Master's in Language & Literacy: Trademark Outcome and Alignment with ILA Standards
The Language & Literacy Master's specialization aims to equip students with essential skills to become literacy leaders through in-depth knowledge and practical application of literacy methods. The program emphasizes the importance of sustaining professional collaboration and improving diverse learners' engagement with literacy tasks. The Trademark Outcome is distinctive in its focus on applying theory to practice systematically and ensuring accountability for student outcomes. Aligned with the International Literacy Association's Standards for Reading Professionals, this program sets high standards for candidates in various educational roles.
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Embedded Assessment M.Ed. In Curriculum & Instruction with a Specialization in Language & Literacy
Trademark Outcome for Students The Language & Literacy master s specialization is designed around a trademark outcome for students who complete the program. The trademark outcome was based on three factors: 1. Key findings identified by employers 2. Critical standards and objectives recognized by professional organizations 3. Recommendation of faculty
Why Have a Trademark Outcome? The trademark outcome for the Language & Literacy specialization represents a decisive set of skills that distinguish our graduates from others in the field. These skills ensure students: 1. Are literacy leaders when they graduate 2. Possess in-depth knowledge about current literacy methods and research 3. Implement competency-based applications of literacy theories in real world contexts throughout the program 4. Have opportunities to perfect skills and knowledge through faculty guidance throughout the program
Language & Literacy Masters Specialization Trademark Outcome: The Language & Literacy candidate will be a leader who possesses in-depth knowledge about literacy processes and demonstrates the ability to appropriately apply this knowledge to evaluate, design, and implement effective literacy instruction for diverse learners. The Language & Literacy candidate will also demonstrate the ability to sustain professional collaboration with a variety of educational stakeholders to foster ongoing growth as a literacy practitioner and increase student engagement and achievement with literacy tasks. Graduates will demonstrate the knowledge and skills necessary for improving diverse learners aptitude and engagement with literacy tasks. Graduates will share their specialized knowledge about effective literacy pedagogy with a variety of stakeholders. Distinctiveness of the Trademark Outcome: Most master s degree programs strive for students who have theoretical knowledge of the field of literacy education. Few programs require master s students to apply theories of literacy pedagogy to practice in a systematic fashion. Even fewer programs require master s students to have a level of accountability and examine the outcome of applying theory to practice for learners.
This Trademark Outcome is Aligned with the International Literacy Association s Standards for Reading Professionals These ILA standards are performance-based and describe what candidates in the reading profession should know and be able to do in a variety of settings. The standards essentially define best practice for reading/literacy master s degree programs. Professional roles identified for these standards include the following: Education Support Personnel Candidate (Paraprofessional) Pre-K and Elementary Classroom Teacher Candidate Middle and High School Content Classroom Teacher Candidate Middle and High School Reading Classroom Teacher Candidate Reading Specialist/Literacy Coach Candidate Teacher Educator Candidate Administrator Candidate
ILA Standards for Reading Professionals: (1) Foundational Knowledge Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. L&L Trademark Outcome: (2) Curriculum & Instruction Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing The Language & Literacy candidate will be a leader who possesses in-depth knowledge about literacy processes and demonstrates the ability to appropriately apply this knowledge to evaluate, design, and implement effective literacy instruction for diverse learners. The Language & Literacy candidate will also demonstrate the ability to sustain professional collaboration with a variety of educational stake holders to foster ongoing growth as a literacy practitioner and increase student engagement and achievement with literacy tasks. (3) Assessment & Evaluation Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. (4) Diversity Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. (5) Literate Environment Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. (6) Professional Learning and Leadership Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.
Phases of Embedded Assessment The graduate curriculum in the College of Education is divided into 3 interrelated phases that assess mastery of the trademark outcome. Phase 1 (P1) is the acquisition of knowledge. Phase 2 (P2) is applying the knowledge and skills you have learned. Phase 3 (P3) entails designing, implementing, and evaluating the information in real life settings.
Depth of understanding of the Trademark Outcome increases with each level of assessment Phase 3 Implement & Evaluate Phase 2 Develop & Pilot Phase 1 Assess & Identify Theoretical Knowledge about Teaching Literacy
Phase 1 Learning Outcome Graduate students will systematicallyand formatively assess student learning and instruction that involves the use of research-based principles and methods to identify an area of refinement. Phase 2 Learning Outcome Through the use of research-based principles and interactions with learners, graduate students will systematically developand pilot an instructional intervention that addresses a literacy need and evaluate the intervention plan. Phase 3 Learning Outcome Through the use of research-based principles and methods, graduate students will systematically implement and evaluate a pedagogical innovation that solves an instructional problem in a real-world setting.
