Literacy Education (M.S.Ed.)

The Esteves School of Education is accredited by the National Council for the Accreditation of Teacher Education (http://www.ncate.org).

M.S.Ed. in Literacy Education

Reading, writing, listening, and speaking are communication skills all persons must possess to fully participate in our society. Recent state mandated curriculum guidelines have overwhelmingly endorsed the integration of the language arts and also reaffirmed the critical importance of meaningfulness in learning. Despite these emphases on developing active, strategic readers and writers, difficulties in reading and/or writing all too frequently preclude advancement in academic areas as well as growth in personal areas. Given the increased use of statewide literacy assessments and the societal demands for citizens prepared for a technological world, the need for teachers who understand the reading and writing processes and their applications to learning has never been greater.

Sage’s graduate literacy programs prepare master’s level teachers for developmental and remedial literacy instruction. It refines teachers’ theoretical and practical knowledge about reading and writing, enabling them to provide classroom reading instruction which is appropriate for students reading at, above, or slightly below grade level. Additionally, through extensive coursework and practica, it prepares teachers to become literacy specialists who are highly proficient in the diagnosis and remediation of severe reading and writing difficulties.

Sage’s graduate literacy programs foster a close working relationship between students and faculty. This relationship begins when a faculty advisor and student meet to develop a plan of study tailored to the student’s personal educational needs. It continues through the entire program of study, culminating in the seminar in which the student pursues an in–depth study in the field of reading and/or writing under the direction and supervision of the faculty advisor.

The Literacy program is designed for:

  • Candidates who possess or meet the requirements for New York State provisional or initial certification and who seek professional certification in literacy for grades K–6 and the master’s degree.
  • Candidates who possess or meet the requirements for New York State provisional or initial certification and who seek professional certification in literacy for grades 5–12 and the master’s degree.
  • All matriculated students complete a signed program of study. Any change in stated coursework must receive written approval of the assigned faculty advisor.

Admission Requirements

  1. Undergraduate GPA of 3.0
  2. For students admitted with provisions, an interview may be required.
  3. Pursuant to the law, each program is entitled to exempt a student from these admission requirements based on the exempted student’s demonstrated potential to positively contribute to the teaching field.

Applicants must meet the general admission requirements for Sage Graduate Schools. In addition, applicants meet with a faculty advisor after all materials have been submitted.

Literacy Program Summary

II. Clinical Sequence

  • Students must complete all courses in the introductory sequence before beginning the clinical sequence.
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III. Culminating Experience

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Additional Information

  • Applicants for New York State certification must be fingerprinted and undergo a criminal history review, per New York State Law.
  • Candidates for NYS teaching certificates must pass the New York State Teacher Certification examinations, including the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills - Written, (ATS-W), at the appropriate level, and the Content Specialty Test(s) (CST) in each certificate area.
  • United States citizenship or Declaration of Intent to become a U.S. citizen is a requirement for certification in New York State.

LiveText e-Portfolio System

The Esteves School of Education requires all students to subscribe to Live Text, an electronic portfolio system.

School of Education Attendance Policy

While individual instructors may approach attendance and participation in varied ways in their grading policies, students in the School of Education should be aware that missing 1/4 or more of class sessions MAY result in AUTOMATIC class failure. Class content and participation are vital to meeting the objectives of School of Education courses.

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