Domains
-
Foundational Knowledge - Candidates research and apply theoretical, historical, and evidence-based foundations of reading, writing, language, speaking, listening, viewing and the integral role of the reading/literacy specialist in schools. [ILA 1, InTASC 1, 4, 7, 8, 9]
- Apply major theoretical, conceptual, historical, and evidence-based components of reading development to create literacy instruction. [MC2]
- Analyze the relationship between reading, writing, and language in the development of literacy skills. [MC2]
- Apply the major theoretical, conceptual, historical, and evidence-based aspects of writing development to create literacy instruction. [MC2]
- Apply major theoretical, conceptual, historical, and evidence-based components of language to create literacy instruction. [MC2]
- Explain the historical, theoretical, and evidence-based foundations related to the role of the reading/literacy specialist. [MC1, MC2]
-
Curriculum and Instruction - Candidates use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy design and implement small-group and individual evidence-based literacy instruction for learners with specific literacy needs; collaborate with school-based educators in developing, implementing, and evaluating instructional practices and curriculum. [ILA 2; InTASC 2, 4, 5, 7, 8, 10]
- Use foundational knowledge of literacy to design evidence-based literacy instruction that meets the needs of all learners. [MC2]
- Use foundational knowledge of literacy to adapt and evaluate evidence-based literacy instruction and curricula that meets the needs of all learners. [MC2]
- Design and adapt literacy instruction using both informational and narrative texts to meet the literacy needs of whole class and groups of students. [MC2]
- Select, teach, and evaluate literacy instruction using both informational and narrative texts to meet the literacy needs of whole class and groups of students. [MC2]
- Create differentiated literacy instruction to meet the diverse literacy needs of individuals and groups of students. [MC2]
- Collaborate with educators to develop, implement, and evaluate evidence-based literacy instructional practices and curriculum. [MC2, MC4]
- Develop literacy intervention plans to be implemented with individuals and small groups of students based on assessment of students’ literacy strengths and needs. [MC2]
-
Assessment and Evaluation - Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders. [ILA 3, InTASC 1, 3, 6, 7, 9, 10]
- Identify valid and reliable assessment tools that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child. [MC2, MC3, MC5]
- Evaluate the strengths and limitations of literacy and language assessments, including validity, reliability, and bias. [MC2]
- Analyze the influence of literacy and language assessments on the classroom environment. [MC2]
- Collaborate with and support teachers to select assessment tools and administer literacy assessments. [MC2, MC4]
- Collaborate with educators to interpret and use assessment data for decision making regarding instruction and intervention. [MC2, MC4]
- Use both written and oral communication to explain assessment results to stakeholders, including students and families. [MC1, MC2, MC4]
- Use assessment results to advocate for literacy and language practices to stakeholders, including administrators and colleagues. [MC1, MC4]
- Collaborate with and support teachers in assessing and diagnosing potential literacy issues, including dyslexia. [MC2]
- Collaborate with and support teachers to monitor and report progress of literacy skill development. [MC2]
-
Learner Development and Diversity - Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students’ identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels. [ILA 4, InTASC 2, 3, 10]
- Apply theories of diversity and equity to literacy instruction. [MC2, MC5]
- Design and implement instruction that values cultural diversity in their school and in society. [MC2, MC5]
- Create and advocate for inclusive and affirming classroom and school environments through culturally responsive instruction. [MC2, MC4, MC5]
- Advocate for equity at school, district, and community levels. [MC2, MC4, MC5]
-
Learners and the Literacy Environment - Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment. [ILA 5; InTASC 1, 3, 4, 5, 7, 8, 9, 10)
- Collaborate with colleagues and families to meet the developmental needs of all learners. [MC2, MC4]
- Implement digital and print materials to engage and motivate all learners. [MC2]
- Integrate digital technologies in appropriate, safe, and effective ways and assist colleagues in these efforts. [MC2]
- Advocate for a positive climate that supports a literacy-rich learning environment. [MC2]
-
Professional Learning and Leadership - Candidates are self-aware, lifelong learners who collaboratively design, align, and assess instructional practices and interventions that support students and professional colleagues; develop, refine, and demonstrate leadership skills; engage in collaborative decision making with and advocate on behalf of teachers, students, families, and communities. [ILA 6; InTASC 3, 6, 7, 9, 10)
- Reflect on personal practice as a reading/literacy specialist based on current research, policy, and practice. [MC2]
- Collaborate in decision-making to design and align instructional practices and interventions within and across classrooms. [MC2, MC4]
- Collaborate in decision making to assess instructional practices and interventions within and across classrooms. [MC2, MC4]
- Lead professional learning experiences to assist teachers in data-based instructional decision making for classrooms and schools. [MC2, MC4]
- Create professional development opportunities including leadership and facilitation skills to promote reading instruction and intervention. [MC2, MC4]
- Apply research in advocating for effective local, state, or national literacy policy decisions.
- Provide guidance and direction to paraeducators, tutors, and volunteers that is appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and delivery approach. [MC1, MC3, MC4, MC5]
- Analyze ethical decisions that promote the common good for students, families and colleagues that are consistent with the Christian worldview. [MC2, MC3]
Faculty
Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.
Program FacultyDisclosure Categories Related to Professional Licensure
Master of Arts in Reading Education K-12
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FM, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MH, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, PW, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY,
Alabama
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Alaska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
American Samoa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Arizona
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Arkansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
California
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Colorado
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Connecticut
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Delaware
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
District of Columbia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Federated States of Micronesia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Florida
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Georgia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Guam, US Territory
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Hawaii
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Idaho
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Illinois
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Indiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Iowa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Kansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Kentucky
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Louisiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Maine
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Marshall Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Maryland
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Massachusetts
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Michigan
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Minnesota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Mississippi
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Missouri
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Montana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Nebraska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Nevada
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Hampshire
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Jersey
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Mexico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New York
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
North Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
North Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Northern Mariana Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Ohio
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Oklahoma
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Oregon
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Pennsylvania
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Puerto Rico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Republic of Palau
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Rhode Island
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
South Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
South Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Tennessee
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Texas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Utah
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Vermont
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Virgin Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Washington
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
West Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Wisconsin
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Wyoming
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.