Program Overview:
The graduate program in Literacy, Birth to Grade 12, prepares master teachers to work as classroom teachers and specialized literacy professionals (specialists, coaches or program coordinators). The 30-semester hour degree program leads to a Master of Science in Education. The 24-credit hour Certificate of Advanced Study in Literacy equips those who already possess a master’s degree with the necessary preparation and certification they need to practice in Literacy, with credit given for relevant prior coursework. Applications must for the MSED in Literacy must hold a bachelor’s degree and certification in either Elementary Education (Early Childhood Education or Childhood Education) or Secondary Education (Middle Childhood Education or Adolescent Education) to qualify for entry to the program. Upon program completion, candidates will have met the academic requirements for initial certification across the entire literacy developmental range (i.e., at the Literacy Birth through Grade 6 and the Grades 5 to 12 levels); and can designate their primary specialization level upon application. The Birth to Grade 12 program is registered with and meets all of the current stipulations published by the New York State Education Department. T The program also aligns with the International Literacy Association Standards for the Preparation of Literacy Professionals (2017), and with those of the Association for Advancing Quality in Educator Preparation (2020).
Program Outcomes
Goal 1 Candidates are Strong Content and Pedagogical Experts in Literacy: Candidates demonstrate robust understanding of major evidence-based foundations and components of literacy and language, their interconnections, and the role of literacy specialists in supporting development of these in school-age learners.
Goal 2 Candidates are Skillful Curriculum Designers and Instructional Strategists: Candidates are strong collaborators and partners who are able to work alongside classroom teachers to design, implement and evaluate literacy curricula and instruction based on evidence, to ensure programs effectively meet the needs of individuals and small-groups of learners, particularly for those experiencing literacy difficulties.
Goal 3 Candidates are Skillful Evaluators and Assessment Leaders: Candidates use assessment tools and procedures that are valid, reliable, fair, and appropriate to screen and diagnose students’ strengths and needs, and to inform and monitor effectiveness of instruction and interventions; model for teachers the use of assessment in ways that honor the purposes, strengths and limitations of these tools; advocate to various stakeholders for effective assessment practices.
Goal 4 Candidates are Strong Advocates for Diversity‚ Equity and Global Awareness: Candidates demonstrate knowledge of the foundations, pedagogies, and essential concepts related to diversity, equity and global connectedness; demonstrate appropriate socio-cultural awareness and foster inclusive, affirming and equitable classroom and school climates; advocate for equity in school, district, and community arenas.
Goal 5 Candidates are Skillful Materials‚ Resource and Educational Media Specialists: Candidates collaborate with fellow educators to review, select and apply materials that address students’ developmental needs and unique characteristics; promote student motivation and engagement with a variety of print and digital materials and technologies in appropriate, safe, and effective ways; and foster learning environments that are positive, supportive and well-resourced.
Goal 6 Candidates are Skillful Collaborators and Job-Embedded Coaches: Candidates are reflective literacy professionals who possess requisite socio-emotional competence, skillfully apply understanding of adult learning principles in collaborative work with colleagues, demonstrate strong leadership and facilitation skills, and advocate on behalf of those they serve.
Goal 7 Candidates are Excellent Literacy Practitioners and Clinicians: Candidates complete supervised‚ integrated‚ extended practical/clinical experiences that include intervention work with students and collaboration with experienced educators in a variety of settings (schools, non-profit organizations, and clinics); they gain ongoing supervision, guidance and mentoring from experienced educators and college professors.
Proposed Completion Schedule
The program can be completed in one calendar year. Typical completion schedule for a full-time student is as follows.
Semester 1
EPY 500: Educational Research
LRC 520: Advanced Developmental Literacy, Birth-G6
LRC 570: Literacy for ELLs
Semester 2
LRC 521: Advanced Literacy Improvement, Grades 4-12
LRC 525: Theories and Teaching of Writing
LRC 546: Diagnosis & Remediation of Literacy Problems, Birth-G12
LRC 552: Classroom Practicum, Birth-G6
Semester 3
LRC 554: Clinical Practicum in Literacy, B-12
LRC 530: Theories of Literacy
LRC 590: Research Seminar in Literacy Ins. & Leadership
LRC 591 Teaching & Coaching Portfolio in Literacy
Program Contacts:
Dr. Michelle McAnuff-Gumbs
Graduate Literacy Program Co-Chair
Email: mcanuff@strose.edu
Dr. Ekaterina Midgette
Graduate Literacy Program Co-Chair
Email: midgette@strose.edu
Program Webpage: Literacy
Program Requirements:
1. Educational Research (6 Credits)
EPY 500: (Must be completed within the first six credit hours with a grade of B or better. Failure to do so may prevent students from registering for further course work.)
