Reading Program Specific Outcomes and Assessments

The Reading Program at Eastern Michigan University has opted to use the shared outcomes for advanced programs in the Department of Teacher Education and adapt them for the literacy professional. Our list of outcomes is as follows:

1. Students will solve problems and make decisions in professional literacy practice through the use of:

· Literacy research

· Reflective inquiry

· Knowledge of literacy learning and development

· Knowledge of diversity and cultural context and their effects on literacy development

· Knowledge of literacy theory and practice.

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2. Students will demonstrate leadership in literacy by

· Communicating effectively

· Working collaboratively

· Using technology effectively

· Engaging in exemplary professional practice

· Advocating for children and young adults

· Engaging in continuous professional development.

1. Students will demonstrate professional dispositions:

· Adherence to professional ethics

· Collaboration

· Commitment to diversity

· Leadership and initiative

· Professional advocacy

· Professional demeanor

· Self-reflection

· Student focus

In order to assess these outcomes, the Reading Program has developed a capstone project that will be completed over three courses and a minimum of two semesters. In RDNG 685: Literacy Assessment, graduate students will be asked to do a literacy needs assessment of their school. This assessment will require them to do considerable research to find information regarding the demographics of their school population, various funding sources all ready in place, the scope and design of their current literacy programs, both developmental and intervention. They will analyze and reflect on their findings and generate the first part of a plan for the improvement of literacy instruction in their school. This plan will consist of the identification of the school's literacy needs.

In RDNG 686: Designing Intervention Programs, students will be asked to further develop their plan by studying various models of intervention programs including literacy materials and instructional practices and evaluating which aspects of these programs best meet their students' needs. In order to do this step students will need to apply their knowledge of learning and development, diversity and culture and subject matter as they evaluate and formulate the a literacy program that best meets the needs of their school. They will also be asked to research the various grants and funding sources that are available to help implement their program, which will require considerable use of technology. Based on their findings, they will design an intervention program with identified funding sources that can improve literacy instruction in their school.

In RDNG 695: Seminar: The Reading Professional, students will finalize their proposal. They will be asked to take the first steps in operationalizing their literacy improvement plan. This could include: writing the grant, designing the professional development courses for their staff, designing a training program for paraprofessional, developing an outreach program for parents. The planning and implementation of these proposals will require collaboration and continuing professional development. The entire project will thus consist of the needs assessment, the literacy plan, and the implementation project. The completion of this project will more than adequately demonstrate that students receiving a master's degree in reading from Eastern Michigan University can serve as effective literacy leaders and advocates for children.