohorts for literacy programs begin in the summer term. The application for summer admission is APRIL 15.
Students who have already earned a reading teacher license and who are interested in joining a cohort for the reading specialist licensure should contact Lori Fredrich. Most reading specialist cohorts begin during the spring term, with a deadline of November 15.
Applicants should make sure their files are complete by the application deadline. Applicant files are reviewed comprehensively, emphasizing all aspects of applicants' backgrounds. Academic transcripts, test scores, letters of recommendation, statements of purpose and professional background receive particular attention in the review process. If necessary, the department faculty may request an interview before making a final decision.
For more information on this or any one of our graduate-level programs, please contact Lori Fredrich at lori.fredrich@marquette.edu or (414) 288-0659.
