1st Summer Semester

• Language Arts & Writing Instruction
• Theories and Foundations of Literacy
• 中学扫盲问题

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
• 儿童或青少年读写能力临床实习

2nd Summer Semester

• Teaching Linguistically & Culturally Diverse Learners
• Research Methods
• 儿童或青少年读写能力临床实习 
  

• 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扫盲认证教师受到学校主管的高度需求, making program graduates highly marketable as literacy-trained general education B-12 teachers, reading/literacy specialists, reading/literacy coaches,  and remedial reading educators.
• 学生可以从多个师徒关系中获益. They are connected with an advisor, faculty, mentor-teacher, mentor-coach, 教育领域的教学专家和大师, and peers in their program experiences.
• Hands-on experience includes the SBURC practicum in which teachers work 1:1 with students from K-12 grades in a specialized reading program created by the teacher using his/her reading assessment knowledge.
• Video observations of practicums provide greater convenience for students currently working in educational settings while keeping the level of mentoring as high as that of in-person observations.

该学位课程的录取基于:

• 初等或中等教育的初始教学证书
  • Note: Candidates can be admitted prior to initial certification with a grace period of one semester from the start of the program to complete certification.
• 所有先前大学学习的正式成绩单(3).00/4.00 GPA)
• 两封证明你教学能力和研究生水平工作能力的推荐信
• 面试和快速写作范例展示你的写作能力.
  

NOTE: State law requires SBU to collect immunization records from students taking six or more credit hours in any semester.

Exit Criteria

为了获得儿童识字学位, MSED读写学生必须符合以下标准:

• A cumulative GPA of at least 3.0
• 临床读写实习(100学时)
• 读写/教练实习(现场经验记录小时数，电子档案)
  

Program-long field experiences are provided to candidates through completion of the course READ 599. Literacy Coaching Internship. 这包括在所有学期进行65小时的校内或虚拟实地实习.

考生可以在自己的教室里完成几个小时的学习. If not currently teaching, 候选人在他们所在的地区与合格的扫盲教师相匹配, reading specialists, 和/或帮助他们与学校工作人员合作的教育教练, students, and resources.

在他们的领域经验中，候选人完成的项目符合 国际扫盲协会制定的扫盲和辅导标准. These projects will be assigned and graded within the context of courses taken during the program. 有关项目要求的详细信息由项目教师提供.

St. 博纳旺蒂尔大学的院长奖学金可以减少20%的学费. 博纳文蒂尔大学在纽约西部的学院和大学中具有特殊的价值.

追求识字教师12年级出生证书的学生可能符合条件 for the federal TEACH Grant.

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

The B-12 Literacy program requires candidates to have met all requirements for initial teacher certification in a matching area (early childhood, elementary, and/or secondary) prior to admission.

The degree meets the criteria for additional professional certification area in New York.

Upon graduation, teachers are eligible to take their New York state teacher professional certification exam.

State regulations require that candidates seeking professional New York teaching certification have New York State Initial Certification prior to or within one semester of beginning a Master's in Education degree program. SBU教育学院坚持这一规定.

Teachers can be admitted to the program provisionally and show proof of initial certification by the end of their first semester. 在纽约，这包括成功完成edTPA.  

在完成B-12扫盲课程的MSED后，毕业生将:

• 培养年轻读者，激发他们爱上阅读;
• 有较强的理论基础知识, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools;
• 设计课程和教学，以满足所有学习者的需要和设计, implement, 评估所有学习者的循证识字教学;
• 评估和评估读者的读写能力，因为他们会理解, select, and use valid, reliable, fair, 以及适当的评估工具进行筛选, diagnose, 衡量学生的读写能力;
• be able to explain and advocate for learner needs in appropriate literacy practices with stakeholders including but not limited to parents, peers, and other education professionals;
• create classrooms and schools that are inclusive and affirming with a skill set to demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities;
• 整合数字技术，以适当的方式吸引和激励所有学习者, safe, and effective ways while fostering a positive climate that supports a literacy-rich learning environment;
• recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.