|Graduate Program Head||Mark Kiselica|
|Degrees Conferred||Master of Education (M.Ed.)|
|The Graduate Faculty|
The Master of Education in Literacy Education at Penn State Harrisburg is designed to provide full-time and part-time graduate students with a focused program of study in the field of literacy education. This advanced degree provides students with a comprehensive approach to literacy research, instructional practice, assessment, and leadership to meet the varied and diverse needs of K-12 learners. Grounded in sociocultural and critical literacy approaches, the program affords literacy professionals:
- specialized, in-depth knowledge about the teaching of literacy;
- diagnostic and clinical skills necessary to support and plan instruction for a diverse range of students;
- the ability to interpret, evaluate, and use literacy research to inform practice;
- opportunities to use both digital and traditional texts to teach literacy across the curriculum;
- knowledge about the role of social context in supporting K-12 learners’ acquisition of language and literacy; and
- the literacy leadership skills necessary to support and inform professional practice in K-12 settings.
Students also participate in a final capstone course that provides the opportunity to work closely with K-12 learners in a faculty-supervised, clinical, or on-site setting. Throughout the program, students work closely with faculty and cultivate strong peer support networks.
The Literacy Education program is recognized by the Pennsylvania Department of Education (PDE) and the International Literacy Association (ILA). The M.Ed. in Literacy Education program is aligned with both state and national standards from the:
- Pennsylvania Department of Education (PDE),
- International Literacy Association (ILA),
- National Council of Teachers of English (NCTE), and
- Council for Accreditation of Educator Preparation (CAEP) (formerly known as NCATE).
Following successful completion of the program, students are eligible to take the Praxis examination for certification as a Pennsylvania Reading Specialist (K-12). A Literacy Leadership certificate and fellowship opportunities in the National Writing Project (NWP) are also available.
Applicants apply for admission to the program via the Graduate School application for admission. Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 Admissions.
Students must have achieved an overall junior/senior grade point average of 3.00 or higher on a 4.0 scale. For students applying for admission who have completed credits beyond the baccalaureate degree, we will evaluate the last (approximately) 60 credits completed.
- Two letters of recommendation
- A brief (200-300 words) personal statement describing your interest in pursuing a master’s degree in Literacy Education
- A valid Pennsylvania Teaching Certificate1
- Test scores from one of the following: GRE, Miller Analogies Test, or Praxis examinations completed for certification
Master of Education (M.Ed.)
Requirements listed here are in addition to Graduate Council policies listed under GCAC-700 Professional Degree Requirements.
The Master of Education degree in Literacy Education consists of 33 credits that prepare students for the Pennsylvania Reading Specialist Certification (K-12). The degree requirements for the Master of Education in Literacy Education include 21 credits in foundational, pedagogical, and advanced theoretical work in reading, writing and educational research design, two courses that make up the capstone clinical practicum (6 credits), and 6 additional credits of electives for a total of 33 credits. At least 18 credits must be taken at the 500 or 800 level, with at least 6 credits at the 500 level. A minimum grade-point average of 3.00 for work completed at the University and acceptable professional dispositions are required for graduation.
|EDUC 452||Teaching Writing||3|
|EDUC 477||Teaching Struggling Readers and Writers||3|
|LLED 445||Teaching English in Bilingual/Dialectal Education (or an equivalent ELL course approved by the program coordinator)||3|
|EDUC 561||Psychology of Reading||3|
|EDUC 562||Diagnostic Evaluation of Reading Problems||3|
|EDUC 565||Literacy and Leadership||3|
|LLED 594||Research in Language and Literacy Education||3|
|Select 6 elective credits:||6|
|Literature for Children and Adolescents|
|Children's Literature in Teaching Writing|
|Teaching Reading Through the Content Areas|
|EDUC 563||Methods in Teaching Reading 1||3|
|EDUC 564||Reading Clinic 1||3|
Students must enroll in EDUC 563 and EDUC 564 consecutively in the fall and spring during the same academic year. These courses serve as the culminating experience for the degree. In these courses, students complete a case study inquiry project designed to address the needs of a literacy-learner, engage in professional development and mentorship, and present their research findings to peers. In EDUC 563, students engage in observation and design of their case study inquiry project. In EDUC 564, under the supervision of faculty, students collect data, implement change, analyze results, and present their findings to colleagues. Students engage in ongoing professional development and mentorship in both courses.
Credits earned at other institutions but not used to earn a degree and credits earned as a non-degree student prior to admission to the graduate program may be applied toward the requirements for a graduate degree, subject to restrictions outlined in GCAC-309 Transfer Credit. Forms for transfer of credit can be obtained from the graduate program office.
Students must maintain a minimum 3.00 grade-point average, satisfactorily complete all required key assessments, and attain a grade of "C" or better in all required core courses. Students who do not make satisfactory progress will be notified in writing noting the specific deficiencies and requesting that they meet with the program coordinator to develop a remediation plan. Failure to meet or to satisfactorily complete the remediation plan will result in termination from the program.
All persons enrolled in Teacher Education Programs at Penn State Harrisburg are expected to demonstrate the professional dispositions that are aligned with the unit's vision statement. The faculty shall evaluate the approved dispositions demonstrated by the students in class and during field experiences. Students may be rated as exemplary, acceptable, or unacceptable. Students are expected to attain acceptable or exemplary ratings in order to graduate.
Accreditation and Licensure
This program is accredited by the Council for Accreditation of Educator Preparation (CAEP), formerly known as the National Council for Accreditation of Teacher Education (NCATE), whose “performance-based system of accreditation fosters competent classroom teachers and other educators who work to improve the education of all K-12 students. CAEP believes every student deserves a caring, competent, and highly qualified teacher.”
Graduate assistantships available to students in this program and other forms of student aid are described in the Tuition & Funding section of The Graduate School’s website. Students on graduate assistantships must adhere to the course load limits set by The Graduate School.
Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.
|Graduate Program Head||Mark S Kiselica|
|Director of Graduate Studies (DGS) or Professor-in-Charge (PIC)||Mary Napoli|
Rebecca K Altland