Teacher Education and Higher Education

M.Ed. in Literacy Education and Reading Add-on (these are not online programs)

The mission of the Literacy Education Program is to prepare teacher leaders who advocate for and seek to integrate theory, research, and practice; engage in reflection, research, and professional collaborations; and offer culturally relevant, learner-centered opportunities for every student to develop the literacy skills needed in the 21st century.

There are two master’s level literacy programs in Teacher Education: 1) K-12 Literacy M.Ed. and 2) Reading Add-on Licensure. Dr. Melody Zoch coordinates the Reading Add-on program. She also co-coordinates the K-12 Literacy M.Ed. program with Dr. Amy Vetter. Typically, Dr. Zoch advises students who are elementary teachers while Dr. Vetter advises those who teach in the middle or secondary grades.

The Master of Education is a 36-hour program and the primary goal of the program is to prepare initially licensed teachers for “M” licensure as a K-12 Reading Specialist. Not only are teachers prepared to implement innovative research-based teaching strategies in their own classroom settings, but they are also expected to promote those practices among colleagues, administrators, and the community as a teacher leader. Master’s candidates are also expected to conduct teacher research and to present that research as part of the Triad Teacher as Researcher conference in the final spring semester of enrollment.

The Reading Add-on program is designed for professionals who have already completed a master’s program in education or who are currently enrolled in a master’s program and would like additional licensure as a reading specialist in grades K-12. The program requires 18 hours of coursework in literacy at the master’s level. Some of these hours may be completed as part of another master’s degree such as Elementary Education, TESOL, or programs in the Department of Specialized Educational Services.

Career Opportunties

Internships, hands-on job experience, exciting career leads and more. Get connected.

Program Contact

Elementary Focus:

Dr. Melody Zoch
470 School of Education Building
mzoch@uncg.edu

 

Middle/Secondary Focus:

Dr. Amy Vetter
478 School of Education Building
amvetter@uncg.edu 

Apply

All you need to know about the application process – click here to get started.

Example Careers:

  • K-12 Reading Specialist
  • K-12 Classroom Teacher
  • Literacy Coach
  • Curriculum Facilitator
  • District Coordinator for Language Arts

Designed For

Practicing teachers who have an undergraduate degree in education or a related field, and already hold the Standard Professional I license or initial license to teach, and wish to pursue advanced skills in the area of literacy. This degree will enable you to seek advanced licensure as a K-12 Reading Specialist.

Career Opportunities

The primary goal of the program is to prepare initially licensed teachers for “M” licensure as a K-12 Reading Specialist. Not only are teachers prepared to implement innovative research-based teaching strategies in their own classroom settings, but they are also expected to promote those practices among colleagues, administrators, and the community as a teacher leader. Other careers may include working as a literacy coach, curriculum facilitator, or district coordinator for Language Arts.

Research Interests

Research interests include socio-cultural and critical context of literacy teaching; integrating technology and literacy instruction; culturally sustaining literacy pedagogy

Program of Study

Total hours: 36

Core courses:

  • TED 622 Differentiated Instruction or TED 669 Educational Implications of Learning and Development
  • TED 646 Equity Education or TED 545 Diverse Learners
  • ERM 605 Educational Measurement or 604 Methods of Educational Research

Pedagogical expertise courses: (18 hours)

For both programs, 18-hours of literacy courses are required. The student works with their advisor to decide from the following courses:

  • TED 590 Community Literacies and Adult Learners
  • TED 603 Literacy Instruction for English Language Learners
  • TED 614 Word Study
  • TED 615 Literacy in the Early Years
  • TED 616 Literacy Development and Instruction Across the Grades
  • TED 617a Practicum in Literacy Assessment and Instruction
  • TED 617b Advanced Practicum in Literacy Assessment, Instruction, and Leadership
  • TED 619 Trends and Issues in Literacy Education
  • TED 626 Middle Grades Curriculum & Instruction
  • TED 635 Reading in the Secondary School and Content Areas
  • TED 638 Seminar in Secondary Education
  • TED 640 Writing Instruction Across the Grades
  • TED 645 Critical Issues in English Language Arts
  • TED 695 Youth Literacies
  • ENG 522 Teaching Composition: Theories and Applications
  • ENG 590 Literacy, Learning, and Fieldwork
  • ENG 602: Electronic Research, Writing, and Editing
  • ENG 697 Composing Theories in Reading and Writing

Professional Development/Leadership Courses:

  • TED 628 Trends and Issues in Curriculum & Instruction
  • TED 676 Teacher as Researcher and Leader I
  • TED 677 Teacher as Researcher and Leader II

Minimum Program Requirements

  • Bachelor’s degree in education or a related field
  • Initial or “A” license for teaching
  • Two years of teaching experience
  • Prior course work should include children’s literature, reading, and language arts

Objectives for Both Programs

Students will be able to:

  • Utilize research-based teaching strategies in the implementation of effective classroom and school-based reading and writing programs.
  • Observe and evaluate students using a variety of formal and informal assessments in order to plan or adapt instruction that meets the needs of students from K-12.
  • Understand and apply knowledge of language, learning, teaching, and motivation in the area of reading and writing.
  • Understand how reading develops across the grades and how cultural, linguistic, and social influences, such as the family, shape the course and direction of development.
  • Provide services in the school as a reading specialist to plan and implement intervention for students.
  • Select appropriate reading materials including literature of different genres, leveled texts, and digital texts.
  • Develop the perspective of the teacher as researcher and gain confidence in the ability to research and reflect upon both their own practice and the practices presented in professional literature.
  • Integrate reading and writing into the teaching of content areas.
  • Read, understand, and critically evaluate published research.
  • Become involved in the identification of issues in literacy education and the search for solutions.
  • Communicate effectively with administrators, parents, and the public about issues related to reading and writing.

The following tenets are central to our vision of teaching and research:

  • We hold teachers in the highest esteem and believe they are central to the process of teaching and learning.
  • We promote teachers’ identities as leaders, advocates, and innovators in their school communities.
  • We work from a strengths-based perspective as a way of promoting teacher and student success.
  • We celebrate the diversity of our community and promote a multilingual and multicultural approach to our teaching.
  • We think it is important for teachers to have opportunities to collaborate with faculty through research and professional development.