LRC 590: (Taken in final semester)
2. Literacy (24 Credits)
| LRC 520 | Adv Devel Literacy (Birth-G 6) | 3 |
| LRC 521 | Adv Literacy Improvmnt G 5-12 | 3 |
| LRC 525 | Theories/Tchg Writing | 3 |
| LRC 530 | Theories of Literacy | 3 |
| LRC 546 | Diagnosis & Remed Lit Prob | 3 |
| LRC 552 | Classrm Pract Literacy B-Gr6 | 3 |
| LRC 554 | Clinical Practicum Lit K-12 | 3 |
| LRC 570 | Literacy for Eng Lang Learners | 3 |
ALL Literacy courses require New York State fingerprint clearance in advance.
LRC 552, LRC 554: To register for these courses, a B or better must be earned in the prerequisite course(s).
*3 credit hours of studies in special education must be completed before or during program
3. Required Workshops (0 Credits)
All workshops should be completed within first twelve credit hours.
Final Evaluation
Final evaluation of students in a Literacy degree program consists of the successful completion of the required program in Literacy (consisting of 30 hours for the MSED; see list of courses). Components of the final evaluation are intended to enable students to demonstrate their competencies as literacy teachers and coaches.
A total of 24 hours of graduate credit must be earned in the Literacy program at The College of Saint Rose. All courses counted toward the degree must be completed within six years. Students may request that up to six previously earned graduate credits at another accredited institution or nine previously earned credits at The College of Saint Rose be applied to the degree program.
Internship/Field Experience/Service:
Required Courses:
| LRC 552 | Classrm Pract Literacy B-Gr6 | 3 |
| LRC 554 | Clinical Practicum Lit K-12 | 3 |
Culminating Academic Experiences:
Required Courses:
| LRC 590 | Research Seminar:Literacy | 3 |
| LRC 591 | Teaching Portfolio in Literacy | 0 |
Professional Accreditation:
The College of Saint Rose, sponsored by the Sisters of Saint Joseph of Carondelet, Albany Province, is chartered by the Board of Regents of New York State. All of its degrees and programs are registered and its professional programs are fully approved by the Board of Regents through the New York State Education Department.
The College of Saint Rose is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 (267-284-5000). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.
The specialized accrediting agencies noted below are recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation: Programs offered by The College of Saint Rose for the preparation of all school professionals, leading to initial and advanced certifications, are accredited by the National Council for Accreditation of Teacher Education.
Admissions and Financial Aid Information:
General Admission Information
Eligibility for admission to The College of Saint Rose graduate programs is typically based upon the following minimum requirements:
- Submission of a completed application, a resume, and Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study.
- Evidence of the possession of a U.S. baccalaureate degree or equivalent from an accredited institution through submission of official transcripts from all post-secondary education.
- Academic and professional qualifications for graduate study, as indicated by two letters of recommendation. The Communication Sciences & Disorders and School Psychology programs requirethree letters of recommendation.
- A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major.
- Other admission criteria specified by academic programs such as submission writing samples, portfolios, test scores, and participation in interviews or admissions workshops.
Applicants to The College of Saint Rose are responsible for completing their applications by submitting all required components. Prospective students can access the online application and application instructions at www.strose.edu/gradapply.
See Graduate Admissions section for more information.
Financial Aid
The College of Saint Rose has long been committed to the premise that a quality education should be within the reach of qualified students. To this end, the College serves its student body through a comprehensive program of federal, state, and institutional financial aid. While the basic responsibility for financing education lies with the students and their families, scholarships, loans, and/or assistantships can supplement insufficient family resources. The amount of aid available through the College is limited and is awarded on the basis of academic merit. All financial assistance from the College is subject to adjustment if the recipients are later granted aid from other sources. Financial aid awards are contingent upon students’ maintaining good academic standing and satisfactory academic progress.
See Financial Aid section for more information.
Additional Requirements for Admission into the Program:
Admission to graduate study in Literacy is limited to those either seeking admission to one of the Birth to Grade 12 degree programs or to one of the Certification-Only programs (Birth to Grade 6; Grades 5-12; Birth to Grade 12). In addition to the general requirements for admission to The College of Saint Rose graduate study, students applying for degree or non-degree Certification-Only programs must provide verification of certification in elementary education (early childhood education or childhood education) or secondary education (middle childhood education or adolescence education) and complete 3 credit hours of coursework in Special Education. They also may be required to have a personal interview.
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