KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME: M.Ed. in Adolescent Education/Language & Literacy
DEPARTMENT:__Secondary and Middle Grades_____________________________
PROPOSED EFFECTIVE DATE: ________Fall 2010_________________________
Check One or More of the Following and Complete the Appropriate Sections
Sections to be
Completed
_____New Program Proposal**
_____Change in Program/Concentration/Degree Requirements
___X_New Concentration Proposal
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
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School Dean
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Vice President for Academic Affairs
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President
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UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
M.Ed. in Adolescent Education
CONCENTRATION
Language and Literacy
Kennesaw State University
August 1, 2009
Secondary and Middle Grades Education
Bagwell College of Education
Proposed Start Date:
Fall 2010
CIP:______
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 2 of 18
Program Description
Introduction and Uniqueness of the Program
The Department of Secondary and Middle Grades Education (SMGE) of the Bagwell College of
Education (BCOE) offers a Masters in Adolescent Education with concentrations in English,
Mathematics, Social Studies, and Science. With this proposal, SMGE seeks to add an additional
concentration for teachers of reading (concentration titled Language and Literacy to emphasize
current research in the field of reading education). The rationale for program development is
couched within four specific state needs:
(a) Georgia’s lack of qualified reading teachers;
(b) Poor performance of Georgia students (at all levels) in reading on national standards;
(c) Few opportunities for reading certification throughout the state, and
(d) A charge from the state to support the growing number of language minority students
in schools.
This program is unique in that it was developed from current research in the field of reading
education to emphasize language and literacy development, putting the needs of struggling
readers and English language learners at the forefront of the program. The M.Ed. in Adolescent
Education/Concentration in Language and Literacy will facilitate teacher acquisition of skills and
competencies needed to help all students read, write, and understand content material. It will also
aid teachers in identifying literacy problems, providing required interventions, and assisting all
students in improving literacy skills. This approach eases the instructional process for teachers
because it provides them with the content knowledge and skills to plan, implement, and assess
high quality lessons that meets the needs of all students, regardless of their abilities or language
proficiencies.
The development of the program stems from existing, approved, and successful graduate reading
and ESOL endorsement programs in SMGE and Inclusive Education, with additional courses
developed to study leadership, methods, and materials. Through collaboration with the Inclusive
Education Department and guided electives, candidates will have the option of becoming
endorsed in ESOL at the end of the program, another unique aspect of this program.
SMGE is uniquely positioned to offer this innovative, interdisciplinary teacher preparation
program in Language and Literacy due to its long history of collaboration with other departments
in the Professional Teacher Education Unit (PTEU). The development of this concentration
builds upon the previous success of SMGE’s partnership with the Inclusive Education
Department in providing blended graduate programs.
Institutional Importance of the Program
Call of the Georgia Professional Standards Commission (GPSC).
In 2006, the Georgia Professional Standards Commission (GPSC) revised the certification rules
and recognized Reading as a fifth content area in middle grades education. This is a significant
rule change as there is currently a lack of highly qualified reading teachers, particularly at the
middle grades level in the state of Georgia. Further, Georgia students have performed poorly in
reading on the National Assessment of Educational Progress (NAEP). Georgia's 8th grade
students' scores have shown no significant increase in the area of reading achievement from 1998
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 3 of 18
to 2007, with almost 75% of scores landing at the Basic and Below Basic level (Perie, Grigg, &
Donahue, 2005; Lee, Grigg, & Donahue, 2007).
In addition to the 2006 rule revision in Reading, the GPSC charged colleges of education
throughout the state to respond to growing numbers of language minority students and the schools
responsible for their education. According to the Tomas Rivera Policy Institute (2004), the
number of foreign-born children in Georgia increased by 233% between 1990-2000. While the
population growth is reflected across the state, three counties in Georgia (Whitfield, Gwinnett, &
Hall) have the fastest growing Latino populations in the United States. Thus the number of
students needing ESOL classes has increased significantly (USDE, 2002). Current projections
indicate that school-aged children whose first language is not English will constitute an estimated
40 percent of the K-12 age population in the U.S. by the year 2030 (U.S. Census Bureau, 2000).
