Reading and Literacy M.Ed. Program

 Graduate programs across the university require some sort of exit option that shows that the student has mastered graduate level work. Exit options may include: ◦ Comprehensive exams (written and/or oral) ◦ Thesis ◦ Independent project ◦ Professional manuscript ◦ Portfolio

 Students who entered the program before Fall 2013 must pass a written comprehensive exam in order to graduate.  Students who entered the program in or after Fall 2013 must successfully complete the following: ◦ Students in Options 1 & 3: Graduate Portfolio ◦ Students in Option 2: Thesis  Students who do not successfully complete the appropriate exit option will not graduate, even if all coursework is finished.

 The purpose of the culminating graduate portfolio is to demonstrate the scholarly and professional knowledge and growth of the student.  Students add to their portfolio in each of the required core reading courses.  In their final semester of coursework, the portfolio will be presented to program faculty for evaluation.

 The portfolio will include the following: ◦ Table of Contents ◦ Introductory Essay ◦ Eight pieces of evidence (one aligned to each core required reading course)  Each piece of evidence will be accompanied by a one page reflection ◦ Summative reflection

 The portfolio will contain eight pieces of evidence that the student believes shows their scholarly and professional growth.  Evidence may include written documentation (i.e., research papers or reports, case studies, etc.), media presentations, videos of teaching/work with students, etc.

 The student will choose what evidence to include in their portfolio.  Each piece of evidence will be accompanied by a one page reflection describing how/when the evidence was created & what the evidence shows about their learning and growth as a student of literacy and as a literacy professional.

 Each piece of evidence will be aligned to a core required reading course.  Students may decide to use a class assignment as evidence; some assignments may need to be revised to fit the purposes of the portfolio.  Students may also choose to create a completely new piece of evidence.

Related Course Knowledge Demonstrated through Portfolio Evidence READ 6308 Theoretical Foundations of Reading and Literacy In depth understanding of and ability to critique major theories related to the reading process and literacy learning READ 6307 Sociocultural Foundations of Literacy In depth understanding of sociocultural theories and how they relate to literacy learning both in and out of school READ 6310 Children’s and Adolescent Literature Understanding of how to select a wide range of appropriate literature for various purposes Ability to design appropriate literacy instruction based on children’s/YA literature READ 6313 Literacy Development and Language Study In depth understanding of how children develop literacy with a particular focus on biliteracy development

Related Course Knowledge Demonstrated through Portfolio Evidence READ 6323 Teaching the Struggling Reader Ability to plan and implement appropriate instruction for a struggling reader based on a variety of assessments READ 6329 Literacy Assessment and Instructional Decision- Making Critical analysis of the strengths and weaknesses of various literacy-related assessments Knowledge of how to choose and conduct appropriate literacy-related assessments READ 6351 Adolescent Literacy In depth understanding of adolescent literacy development and needs, with a focus on academic literacies READ 6345 Transnational and Immigrant Literacies Understanding of the literacy backgrounds, needs and appropriate instructional techniques for English Language Learners and emergent bilinguals

 The completed portfolio will be assessed by two College of Education faculty members in the student’s last semester of coursework.  The faculty members will meet with the student to examine the portfolio, talk with the student, and assess the student’s professional knowledge and growth.

 The assessment will be documented through the use of a rubric.  Both faculty members must evaluate the presented portfolio as ‘meeting expectations’ in order for the student to successfully complete this program requirement.

 Students who do not meet expectations on the graduate portfolio will have the opportunity to revise their portfolio.  The revised portfolio must be presented to the same two faculty members for re-evaluation within one month of the initial presentation.  If the revised portfolio does not receive a passing evaluation on the second attempt, the student will meet with the program coordinator to develop a remediation plan.

 This remediation plan may include independent study, attending review sessions, or retaking certain READ courses.  Once the remediation plan has been successfully completed, the student may revise the portfolio and present it a third, and final, time for review.

 Additional information will be provided to Reading and Literacy M.Ed. students in their first semester of coursework.