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MISSION STATEMENT

 

The Department of Reading and language Arts is committed to promoting and enhancing quality instruction in reading and language arts. PREPARING LITERACY LEADERS FOR SERVICE IN OUR COMMUNITIES is the overarching mission of the Department of Reading and Language Arts and is consistent with and closely aligned to the theme of PREPARING LEADERS FOR SERVICE IN OUR COMMUNITIES embraced by the School of Education and Professional Studies. The underlying principles of our mission are derived from our professional standards as defined by the International Reading Association and NCTE, and by state mandates such as the Blueprint for Reading Achievement and the Language Arts Framework.

   

Our MISSION is to provide leadership within the Region by:

    

 

preparing knowledgeable and competent reading specialists/literacy coaches who meet the CT state standards for advanced certifications in reading and language arts and the IRA standards or reading professionals;

 

 

preparing literacy professionals who can provide leadership through modeling and mentoring to ensure that classroom teachers and other staff support acquire a wide range of instructional practices, approaches, methods, and curriculum materials to facilitate their reading and writing instruction;

 

 

preparing literacy professionals who are knowledgeable with various assessments appropriate for a wide range of diversity in classroom, including technologically-based assessments and to be able to mentor and support classroom teachers and other professionals in the selection, administration, and interpretation of assessments to enhance student learning, and to communicate results to education stakeholders;

 

 

preparing literacy professionals who can support and mentor classroom teachers and other professionals in creating a literate environment to facilitate successful reading and writing for all children; and

 

 

preparing literacy professionals who continue to be lifelong learners and scholars through readings, research and professional development, and leaders in planning and implementing professional development programs for teachers and other professionals, as well as in advocating to advance professional research base to expand knowledge-based practices; and

 

 

preparing classroom teachers to have a strong expertise in literacy and apply this effectively in classroom; as well as share collegially with their peers in a professional development capacity; and

 

 

serving members of the educational community and related professions within the School of Education and Professional Studies, at the university level, across the state of Connecticut, within the region, and at the national level.

 

The underlying principles guiding our mission are:

Primacy of literacy and preparing teachers to teach for our literacy futures. We need to prepare teachers who can prepare their students to meet literacy challenges in an information age.

Developing knowledgeable literacy teachers. Investment in time and energy to develop knowledgeable literacy teachers takes precedence over the use of scripted programs, particular approaches and materials.

Valuing diversity and diverse learners with literacy as a tool for empowerment. We need literacy teachers who value diversity and make decisions taking into account diverse learning styles, and the cultural, linguistic, and social and developmental needs and strengths of the diverse range of students served in our classrooms.

Research based literacy instruction. Teaching should be derived from research based practice. We need to develop teachers who take a reflective stance in their work and use student learning outcomes to inform and refine their teaching to better serve their students.

Ethical stance. Assessment should be purposeful to inform teaching and learning; not as a punitive practice.

Professionalism/Collegiality/Leadership. Reading and language arts professionals need to work with and support one another as a community of learners and practitioners.

 

LEARNING OUTCOMES

for MASTER OF SCIENCE IN READING AND LANGUAGE ARTS

 

The Master of Science in Reading and Language Arts is aligned with the International Reading Association Standards for Reading Professionals (2010). In order to prepare knowledgeable and competent reading specialists, candidates in the program are expected to meet the IRA professional standards at the reading specialist level, which include:

 

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Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.

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Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.

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Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.

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Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.

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Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

 

LEARNING OUTCOMES

for SIXTH-YEAR CERTIFICATE IN READING AND LANGUAGE ARTS

The Sixth-Year Certificate in Reading and Language Arts expands on CCSU's Master of Science in Reading and Language Arts and is aligned with the International Reading Association Standards for Reading Professionals (2010). In order to prepare knowledgeable and competent reading specialists/literacy coaches, candidates in the program are expected to meet the IRA professional standards at both the reading specialist and literacy coach levels, which include:

 

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Candidates interpret and summarize historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

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Candidates support classroom teachers and other education professionals in using instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.

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Candidates lead classroom teachers and other education support personnel in analyzing and using assessment data to plan and evaluate effective reading and writing instruction.

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Candidates provide support and leadership to educators, parents, students and other members of the school community in valuing the contributions of diverse people and traditions to literacy learning.

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Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

 

   
 

 

School of Education and Professional Studies / Central Connecticut State University

1615 Stanley Street New Britain, Connecticut 06050 / Phone: 860.832.2100 / Fax: 860.832.2109

Copyright 2003 [Central Connecticut State University]. All rights reserved.