This means that “in the next few decades, it will be virtually impossible for a professional
educator to serve in a public school setting, or even in any private school context, in which the
students are not racially, culturally, or linguistically diverse” (Cultural Diversity in America’s
Schools, p. 24).
The M. Ed. in Adolescent Education/Concentration in Language and Literacy develops teachers’
capacity to work with a diverse group of adolescents and meet their language and literacy needs
within the classroom.
PTEU Conceptual Framework
The M.Ed. in Adolescent Education/Concentration in Language and Literacy is aligned with the
vision, mission, goals and objectives of the PTEU Conceptual Framework in that it is designed to
assist content teachers in bringing all students, particularly to high levels of learning.
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching and
learning are entwined and that only through the implementation of validated practices can all
students construct meaning and reach high levels of learning. In that way, candidates are
facilitators of the teaching and learning process. Finally, the PTEU recognizes values and
demonstrates collaborative practices across the college and university and extends collaboration
to the community-at-large. Through this collaboration with professionals in the university, the
public and private schools, parents and other professional partners, the PTEU meets the ultimate
goal of assisting Georgia schools in bringing all students to high levels of learning.
KSU's Strategic Plan
The first goal of Kennesaw State University’s Strategic Plan is to enhance and expand academic
programs and delivery. More specifically, this goal seeks to add programs that are strategically
important to the local community, to Georgia, and to the nation. Adding a Language and Literacy
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 4 of 18
strand to the College of Education M.Ed. in Adolescent Education is strategically important for
two reasons. First, there is currently a lack of qualified reading teachers both statewide (PSC) 1
and nationally (Smartt & Reschly, 2007). While there are statewide reading certification options,
the PSC reported that middle grades teachers made up a small percentage of teachers obtaining
reading certification (e.g., only 21% of teachers with a Reading Endorsement were middle grades
teachers; only 20% of teachers with a Reading Specialist certification were middle grades
teachers) (Wiseberg, 2006). Second, population projections indicate that school-aged children
whose first language is not English will constitute an estimated 40 percent of the K-12 age
population in the U.S. by the year 2030 (U.S. Census Bureau, 2000). Consequently, fewer than
36 percent of current teachers feel “very well prepared” to implement curriculum and
performance standards to meet the needs of diverse and/or ELL students (The Interim Report of
the President’s Advisory Commission on Educational Excellence for Hispanic Americans,
September 2002).
System and State of Georgia Goals
In November of 2008, the University System of Georgia’s Board of Regents presented their
20,000 by 2020 initiative. This initiative is designed to meet 80% of the state’s need for quality
teachers by 2020. The state need for quality teachers is in part due to high teacher attrition (where
about 1/3 of new teachers leave the profession within the first three years of employment),
teacher retirement, and population growth. Attrition rates are particularly important in Georgia
where 10% of teachers leave both middle and secondary grades classrooms each year (Georgia
Workforce Report, 2006). Therefore, the 20,000 by 2020 initiative takes a multi-layered approach
to not only increase the number of new teachers, but also retain quality teachers, and retrain
teachers to meet the state needs.
Preparing highly qualified teachers and teacher leaders in the areas of math, science, reading, and
second language learning is critical both nationally and within the state of Georgia, particularly
for middle and secondary schools where there is a high rate of attrition and national (and state)
assessments indicate that students are performing poorly. Consider the results of the National
Assessment of Educational Progress (NAEP). In 2005, almost 30% of students scored below the
basic level of proficiency in the 8th grade (Perie, Grigg, & Donahue, 2005) with only slight
improvement on the 2007 assessment (Lee, Grigg, & Donahue, 2007). Georgia's 8th grade
students' scores have shown no significant increase in the area of reading achievement from 1998
to 2007, with almost 75% of scores landing at the Basic and Below Basic level. (As of 2007,
NAEP scores for English language learners were not included in the sub-group report.)
Since academic learning is critically dependent upon the ability to read, growing numbers of
English language learners risk academic failure due to their inability to read at grade level.
