Sixth-Year Certificate in Reading and Language Arts

Program Rationale:

The Sixth-Year Certificate in Reading and Language Arts program leads to the award of the professional certificate. This program may include course work required for endorsement as a Reading and Language Arts Consultant in the State of Connecticut. The certification-track program is designed to provide opportunities for the candidate to examine reading and language arts from a perspective beyond classroom teaching. The candidate's planned program of graduate study is developed by the candidate and the program advisor. Course requirements will be based on the candidate's needs in terms of fulfilling professional and personal goals. Related areas of study may be developed in disciplines such as Elementary Education, Educational Leadership, Educational Technology, Mathematics, and Special Education. A minimum of 15 credits of 600-level courses is required in both the certification track and the non-certification track programs for the certificate.

Program Learning Outcomes:

The Sixth-Year Certificate in Reading and Language Arts program expands on CCSU's master of science degree program in reading and language arts and is based on the IRA/NCTE standards for reading professionals. In order to prepare knowlegeable and competent literacy professionals and/or literacy coaches, students in the program are expected to:

• meet the IRA standards for reading professionals and/or the Connecticut state standards for advanced certifications in reading and language arts;
• provide leadership through modeling and mentoring to ensure that classroom teachers and other support staff acquire a wide range of instructional practices, approaches, methods, and curriculum materials to facilitate their reading and writing instruction;
• be knowledgeable of various assessments appropriate for a wide range of diversity in the classroom, including technologically based assessments, and 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;
• support and mentor classroom teachers and other professionals in creating a literate environment to facilitate successful reading and writing for all children; and
• continue to be lifelong learners and scholars, through reading, 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 the professional research base to expand knowledge-based practices.