Embedded Assessments in Coursework As you are moving through the 3 phases of coursework, you will be evaluated through two methods: 1. Apply and Evaluate course assignments (A&E Lessons) 2. Phase 1, Phase 2, and Phase 3 end of phase assessments Detailed information about how to complete A&E Lessons and End of Phase Assessments is provided in course syllabi.
Rubrics Rubrics will be used to evaluate both A&E Lessons and the phase 1, phase 2, and phase 3 assessments.
Phase 1 Rubric Exemplary (5) Good (3) Needs Improvement (1) Indicates a shallow understanding of extant literature and a lack of critical reflection over literacy topics Competencies Score Indicates thorough understanding of extant literature and a complex understanding of literacy topics Indicates an adequate understanding of the extant literature and adequate ability to reflect on literacy topics Knowledge of Extant Literature in the field of Literacy Education Indicates a thorough understanding of reading pedagogy (e.g., guided reading, reading workshop, differentiated instruction, text complexity, reciprocal teaching, reading apprenticeships) and ability to reflect critically about reading pedagogy Indicates an adequate understanding of reading pedagogy (e.g., guided reading, reading workshop, differentiated instruction, text complexity, reciprocal teaching, reading apprenticeships) and adequate ability to reflect over reading pedagogy methods Indicates a superficial understanding of reading pedagogy and a lack of critical reflection over reading pedagogy methods. Knowledge of research-based reading pedagogy Indicates a thorough understanding of writing pedagogy (e.g., writing process theory, writing in the disciplines, differentiated instruction, writing workshop) and ability to reflect critically about writing pedagogy methods Indicates an adequate understanding of writing instruction and adequate ability to reflect on the topic. Indicates a shallow understanding of writing instruction and a lack of critical reflection. Knowledge of Research-based Writing Instruction Indicates a thorough understanding of a variety of assessment instruments including school/district measures, formal and informal formative approaches, and authentic literacy assessment Indicates an adequate understanding of a variety of assessment instruments including school/district measures and authentic literacy assessment Indicates a shallow understanding of a variety of assessment instruments including school/district measures and authentic literacy assessment Literacy Assessment Project includes thorough references to member checking with appropriate stakeholders and connects this data to the project Project includes references to member checking but does not present them in thorough or convincing manner; also may not connect data from member checking to the project Project does not include adequate references to member checking Member checking Project has a clear focus and is well organized with all required components addressed in a thorough manner Project has a muddled focus and organization with all required components adequately addressed Project has a weak focus and organization with all required components inadequately addressed Organization of the Phase 1 Project Project contains thorough documentation ; all references included enhance and support the project Project contains adequate documentation: most references included enhance and support the project Project contains inadequate documentation; references are absent or insufficiently support the project Documentation Included in the Phase 1 Project Project is well written in a clear, conventional, and engaging academic style Project is adequately written in a clear and conventional academic style Project is poorly written with distracting errors in an inadequate academic style Writing Style Present in the Phase 1 Project
Phase 2 Rubric Exemplary (5) Good (3) Needs Improvement (1) Score Competencies Indicates thorough understanding of extant literature and a complex understanding of literacy topics Indicates an adequate understanding of the extant literature and adequate ability to reflect on literacy topics Indicates a shallow understanding of extant literature and a lack of critical reflection over literacy topics Knowledge of Extant Literature in the Field of Literacy Education Indicates a thorough understanding of reading pedagogy (e.g., guided reading, reading workshop, differentiated instruction, text complexity, reciprocal teaching, reading apprenticeships) and ability to reflect critically about reading pedagogy Indicates an adequate understanding of reading pedagogy (e.g., guided reading, reading workshop, differentiated instruction, text complexity, reciprocal teaching, reading apprenticeships) and adequate ability to reflect over reading pedagogy methods Indicates a superficial understanding of reading pedagogy and a lack of critical reflection over reading pedagogy methods. Knowledge of Research- based Reading Pedagogy Indicates a thorough understanding of writing pedagogy (e.g., writing process theory, writing in the disciplines, differentiated instruction, writing workshop) and ability to reflect critically about writing pedagogy methods Indicates an adequate understanding of writing instruction and adequate ability to reflect on the topic. Indicates a shallow understanding of writing instruction and a lack of critical reflection. Knowledge of Research- based Writing Instruction Uses all available school/district literacy assessment data and multiple examples of student work and multiple measures of classroom based authentic literacy assessments to develop an intervention plan Reliance on school/district data and 2-4 forms of classroom based authentic literacy assessments Reliance solely on school/district data Sources for Analysis