According to officials in the Georgia Department of Education, students classified as “at-risk for
academic failure” are often Hispanic, have had limited or interrupted schooling, and are unable to
read in their first language, Spanish. This situation is complicated by the misperception
sometimes held by classroom teachers who think that when students have developed their
listening and speaking skills, their reading and writing should be comparable to that of Englishspeaking classmates. This misperception then contributes to teachers' frustration over the lack of
academic progress made by ELL students. The need for teacher preparation in language and
literacy development, particularly in the area of second language acquisition, is evident.
1
Information regarding certification can be found at the Georgia Professional Standards Commission Website:
http://www.gapsc.com/home.asp
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 5 of 18
II.
Objectives of the Program
Mastery of literacy skills is essential to successful learning in every school subject. Teachers can
further their education by pursuing an advanced degree in Language and Literacy. The M.Ed. in
Adolescent Education/Concentration in Language and Literacy will facilitate teacher acquisition
of skills and competencies needed to help students read, write, and understand content material. It
will also aid teachers in identifying literacy problems, providing required interventions, and
assisting all students in improving literacy skills. A M.Ed. in Adolescent Education/Language and
Literacy will provide the incentive and the opportunity for teachers to become effective leaders
who assist their colleagues in improving literacy among adolescent students in Georgia, including
those who are culturally and linguistically diverse. Specific objectives of the program include:
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III.
Candidates will understand the theoretical and evidence-based foundations of reading and
writing processes and instruction.
Candidates will use instructional approaches, materials, and an integrated,
comprehensive, balanced curriculum to support student learning in reading and writing.
Candidates will use a variety of assessment tools and practices to plan and evaluate
effective reading and writing instruction.
Candidates will create and engage their students in literacy practices that develop
awareness, understanding, respect and a valuing of differences in our society.
Candidates will create a literate environment that fosters reading and writing through the
integration of foundational knowledge, the use of instructional practices, approaches and
methods, curriculum materials, and appropriate assessments.
Candidates will view professional learning and leadership as a career or lifetime
commitment.
Justification and Need for the Program
As previously stated, there is currently a lack of highly qualified reading teachers, particularly at
the middle grades level, in the state of Georgia despite growing concern, nationally, for meeting
the literacy needs of all students (Smartt & Reschly, 2007). According to the Professional
Standards Commission (PSC)2, there is currently only one university within the University
System of Georgia with an undergraduate teacher preparation concentration in reading and scant
few with an alternative certification program in reading (MAT). Graduate programs in language
and literacy exist at several universities, with only a handful of programs at the Specialist and
Doctoral level. In an effort to meet the literacy needs of Georgia’s students, the University
System of Georgia’s Reading Consortium developed a state-wide Reading Endorsement (Beatty,
Feaster, & Many, 2000) in 1999, consisting of three graduate level reading courses available for
Georgia certified teachers. However, at the University System of Georgia’s Literacy Summit in
the summer of 2006, the PSC reported that middle grades teachers made up a small percentage of
teachers obtaining reading certification--e.g., only 21% of teachers with a Reading Endorsement
were middle grades teachers; only 20% of teachers with a Reading Specialist certification were
middle grades teachers (Wiseberg, 2006).
2
Information regarding certification can be found at the Georgia Professional Standards Commission Website:
http://www.gapsc.com/home.asp
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 6 of 18
This is alarming considering Georgia’s performance on the NAEP. Administered every other
year, the NAEP is an important measure since it is considered a report card for the nation in terms
of the evaluation of student progress across the United States (Smartt & Reschly, 2007). While
numerous academic fields and grade levels are assessed, the reading assessments are administered
in grades 4 and 8. In 2005, eighth-grade students’ scores nationwide declined (29% were reading
below the basic level of proficiency (Perie, Grigg, & Donahue, 2005). In 2007, scores increased
by only a couple of percentage points (Lee, Grigg, & Donahue, 2007). Georgia’s 8th grade scores
reflect no significant progress in reading achievement from 1998 to 2007, with 44% of the scores
landing at the Basic level and 30% Below Basic. The 2007 NAEP report--broken into subgroups--reflects a large percentage of Georgia’s Caucasian students (84%) scoring within the
Basic level of proficiency, but this number dramatically changes for African American (56%) and
Hispanic (62%) students. Percentages reverse when reviewing the Below Basic level: Caucasian
16%, African American 44%, and Hispanic 38%.
