Master of Education - Reading: Program Goals

 

Goucher Programs in Education Outcomes

  1. GPE001: Knowledge - Theory: Apply knowledge of psychological and educational theory, research, and/or philosophy related to the area of specialization or certification.
  2. GPE002: Knowledge - Assessments: Demonstrate understanding and use of the types of assessments appropriate to the area of specialization or certification.
  3. GPE003: Knowledge - Purpose: Identify the purpose of education in society, and be able to analyze why things happen in the educational community and/or in the political community that surrounds education.
  4. GPE004: Knowledge - Diversity: Demonstrate knowledge of concepts related to diversity, and the interaction between concepts related to diversity and the area of specialization or certification.
  5. GPE005: Skills - Theory: Demonstrate the ability to incorporate theory and research into practice related to the area of specialization.
  6. GPE006: Skills - Data: Demonstrate the ability to gather appropriate data and use data in problem analysis and decision-making related to the area of specialization.
  7. GPE007: Skills - Problem Solving: Use problem solving/critical thinking strategies appropriate to the area of specialization.
  8. GPE008: Skills - Reflection: Use reflective practice within the area of specialization.
  9. GPE009: Skills - Communication: Demonstrate effective communication and presentation skills related to the area of specialization.
  10. GPE010: Skills - Technology: Use a variety of technologies appropriate for working in the area of specialization.
  11. GPE011: Dispositions - Service: Demonstrate service to the community.
  12. GPE012: Dispositions - Diversity: Demonstrate positive dispositions toward diversity and equity.
  13. GPE013: Dispositions - Professionalism: Demonstrate professionalism in one’s demeanor, behavior, conduct, decision-making, and interactions with colleagues.

Master of Education: Reading Program Standards (IRA)

  1. Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.
  2. Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
  3. Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
  4. Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
  5. Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.
  6. Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
  7. Understand types of assessments and their purposes, strengths, and limitations.
  8. Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
  9. Use assessment information to plan and evaluate instruction.
  10. Communicate assessment results and implications to a variety of audiences.
  11. Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
  12. Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
  13. Develop and implement strategies to advocate for equity.
  14. Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.
  15. Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
  16. Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
  17. Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
  18. Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
  19. Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
  20. Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
  21.  Understand and influence local, state, or national policy decisions.

Maryland Technology Standards

  1. MDTECH001: Standard 1, Information Access, Evaluation, Processing and Application: Access, evaluate and process information efficiently and effectively. Apply information accurately and appropriately.
  2. MDTECH002: Standard 2, Communication: Use technology to exchange information and interact electronically effectively and appropriately with others. Use technology effectively and appropriately to communicate information in a variety of formats.
  3. MDTECH003: Standard 3, Legal, Social, and Ethical Issues: Demonstrate an understanding of the legal, social, and ethical issues related to technology.
  4. MDTECH004: Standard 4, Assessment for Administration and Instruction: Use information technologies to analyze problems and develop solutions.
  5. MDTECH005: Standard 5, Integrating Technology into the Curriculum and Instruction: Design, implement and assess learning experiences that incorporate technology in the delivery of a curriculum-related instructional activity. Design, implement and assess learning experiences that incorporate student use of technology to support inquiry, problem solving, communication, and/or collaboration.
  6. MDTECH006: Standard 6, Assistive Technology: Understand human, equity, and development issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.
  7. MDTECH007: Standard 7, Professional Growth: Analyze the use of emerging technologies to improve teaching and learning. Develop habits of mind that support continual learning and professional growth in technology.

Updated: February 2018