OVERVIEW OF PROGRAM
The ReadOregon Reading Endorsement program makes the reading endorsement available to teachers statewide. Busy educators will be able to take courses and modules in the graduate-level 24-credit hour program via a variety of flexible delivery formats (e.g., online, computer-facilitated individualized study, video conferencing, and intensive weekend or summer sessions). A required supervised practicum will be conducted in the schools. It will be necessary for teachers to successfully complete the program of study and pass the Praxis II exam in Reading in order to add the Reading Specialist endorsement to their teaching license.
The ReadOregon 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 select one of the five universities as their "home" institution which supervises their practicum, but will be able take any of the approved reading/literacy courses from any of the collaborating universities. Upon successful program completion, students will be recommended by their home institution to receive the reading endorsement from TSPC.
The collaborative nature of the development and delivery of the program assures high quality, accessibility and regular availability of courses/modules, alignment with Teacher Standards and Practices Commission (TSPC) and International Reading Association (IRA) standards, and a focus on application in the classroom and in school literacy programs.
The goal of the program is to improve the reading level of students in Oregon's schools by:
- 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
- improving the leadership/administrative skills of the reading specialist.
COURSE OF STUDY
ReadOregon Reading Endorsement - 24 credit program
- Literacy Foundations - 3 credits required
- Literacy Strategies & Methods - 3 credits required
- Literacy for Diverse Learners - 3 credits required
- Literacy Assessment - 3 credits required
- Leadership in School Reading Programs - 3 credits required
- Practicum - 3 credits required (90 hours of in-school or in-district, university approved literacy work)
- 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 reading endorsement program is a 24-credit hour graduate-level program planned around courses in 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, CREADE 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 classroo!
- 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.
To complete the program, students will select 3 credits of coursework from each of the following 5 areas: Literacy Foundations, Literacy Strategies & Methods, Literacy for Diverse Learners, Literacy Assessment, and Leadership in Literacy Programs, plus 3 credits of an applied school- or district-based practicum to total 18 credits of required coursework. To complete the program, students can choose the final 6 credits from an array of elective modules and courses aimed at their professional needs and authorization levels. (If teachers coming to the program already have competencies in various of these core areas, they will be able to request a waiver from these courses following university procedures.)