M.Ed. in Curriculum and Instruction
The M.Ed. in Curriculum and Instruction (Reading Concentration) is designed to enable
certified teachers to meet the requirements to be “highly qualified” as defined by
the No Child Left Behind (NCLB) federal legislation and specifically obtain a master’s
degree in a content area. Specifically, the objectives of the Reading Concentration
program are designed to focus on pedagogical and professional knowledge that the candidate
should know and be able to use as an effective Reading Specialist/Literacy Coach.
Additionally, emphasis is also place on the appropriate knowledge, skills and the
professional dispositions needed for M.Ed. candidates to become effective Reading
Specialist/ Literacy Coaches as they meet diverse learner needs. The program Specialist.
Literacy Coaches as they meet diverse learner needs. The program objectives, curricula,
instruction, and field and clinical experiences are guided by the Common Core State
Standards, Ira/ILA 2010 Standards for Reading Professionals, National Reading Research
Panel, Reading First, NCATE/CAEP Standards, the Louisiana Blue Ribbon Commission,
and the Louisiana Board of Elementary and Secondary Education (BESE). The institution
totally supports our program’s seeking of National Recognition from IRA/CAEP.
Additionally there is a definite relationship between the Unit’s Conceptual Framework
and the application of the IRA/ILA standards. The Department recognizes three pivotal
components that are outlined in the Unit’s Conceptual Framework: Subject Matter Scholars;
Facilitators of Learning; and Enhancers and Nurturers of Affective Behaviors. The
goal is for candidates in the program to become “catalysts for change”. Therefore,
the program outcomes that are articulated in the Conceptual Framework are included
in all of the course objectives in the Reading Specialist/Literacy Coaching program.
Additionally, candidates are immersed in action research for practical problem solving
through examination of the research, and the design of their own research projects
to address diverse learner needs. The course activities also involve in-depth fieldwork
experiences that include literacy coaching, mentoring, and opportunities to utilize
the assessment-intervention connection with diverse learners in P-12 schools. They
must be able to demonstrate that they can apply and transfer their content knowledge
and skills to classroom application. Additionally, “ successful” candidates must
be able to become effective enhancers and nurturers of positive affective behaviors
as they work with their students, their colleagues, and the home/community.
To qualify for admission to the program, candidates must be admitted to the School
of Graduate Studies at Grambling State University. Additionally, they must be certified
or licensed to teach with the equivalent of at least a Level I certificate in the
state of Louisiana. They must also successfully complete an interview for admission
to the program.
Emphasis is placed on inquiry-based approaches to learning. All candidates are given
opportunities to analyze research, as well as conduct action research projects in
areas of interest. All candidates complete 18 hours of core courses, 15 hours in
a concentration, a professional writing course, and the comprehensive examination.
Both a non-thesis option and a thesis option are available. Those choosing a thesis
option complete a 3-hour thesis course instead of a 3-hour course from a given set
of selective courses. For the non-thesis option, candidates complete a 3-hour graduate
course in an area of interest. The concentration is the same for both thesis and non-thesis
options
All candidates will be expected to maintain a 3.0 graduate grade point average to
remain in good standing. Those who do not will be subject to the sanctions of the
School of Graduate Studies. All candidates seeking the endorsement must maintain
a grade point average > 2.5 and have no grade lower than a “C” in the endorsement sequence courses to receive
the endorsement to the teaching certificate. Because the specialization sequence leads
to the endorsement, any changes in state requirements may result in necessary changes
to the plan of study before completion in order to meet state mandates.
All candidates must register for and pass ED 599, the Comprehensive Examination, before
the degree will be awarded. All candidates must take and pass the Comprehensive Exam
which consists of five (5) essay questions from the candidate’s area of concentration.
Passage is determined by successfully completing 4 of the 5 questions.
If a licensure test or tests is/are required to complete the endorsement, candidates
must take and pass it/them prior to receiving the M.Ed. degree.
Master of Education in Curriculum and Instruction Curriculum Plan
| Developmental Education 634* |
3 |
| Education 520 |
3 |
| Education 530 |
3 |
| Education 581 or, |
3 |
| Educational Leadership 500 |
3 |
| Education 549 |
3 |
| Education 545 |
3 |
| Education 576 |
3 |
| Education 599 |
0 |
| Concentration Area |
9-15 |
| Non-Thesis or Thesis Option |
|
| Education 561 (Thesis) |
3 |
| TOTAL |
36 |
Areas of Concentration
| Reading Specialist/Literacy Coaching |
| Education 504 |
3 |
| Education 505 |
3 |
| Education 507 |
3 |
| Education 506 |
3 |
*Grade of B or higher
