This 15-credit graduate certificate program is designed to enhance the knowledge and skills of classroom teachers in the implementation of effective literacy instruction for students from middle school through secondary education. It builds on and extends the foundational initial certification courses in reading education required by the Maryland State Department of Education. Coursework addresses advanced level evidence-based literacy instruction such as subject area reading comprehension strategies, advanced assessment procedures, and materials, and also involves advanced study of new technologies for literacy instruction and current literacy education policies. The certificate program is aligned with state and national standards. Students who complete the certificate program may elect to apply to the Johns Hopkins University School of Education’s 39-credit Masters of Science in Education with a concentration in Reading program, which prepares certified Reading Specialists for leadership roles in schools. All certificate coursework may be applied to the master’s program of study. Students may also combine this certificate with other School of Education graduate certificates to earn a Masters of Science in Education with a concentration in Educational Studies.
Note: All students must provide evidence of satisfactory federal and state criminal background check at the beginning of the program and before each course in which work with human subjects is involved.
Requirements (15 credits)
884.615 Cross-Cultural Studies in Literacy
Students in this class investigate how culture, language, school and out-of-school literacy experiences, and education policy influence student attitude, learning, and content area knowledge. Participants evaluate multicultural literacy research, curriculum, literature, and new literacies, and how social and cultural factors contribute to daily classroom literacy instruction and everyday life. The course emphasizes creating democratic and culturally sensitive learning environments.
884.617 Children and Adolescent Literature
Children and Adolescent Literature examines in-depth instructional issues involving multiple genres of children and adolescent literature. Topics include the examination of text structures in informational, expository, and narrative materials; effective identification and selection of instructional and independent level texts for student reading; developing awareness of literature about, and resources related to, culturally diverse groups in the United States; understanding self as a reader and to use that understanding to inform teaching practices, engagement and motivational issues related to text instruction and selection; and how digital literature can be used in classroom instruction. (3 credits)
884.701 Reading Comprehension and Critical Literacy
Building on the instructional strategies and skills of earlier coursework, this advanced graduate course examines classic and contemporary research and theory in reading comprehension and critical literacy and how these dimensions and processes are applied to literacy education. During the course students learn to explore and appreciate the diversity of literacy research perspectives, and to learn to think and write critically and analytically about research, literacy education policy, and practices that influence and are used in classroom education. These topics are overlapped by advanced instructional methods and strategies for teaching students reading comprehension and critical literacy skills and dispositions. (3 credits)
884.810 Supervised Clinical Practicum I for Reading Certificate Students
The practicum for advanced reading education certificate students (884.810) is a capstone experience of students enrolled in reading certificates. Candidates demonstrate abilities to translate literacy education research into practice. The overarching intent of Practicum I is to develop literacy education leaders while refining candidates’ knowledge and applications of research. Coursework centers on actual work with children and allows JHU candidates to provide evidence of their mastery of reading education skills and strategies. Candidates must complete at least 12 credit hours of designated READING graduate level coursework in their JHU program of study to take this course. Reading courses are designated beginning with “884".
884.850 Clinical Practicum in Writing and Other Media
Reading and writing printed texts have been, by tradition, interconnected processes. In the Digital Age, other media, such as still and moving images and audio texts, increasingly coexist alongside printed texts. During this practicum experience, candidates examine current issues involving the communication shifts that are occurring in the 21st Century. Using digital literacies, writing, and object-centered multimedia ideas and Instructional approaches, candidates work with teachers and students in designing, producing, and using new and traditional literacies to best prepare themselves and others for advancing technologies and practices that are changing the ways that people communicate and network.
* All other certificate coursework must be completed before enrolling in the Practicum.
The information below includes program-related disclosures provided pursuant to federal regulations issued by the United States Department of Education on October 29, 2010, required for title IV eligible certificate programs that lead to gainful employment in a recognized occupation.
1. CIP Code: 13.1315 Reading Teacher Education
2. Credential Level: Post-Baccalaureate Certificate
3. Program Length
a. Credits: 15
b. Weeks: 45
a. Tuition & Fees: $10,155
b. Books & Supplies (if not included in tuition/fees): $750
c. Room & Board (if applicable): Not Applicable
6. On-time Completion Rate* (2011-12): Not Applicable
7. Job Placement Rate: Not Applicable
8. Median Loan Debt upon Program Completion* (2011-12): Not Applicable
a. Title IV debt: Not Applicable
b. Private Educational Loan debt: Not Applicable
c. Institutional Financing debt: Not Applicable
*Note: No students graduated from this program in academic year 2011-12, and therefore there are no On-time Completion Rate and Median Loan Debt upon Program Completion data to report.