Literacy Education (M.Ed., Ed.S.)
Our graduate programs in Literacy Education help K-12 teachers and other professionals interested in exploring and strengthening literacy in schools and communities.
Program overview
The College of Education and Human Development’s graduate programs in Literacy Education provide opportunities to explore vital issues related to reading and writing for individuals from birth to adulthood, as well as the intersection of language and culture in society. These graduate programs are designed to engage you in authentic and practical experiences, including working directly with PreK-12 students and older adults, conducting research in field settings, or developing your own writing skills. Depending on your career goals, our programs can lead to state of Maine certification as a literacy specialist. Graduates emerge as strong advocates for literacy in their schools and communities.
Our Master of Education (M.Ed.) and Education Specialist (Ed.S.) programs are offered 100% online and designed to guide experienced educators to a deeper understanding of literacy learning and teaching, including establishing in K-12 students a firm foundation of how print works and strategic behaviors that lead to successful reading and writing. The curriculum covers how individuals develop literacy skills and knowledge, as well as how to shape and assess instruction that meets the unique needs of all learners. Our graduate programs align with Maine Department of Education requirements for literacy specialist and other professional certifications, as well as as well as the standards of organizations such as the Council for the Accreditation of Educator Preparation (CAEP), the Interstate Teacher Assessment and Support Consortium (InTASC), the International Society for Technology in Education (ISTE), the International Literacy Association (ILA) and the National Board for Professional Teaching Standards (NBPTS).
Students seeking an M.Ed. in literacy education have two options:
- M.Ed., Literacy Specialist: Leads to eligibility to become certified as a K-12 Literacy Specialist in Maine (092 endorsement). This 36-credit program covers the collaborative nature of the literacy specialist and how this interventionist is key to supporting the literacy needs of schools. The curriculum includes courses in educational research, literacy and language development, linguistic diversity and multilingualism in the classroom, and intervention design for struggling readers.
- M.Ed., Individually Designed: This 33-credit program offers some flexibility to educators interested in graduate study of literacy in K-12 schools and other community settings. Although it does not lead to certification or licensure, students can build a program of study in consultation with a faculty advisor and the program coordinator that meets their unique needs and interests.
For students who want to continue their studies beyond the master’s level, we offer an Ed.S. degree, an individually designed program that combines advanced coursework in specific areas of literacy with other professional and academic areas, such as human development, psychology, language and literature, research, and administration and supervision.
Not ready to commit to a master’s program yet? No problem. We offer several graduate certificates that allow you to build knowledge and skills in focused areas to better serve the needs of all students. The certificates vary from nine to 15 credits, or three to five classes, which can be applied toward an M.Ed. or Ed.S. degree should you choose to continue your studies. Click one of the links below to learn more about our graduate certificates in Literacy Education:
- Classroom-based Comprehensive Literacy Practices (Hybrid · 15 credits · Rolling admissions)
- Comprehensive Literacy Coaching (Hybrid · 15 credits · Rolling admissions)
- Multilingual Special Education (100% online · 15 credits · Rolling admissions)
Faculty
William Dee Nichols, Professor of Literacy Education Debra Lewis Hogate, Coordinator and Senior Trainer, Maine Partnerships in Comprehensive Literacy Timothy Reagan, Professor of World Language Education Richard Kent, Professor Emeritus of Literacy Education Susan Bennett-Armistead, Associate Professor of Literacy Education (Retired)Staff
Gail Agrell, Administrative Specialist
Alumni of our Literacy Education graduate programs are leaders in their schools and communities. Career paths include becoming literacy specialists, curriculum coordinators, and literacy coaches in school, as well as K-12 and nonprofit administrators with a strong understanding of the demands of current literacy curricula.
Our curriculum is designed to help our alumni achieve the following skills and professional standards:
The Learner and Learning
- Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Content Knowledge
- Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional Practice
- Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Responsibility
- Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
These professional learning outcomes are adapted from the Interstate New Teacher Assessment and Support Consortium (InTASC), a group of state education agencies and national educational organizations dedicated to the preparation, licensing and ongoing professional development of teachers.
National Council for State Authorization Reciprocity Agreements (NC-SARA) statement
This program will prepare students to be eligible for licensure within the State of Maine. Visit the UMS State Authorization & Licensure page to learn more about the licensure requirements in other states and territories, in addition to the contact information needed to inquire further into the licensure requirements associated with this program.
For current information about tuition and fees, please visit the Bursar’s office.
Applicants for the master’s programs must have a bachelor’s degree in education or a related field. At least two years’ successful experience teaching or working in another educational setting is strongly preferred. Applicants for the Ed.S. must have a master’s degree. We will accept up to 15 hours of transfer credits from any accredited Reading Recovery program. All degrees have a rolling admissions deadline and applications are processed through the University of Maine Graduate School.
Contact Us
For questions about applying to the program, please us the Graduate School contact form below. For general queries, coehd@maine.edu.