Program Mission and Philosophy

Within the conceptual framework of the College of Education and the Department of Curriculum and Instruction, both the Reading Education  and Storytelling concentrations reflect the importance of the process and products of education and the need for graduates to be flexible thinkers as they deal with an increasingly diverse and changing society. Both programs exhibit collaboration with schools and other agencies. The two programs differ from each other in the specific elements the comprise goals. The specific goals of each option are designed to produce competent professionals with expertise in each major field of study.

Performance-based Standards

In order to enhance the philosophy, purposes and assumptions within the M.A./M.Ed. Reading/ Storytelling Program curriculum the candidates, as accomplished practitioners, will know and be able to:
  • commit to students and their learning by (1) recognizing differences among students and adjusting their practice accordingly; (2) taking into account how children develop when planning learning activities; and (3) fostering students' self-esteem, civic responsibility, and respect for one another.
  • understand how knowledge in their subjects is created, organized, linked to other disciplines, and used in the real world by (1) using a repertoire of effective teaching methods to convey a subject to students; and (2) helping students learn by having them solve problems and make their own discoveries.
  • manage and monitor student learning by (1) modifying their teaching methods and classroom environment to meet students' needs, and try new approaches when others fail; (2) knowing how and when to get students, colleagues, and classroom volunteers to assist them; (3) using varied assessment methods to evaluate individual students as well as the entire class; and (4) clearly explaining performance to parents.
  • think systematically about their practice and learn from experience by (1) becoming lifelong learners who regularly seek advice from colleagues and others to strengthen their practice; (2) drawing upon education research - as well as their own classroom experience - to improve teaching; and (3) being enthusiastic for and committed to continued learning providing a compelling model for their students.
  • reach beyond the classroom to work creatively and collaboratively with colleagues, parents, and the community by (1) striving with colleagues to improve school-wide curriculum and instruction, and bolstering the teaching of the entire faculty; (2) working with parents to promote student growth; and (3) taking advantage in the community of resources to enrich and supplement student learning.


Reading Education
Admission Criteria