As previously stated, population projections indicate that school-aged children whose first
language is not English will constitute an estimated 40 percent of the K-12 age population in the
U.S. by the year 2030 (U.S. Census Bureau, 2000). The Tomas Rivera Policy Institute (2004)
reported that the number of foreign-born children in Georgia increased by 233% between 19902000. Thus the number of students needing ESOL classes has increased significantly (USDE,
2002). Current projections indicate that school-aged children whose first language is not English
will constitute an estimated 40 percent of the K-12 age population in the U.S. by the year 2030
(U.S. Census Bureau, 2000). This means that “in the next few decades, it will be virtually
impossible for a professional educator to serve in a public school setting, or even in any private
school context, in which the students are not racially, culturally, or linguistically diverse”
(Cultural Diversity in America’s Schools, p. 24).
Few teachers are prepared to provide instruction designed for this growing group of students. “Of
the total number of public school teachers across the nation, only 12 percent of teachers who have
culturally and linguistically diverse students in their classroom have had eight or more hours of
professional development specific to the needs of this student population,” (NCES, 2002).
According to a U.S. Department of Education survey, fewer than 36 percent of current teachers
feel “very well prepared” to implement curriculum and performance standards and fewer than 20
percent feel “prepared” to meet the needs of diverse and/or English language learner (ELL)
students (The Interim Report of the President’s Advisory Commission on Educational Excellence
for Hispanic Americans, September 2002). This lack of training translates into “teachers holding
negative expectations for students, while inappropriate curricula, assessments, and instructional
materials are used with these students, compounding the problem,” (Short, 1999, p. 107).
These state and national needs are the forefront of the design and rationale for the concentration
in Language and Literacy for the M. Ed. in Adolescent Education. The aforementioned objectives
of the program are closely aligned with the International Reading Association (IRA) standards for
reading professionals. Our program emphasizes strong foundational knowledge in theory,
instructional strategies, connections across the curriculum, diverse materials, and assessment
practices (Snow, Barnes, & Chandler, 2005). Throughout the program, candidates will apply their
knowledge in diverse field placements, develop mentoring relationships with expert teachers, and
debrief with faculty to gain a better understanding of their classroom experiences (International
Reading Association, 2007; Lenski, Grisham, & Wold, 2006).
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 7 of 18
Statement of Specialty
According to the NAEP, the agency that monitors student learning, approximately 70% of all
fourth graders assessed in 2003 scored below expected levels in reading, as did 26% of eighth
graders and 23% of eleventh graders. Based on these statistics, as many as one-fourth of all
adolescents do not read well enough to understand their textbooks. Without a focused effort on
the part of schools and universities to increase literacy in America, many individuals will not
have the skills that they need to succeed in today’s global economy. For students to be successful,
content teachers must develop new pedagogical practices in assessment and instruction. It is no
longer sufficient for content teachers to focus exclusively upon teaching content. Rather, they
must simultaneously develop their students’ content knowledge and skills and student literacy,
particularly as it relates to reading informational texts.
IV.
Procedures Used to Develop the Program
BCOE offers approved and successful graduate level endorsement programs in Reading and
ESOL. Last year, reading faculty revised the graduate reading courses to align more closely with
the IRA Reading Standards. With the needs of the state in mind, the following steps helped to
develop the concentration in Language and Literacy for the M. Ed. in Adolescent Education:

During the 2006-2007 academic year, SMGE offered the newly approved Reading
Endorsement, in collaboration with colleagues in other departments. After a period of one
year, the Reading endorsement was evaluated and revised based upon feedback received
from teaching faculty and teachers who had completed the program.

During 2007-2008, the Reading Endorsement was embedded in the M.Ed. in Inclusive
Education/Individualized General Curriculum. Number of “completers” of Reading
Endorsement increased by 100%.

During the 2007-2008 academic year, Reading faculty from the Department of Secondary
and Middle Grades Education, Elementary and Early Childhood Education, Inclusive
Education Educational Leadership and English met regularly to discuss collaborative
strategies to increase program offerings in literacy. This group, also known as the Friends
of Literacy, approved the revisions to the Reading Endorsement. Faculty from SMGE
moved the revised program through the internal approval process (e.g., TEC and GPCC).