of Student s Literacy Instructional Needs Pilots a variety of pedagogically sound literacy intervention strategies with students such as differentiated reading instruction, guided reading, writer s workshop, reading and writing conferences, and reciprocal teaching Pilots a few pedagogically sound literacy intervention strategies with students Does not pilot any pedagogically sound literacy intervention strategies with students Pedagogical Pilots Project has a clear focus and is well organized with all required components addressed in a thorough manner Project has a muddled focus and organization with all required components adequately addressed Project has a weak focus and organization with all required components inadequately addressed Organization of the Phase 2 Project Project contains thorough documentation ; all references included enhance and support the project Project contains adequate documentation: most references included enhance and support the project Project contains inadequate documentation; references are absent or insufficiently support the project Documentation Included in the Phase 2 Project Project is well written in a clear, conventional, and engaging academic style Project is adequately written in a clear and conventional academic style Project is poorly written with distracting errors in an inadequate academic style Writing Style Present in the Phase 2 Project
Phase 3 Rubric Exemplary (5) Good (3) Needs Improvement (1) Competencies Score Indicates thorough understanding of extant literature and a complex understanding of literacy topics Indicates an adequate understanding of the extant literature and adequate ability to reflect on literacy topics Indicates a shallow understanding of extant literature and a lack of critical reflection over literacy topics Knowledge of Extant Literature in the field of Literacy Education Indicates a thorough understanding of reading pedagogy (e.g., guided reading, reading workshop, differentiated instruction, text complexity, reciprocal teaching, reading apprenticeships) and ability to reflect critically about reading pedagogy Indicates an adequate understanding of reading pedagogy (e.g., guided reading, reading workshop, differentiated instruction, text complexity, reciprocal teaching, reading apprenticeships) and adequate ability to reflect over reading pedagogy methods Indicates a superficial understanding of reading pedagogy and a lack of critical reflection over reading pedagogy methods. Knowledge of Research- based Reading Pedagogy Indicates a thorough understanding of writing pedagogy (e.g., writing process theory, writing in the disciplines, differentiated instruction, writing workshop) and ability to reflect critically about writing pedagogy methods Indicates an adequate understanding of writing instruction and adequate ability to reflect on the topic. Indicates a shallow understanding of writing instruction and a lack of critical reflection. Knowledge of Research- based Writing Instruction Uses multiple formal and informal assessments (including test scores, reading logs, reflective journals, writing portfolios, and performance assessment). Uses a variety of instructional practices (including reading workshop, guided reading, and strategic reading) Uses at least two or three types of formal and informal assessments. Uses at least three of pedagogically sound instructional practices Uses test data and one type of informal assessment. Uses at least two pedagogically-sound instructional practices Evidence of Graduate Student Learning Substantial improvement in standardized measures of literacy skills (e.g., school STAAR English Language Arts tests, Aplia scores). Substantial improvement in other literacy assessments administered (e.g., running records, retrospective miscue analysis, power writing) Acceptable improvement in standardized and other measures of literacy skills Minimal or no improvement in standardized and other measures of literacy skills Evidence of Student Learning Project has a clear focus and is well organized with all required components addressed in a thorough manner Project has a muddled focus and organization with all required components adequately addressed Project has a weak focus and organization with all required components inadequately addressed Organization of the Phase 3 Project Project contains thorough documentation ; all references included enhance and support the project Project contains adequate documentation: most references included enhance and support the project Project contains inadequate documentation; references are absent or insufficiently support the project Documentation Included in the Phase 3 Project Project is well written in a clear, conventional, and engaging academic style Project is adequately written in a clear and conventional academic style Project is poorly written with distracting errors in an inadequate academic style Writing Style Present in the Phase 3 Project
Apply and Evaluate Lessons Each course has an Apply & Evaluate Lesson (A&E) A&E s are specific to the content of the course, but also assess progress towards mastery of the trademark outcome. Progress on individual A&Es provides you and your professor with opportunities for progress monitoring. Feedback on A&Es occurs before the course is completed. Rubrics are used to document your performance.
End of Phase Assessments The end of phase one assessment occurs in EDLL 5340, Literacy Acquisition Process and Pedagogy. The end of phase two assessment occurs in EDLL 5346 Increasing Reading Proficiency for All Readers. The end of phase three assessment occurs as part of your comprehensive exam at the conclusion of coursework.
If you have any questions, please speak with your Advisor or Contact Dr. Mellinee Lesley for more information Mellinee.Lesley@ttu.edu (806) 834-1186
