Master of Arts in Reading Education K-12 (Advanced Program for Continuing Professional Education)
Domains
Program Domains
Foundational Knowledge - Candidates research and apply theoretical, historical, and evidence-based foundations of reading, writing, language, speaking, listening, viewingk and the integral role of the reading/literacy specialist in schools. [AAQEP 1; ILA 1, InTASC 1, 4, 7, 8, 9]
Apply theoretical, historical, and Science of Reading-aligned foundations of reading development to design effective, evidence-based literacy instruction. [MC2]
Examine how phonics instruction supports the development of reading, writing, and language skills as foundational components of literacy. [MC2]
Apply theoretical, historical, and Science of Reading-aligned foundations of writing development to design effective, evidence-based literacy instruction. [MC2]
Apply theoretical, historical, and Science of Reading-aligned foundations of language to design effective, evidence-based literacy instruction. [MC2]
Curriculum and Instruction - Candidates use foundational knowledge to design literacy curricula to meet the needs of learners, especially those who experience difficulty with literacy design and implement small group and individual evidence-based literacy instruction for learners with specific literacy needs; collaborate with school-based educators in developing, implementing, and evaluating instructional practices and curriculum. [AAQEP 1, 2; ILA 2; InTASC 2, 4, 5, 7, 8, 10]
Design accessible, evidence-based literacy instruction grounded in foundational knowledge and aligned with the Science of Reading. [MC2]
Evaluate evidence-based literacy instruction and curriculum using foundational literacy knowledge and accessibility practices to meet the needs of all learners. [MC2]
Design literacy instruction using both informational and narrative texts to meet the literacy needs of whole class and groups of students.
Assessment and Evaluation - Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders. [AAQEP 1; ILA 3; InTASC 1, 3, 6, 7, 9, 10]
Select valid, reliable, ethical, linguistic, and culturally appropriate assessment tools to document literacy skill development.
Evaluate the technical qualities of literacy and language assessments, including validity, reliability, and bias, in relation to systematic, explicit, and multisensory instruction. [MC2]
Analyze how literacy and language assessments impact classroom environments and instructional planning. [MC2, MC3]
Learner Development and Diversity - Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students’ identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels. [AAQEP 1, 2; ILA 4; InTASC 2, 3, 10]
Apply theories of diversity and equity to literacy instruction. [MC2, MC5]
Implement instruction that values cultural diversity in their school and in society. [MC2, MC5]
Create and advocate for inclusive and affirming classroom and school environments through culturally responsive instruction. [MC2, MC4, MC5]
Advocate for equity at school, district, and community levels. [MC2, MC4, MC5]
Faculty
Program Faculty
Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Alaska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
American Samoa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Arizona
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Arkansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
California
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Colorado
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Connecticut
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Delaware
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
District of Columbia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Federated States of Micronesia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Florida
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Georgia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Guam, US Territory
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Hawaii
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Idaho
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Illinois
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Indiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Iowa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Kansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Kentucky
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Louisiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Maine
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Marshall Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Maryland
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Massachusetts
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Michigan
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Minnesota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Mississippi
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Missouri
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Montana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Nebraska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Nevada
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Hampshire
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Jersey
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Mexico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New York
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
North Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
North Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Northern Mariana Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Ohio
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Oklahoma
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Oregon
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Pennsylvania
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Puerto Rico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Republic of Palau
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Rhode Island
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
South Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
South Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Tennessee
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Texas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Utah
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Vermont
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Virgin Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Washington
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
West Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Wisconsin
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Wyoming
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Explain the evolving role of the reading/literacy specialist through the lens of historical, theoretical, and Science of Reading-aligned research and responsibilities. [MC1, MC2]
Adapt literacy instruction using both informational and narrative texts to meet the literacy needs of the whole class and groups of students. [MC2]
Develop tailored literacy instruction that responds to the varied learning needs of individual students and small groups. [MC2]
Guide instructional teams in designing, applying, and assessing evidence-based literacy strategies and curricular frameworks to improve student outcomes. [MC1, MC2, MC4]
Facilitate the development of data-informed literacy intervention strategies, collaborating to address specific student learning needs in small group and individual settings. [MC1, MC2]
Support teachers in selecting and administering valid, reliable, and accessible literacy and language assessment tools. [MC2, MC4]
Interpret assessment data collaboratively to guide instruction and intervention. [MC2, MC4]
Communicate assessments and results to the educational team. [MC1, MC2, MC4]
Advocate for equitable literacy practices grounded in assessment data. [MC1, MC4]
Identify potential literacy challenges, including dyslexia, in collaboration with educators. [MC2]
Collaborate with teachers to monitor and report intervention progress of literacy skill development. [MC2]
Learners and the Literacy Environment - Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment. [AAQEP 1, 2; ILA 5; InTASC 1, 3, 4, 5, 7, 8, 9, 10)
Collaborate with colleagues to meet the developmental and academic needs of all learners through shared instructional planning and learning environment design. [MC2, MC4]
Implement digital and print materials to engage and motivate all learners. [MC2]
Integrate digital technologies in appropriate, safe, and effective ways and assist colleagues in these efforts. [MC2]
Advocate for a positive climate that supports a literacy-rich learning environment. [MC2]
Consult with families to meet the developmental and academic needs of all learners for instructional planning and learning environment design. [MC2, MC3, MC4]
Professional Learning and Leadership - Candidates are self-aware, lifelong learners who collaboratively design, align, and assess instructional practices and interventions that support students and professional colleagues; develop, refine, and demonstrate leadership skills; engage in collaborative decision making with and advocate on behalf of teachers, students, families, and communities. [AAQEPP 1, 2; ILA 6; InTASC 3, 6, 7, 9, 10)
Refine personal practice as a reading/literacy specialist using current research, policy, and data to guide continuous improvement. [MC2, MC3]
Lead collaborative design of instructional practices and interventions that support literacy growth within and across classrooms. [MC2, MC4]
Guide collaborative assessment of instructional practices and interventions to inform schoolwide literacy improvement. [MC2, MC4]
Facilitate professional learning that supports educators in using data to inform literacy instruction and intervention. [MC2, MC4]
Create sustainable professional development that builds instructional capacity in reading and intervention strategies. [MC2, MC4]
Advocate for evidence-based literacy policies by applying relevant research and contextual data at the school, district, or state level.
Analyze ethical decisions that promote the common good for students, families, and colleagues that are consistent with the Christian worldview. [MC2, MC3]