The ReadOregon literacy education program makes the Literacy Education Course of Study available to teachers statewide. Busy educators can take courses in the graduate-level 12-credit hour program via a variety of flexible delivery formats (e.g., computer-facilitated individualized study, online, video conferencing, and intensive weekend or summer sessions).
The program draws on five universities that offer teacher education programs: Eastern Oregon University, Oregon State University, Portland State University, Southern Oregon University, and Western Oregon University. Students will enroll through one of the five universities as their "home" institution. Students will be able take any of the approved literacy modules/courses from any of the collaborating universities. Upon successful program completion, students are issued a credential by their home institution certifying completion of specified competencies in the Literacy Education Course of Study.
The goal of the program is to improve the reading level of students in Oregon's schools by:
The program will also:
- improving individual teacher knowledge and capacity in literacy instruction including written and oral language skills: reading, writing, speaking, viewing, and representing visually
- integrating the influence of cultural diversity on learning
- applying technology and information literacy to instruction.
Course of Study
- serve as an "emphasis area" in a program for preservice teachers
- serve as a possible content component of a Master's Degree program
- serve as a "stepping stone" to a Reading Endorsement
- serve as a component of a coherent Continuing Professional Development Plan for Career Educators for teachers needing specific literacy-focused competencies
- provide needed professional development to general classroom teachers, particularly in high-need schools/districts (where students are falling below state average scores in reading).
- help school districts meet the Title I requirements of the No Child Left Behind Act of 2001.
This is a 12-credit hour graduate-level program comprised of 3 credits of coursework in each of the core areas of Literacy for Diverse Learners and Literacy Strategies and Methods plus six credit hours of electives. Required core courses are also integral to the Reading Endorsement program, so that teachers can use this program as a "stepping stone" to the reading specialist endorsement. In addition to the 6 required credits, learners can choose 6 credits from an array of elective modules and courses aimed at their professional needs and authorization levels. Classroom teachers not interested in the full 12-credit certificate program or those looking to complete continuing licensure professional development requirements can take the modules and many of the courses individually.
ReadOregon Classroom Teacher Certificate of Literacy - 12 credit program
- Literacy Strategies & Methods - 3 credits required
- Literacy for Diverse Learners - 3 credits required
- Electives - 6 credits
(All literature courses are electives. Students can also choose courses in other thematic areas that meet their needs.)
Blank program completion form: PDF Word
The ReadOregon programs are planned around modules/courses within six thematic areas:
- Foundations: This area of study examines components that contribute to literacy practices. Foundational courses/modules may include topics such as: language development, how written information is processed, various disciplines related to literacy acquisition, how the language areas are interrelated, strategies related to literacy instruction, how language works, and the nature of teaching language arts K-8.
- Literacy Strategies & Methods: Courses/modules in this area are designed to help educators guide students in acquiring skills necessary for reading, writing, thinking, and study in all curricular areas. The focus will be to provide functional methods for integrating literacy strategies at all levels, from prereading and literacy development to content area study in the middle and high school.
- Literacy for Diverse Learners: With modern classrooms reflecting a diversity of students from various cultural backgrounds, populations with special needs due to cognitive processing approaches, and a multitude of learning/intelligence styles, ReadOregon seeks to provide opportunities for teachers to enhance their knowledge of multifaceted instructional approaches. Courses offered in this thematic area provide knowledge/skills in four areas: a) foundations of literacy, bi- and multi-literacy, and language development; b) research-proven instructional methods and strategies that are effective in helping students develop and enhance skills in reading, writing, speaking, listening, and thinking; c) specific methods and strategies for reading specialists that work well with a variety of students in various literacy programs; and d) methods and strategies that empower classroom teachers to effectively work with the broad range of students in their clas!
- Assessment: Courses/modules involve the appropriate use of authentic assessment of students' reading proficiencies and difficulties. Assessments are designed to inform curricular instruction and honor individual differences. The focus will be on one or more levels including: early childhood, elementary, middle, secondary, adult. Assessment involves a wide range of tools and practices including formal individual and group assessment strategies, and extensive use of informal assessment tools (e.g., teacher observation; portfolios). The ensuing assessment forms the basis for instruction that accommodates individual learning, cultural, ethnic, and linguistic diversity. Courses/modules also offer preparation in appropriate and effective communication of the results of assessment to students, parents, colleagues, and administrators.
- Leadership in Reading Programs: This area of study examines issues related to school or district wide literacy activities. Courses/modules in this area are of particular interest to those in leadership roles including coordination of language arts programs or involvement with curriculum. Topics may include selecting and designing curriculum, current instructional practices, management of systems, staff roles, staff development, supervision, organization of support systems for students, research issues, review of literature, and action research.
- Literature: Courses/modules in this area are designed to develop educators' knowledge of the rationale for using literature, to provide a greater awareness of current and traditional books, and to familiarize educators with instructional strategies for using literature in the classroom. Topics may include children's literature, young adult literature, and multicultural literature for use with early childhood, elementary, middle school, and high school students.