Jul 18, 2024  
2023-2024 School of Graduate Studies Catalog 
2023-2024 School of Graduate Studies Catalog

Reading, Master of Education

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This program is designed for an experienced educator who holds an initial classroom teaching license and who wants to serve schools as a teacher of reading at the early childhood, elementary, middle, secondary or post-secondary levels or who wants to remain a classroom teacher with expertise in reading. Graduates of this program may be endorsed by Salem State for state licensure as a teacher of reading. Early childhood, special education, ESL, and elementary classroom teachers who are pursuing professional licensure in their field may use this program to help them qualify and apply on their own to the Massachusetts Department of Elementary and Secondary Education (MDESE) for the professional license in early childhood, special education, ESL or elementary education.

Courses in the program will help students develop an understanding of reading and writing processes, enhance classroom reading instruction, assess reading difficulties and intervene instructionally, use literature in reading and language arts programs, and carry out teacher leadership roles in reading. One hundred and fifty hours of supervised field work are required of those pursuing the Specialist Teacher of Reading license. The program meets MDESE regulations for initial licensure as a Specialist Teacher of Reading and is fully accredited by NCATE and the International Reading Association. For more information please contact the program coordinator.

Admission Requirements

Additional admission requirements

Initial or professional Massachusetts teaching license in a classroom field.

Evidence of a passing score on the Communication and Literacy portion of the Massachusetts Tests for Educator Licensure (MTEL).

  or an equivalent course.

Program Requirements

Upon acceptance into the program, you will complete a tentative Plan of Study in consultation with the program coordinator. You must request that any transfer credits be considered at this time. PLEASE NOTE THAT NO MORE THAN THREE COURSES TAKEN AT SALEM STATE UNIVERSITY BEFORE ADMISSION CAN BE COUNTED TOWARDS THIS PROGRAM. You should meet regularly with the program coordinator to discuss your progress and revise your plan of study as needed.

Program of Study

M.Ed. Reading Total Credits: 30-33

Reading, M.Ed., + Special Education License (30 - 53.5 variable credits)

Additional Information and Notes

*The Massachusetts Department of Elementary and Secondary Education requires teachers seeking the Initial Specialist Teacher of Reading License to have at least an Initial Teaching License and at least one year of experience under that license. Students must supply verification of at least one year of teaching experience in the role and grade level of their initial license upon application to the practicum (EDU840P). Passing score on the MTEL Specialist Teacher of Reading license is required for endorsement.

** Students may take 21-30 credits in the Specialist Teacher of Reading-Initial License Only program depending on prior graduate coursework and in consultation with the program coordinator. The program coordinator will document content standards through a careful review of official transcripts and course syllabi.

Curriculum & Instructional Track (Total 33 credits)

Non-Licensure Option

Reading, Curriculum & Instruction, Masters of Education is designed for those interested in a master’s degree in reading to become skilled literacy practitioner, tutors, coaches, and/or literacy leaders. Two courses of interest are selected in lieu of the practicum and seminar required for licensure programs.

The reading coursework provides opportunities for participants to gain deep knowledge of literacy development PreK-12 as well as the knowledge skills, and dispositions to implement evidence-based, inclusive, culturally responsive practices using high-quality instructional materials and assessments. Participants will learn to navigate the tensions in the field to provide effective instruction for all students. Professional development design, collaboration, and coaching are also emphasized to prepare participants to become literacy leaders in a variety of settings.

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