Literacy skills are at the heart of education. Bushnell’s Reading Intervention Certificate program equips current and aspiring teachers to strengthen students’ reading skills and prepare them for success both in and out of the classroom.
The Reading Intervention Certificate program is for current teachers who would like to add the reading intervention endorsement to their current license. This added endorsement covers grades PreK-12. At the graduate level, this program can be a stand-alone certificate or it can be embedded within the Master of Education program. To receive the endorsement students must successfully pass all courses with a B- or above, maintain a 3.0 cumulative GPA and pass the ORELA content test for reading specialists.
This program is offered in a hybrid format, with some coursework delivered fully online and others offered in the evening on the Bushnell campus. Cohorts will begin each summer session 2 (in June) and complete the curriculum together in one year.
This program is designed to prepare teachers to become reading specialists and improve their knowledge and skills in teaching reading. Students in this program will be prepared with the ability to diagnose reading difficulties, improve reading instruction to individual students as well as work to collaborate to create an enriched school-wide reading program.
This program promotes the mission and vision of Bushnell by fostering the application of wisdom, faith, and service to the field of education.
- Gain experience in the understanding and teaching of reading and writing
- Develop holistic pedagogical knowledge and practices for literacy instruction and intervention
- Develop the skills and dispositions for literacy leadership
- A free application for admission
- Official transcripts showing completion of a bachelor’s degree from a regionally accredited four-year college or university with a minimum GPA of 3.0
- A statement of purpose 2-3 pages double spaced that clearly indicates career history, professional goals, and professional guiding principles
- Current resume
- One letter of recommendation that specifically addresses the academic ability, work performance and character of the applicant
- Two disposition assessments
- A personal interview with the admissions committee.
- Applicants must hold a current teaching license
Applications may be accepted until June 1 but are admitted on a space-available basis only.
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Courses in the Program
Foundations and Current Issues in Literacy Instruction (3 credits)
This course examines current theories; looks at the implications of various literacy theories and how they impact decision making. Through reading and discussion, students develop a personal understanding of literacy processes. The course will also focus on issues related to school-based concerns about literacy learning. Discussion will lead to research-based applications that can be translated into classrooms at the elementary, middle, or high school level.
Culturally Responsive Literacy (2 credits)
This course explores language development and acquisition related to cultural and linguistic diversity to create a literate environment for all PreK-12 students. This course also examines students with specific learning needs to apply research based instructional practices by differentiating process, product, and context.
Best Practices in Reading and Writing (3 credits)
This course examines the major components of reading and writing. Shared, guided, and independent reading and writing are also explored.
Emergent Literacy (2 credits)
Students in this course will explore the major components of reading including phonemic awareness, phonics, word identification, vocabulary and background knowledge, fluency, and comprehension strategies. Students will also explore the stages of reading from emergent, early, transitional, and fluent readers.
Reading/Writing in Content Areas (2 credits)
This course focuses on literacy strategies in all content areas with an emphasis on middle and high school grades. Teaching critical reading and writing strategies will be included as well as assessment tools.
Diagnostic Assessments and Application of Reading Research (3 credits)
Students in this course will explore current research and best practices in literacy assessment and instruction. Content includes diagnostic, formative, and summative assessments to determine students’ literacy strengths and needs, as well as how to plan and carry out effective instruction to advance the language and literacy development of all learners.
Reading Practicum (2 credits)
Practicum candidates work in a classroom focused on reading instruction and assessment. As part of the practicum, candidates are assigned a cooperating teacher and a Bushnell field supervisor. The teacher candidate will work closely with the reading endorsed certified teacher to create and implement a minor work sample focused on students in need of reading intervention. Students will use a variety of research-based educational practices that reflect how students learn and that are sensitive to individual differences and diverse cultures. This practicum is a minimum of 90 hours.
Reading Interventionist Practices (1 credit)
Students in the Reading Practicum will meet to discuss the organization and management of a reading program within a school wide K-12 program. Discussion will include textbook/literacy adopted programs, communication with school colleagues and parents and the supervision of reading assistants. Must be enrolled in the Reading Practicum.