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During the 2008-2009, the Reading Endorsement was embedded in the MAT in TESOL.
Number of students who completer the Reading Endorsement is projected to increase
significantly as a result of this effort.
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In 2008-2009, SMGE employed new faculty in English Education and Literacy whose
expertise is in young adult literature, teacher pedagogy, and writing.

In 2008-2009, faculty began pursuing the idea of expanding program offerings in
Adolescent Education to include a concentration in Literacy. Knowledge of teacher
preparation programs in Georgia, research in reading teacher education, and the IRA
standards for reading professionals, supported our decision to focus on Language and
Literacy with an emphasis on meeting the diverse literacy needs of adolescents.
Therefore, SMGE faculty met with faculty in Inclusive Education to develop this
program.
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 8 of 18

In 2009, Dean Eaton established the PTEU-wide Friends of Literacy Task Force that is
exploring the possibilities of developing a Literacy Clinic at KSU. This group meets
regularly to pursue the development of the clinic as well as collaborate on existing and
future teacher preparation programs in literacy.
Curriculum: Program Requirements for Concentration
Professional Sequence (18 hours)
EDUC 7700 Reflective Inquiry
EDUC 7702 Advanced Studies of the Middle Grades Learner OR EDUC 7703 Best Practices in
Secondary Schools
EDUC 7705 Assessment & Evaluation
EDUC 7741 Educational Research
EDUC 7752 Multiple Literacies in Schools and Communities
EDUC 7797 The Portfolio
Teaching Field (18 hours)
Guided Selections of Courses
EDRD 7715 Theory and Pedagogy in the Study of Reading
EDRD 7716 Young Adult Literature in Middle and Secondary Classrooms
EDRD 7718 Content Area Reading
EDRD 7719 Reading Assessment and Instruction
EDRD 7720 Introduction to Literacy Coaching in Middle & Secondary Classrooms
INED 7781 Cultural Issues for ESOL Teacher*
INED 7782 Applied Linguistics for ESOL Teacher*
INED 7783 Methods & Materials for Teaching ESOL*
* Course substitutions are based upon approval of ESOL and Literacy faculty.
VI.
Program Admission Requirements:
Applicants for this degree program must*:
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Hold a valid teaching certificate (clear renewable) in Middle Grades or Secondary Education
in the concentration for which one is applying.
Provide official MAT or GRE scores. Although no minimum score is required, the applicant’s
GRE or MAT score will be considered in the competitive review process.
Submit a 1-2 page personal statement describing one’s beliefs about education at the middle
grades or secondary level and one’s professional goals relative to the Master of Education in
Adolescent Education degree.
Provide a professional resume documenting education, teaching experience, volunteer and
service accomplishments, and a record of leadership activities.
Obtain TWO Letters of Recommendation that address the applicant's success in teaching and
ability for success in graduate study, and commitment to adolescent learners.
Present official transcripts showing evidence of a bachelor’s degree with a minimum GPA of
2.75 from an accredited institution.
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 9 of 18

Complete graduate application with application fee.
*
International applicants have additional requirements; see Graduate Admissions section
of this catalog.
Course Offering Schedule and Plan-of-Study
Candidates are admitted into cohort groups of study and take course work as a group to maximize
acquisition of subject matter, specific skills, and interaction with one another.
Growth and Flexibility
The program will be offered to cohorts with a maximum of 20 students. Cohorts will begin the
program of study in the fall semester of each academic year. Subsequent enrollment will be
determined in consultation with the Department of Inclusive Education that offers the ESOL
Endorsement.
VII.
Course Descriptions
Course Prefix and Number: EDRD 7715
Course Title: Theory and Pedagogy in the Study of Reading
Credit Hours: 3-0-3
Prerequisites: Admission to graduate studies in education
Description: An advanced study of the socio-psycholinguistic foundations of reading and writing.
This course examines theories of language development and reading acquisition. Candidates will
study scientifically-based research in the areas of phonemic awareness, word identification,
phonics, vocabulary, fluency, comprehension and motivation. This course also explores historical
perspectives of reading and reading research and a wide range of instructional practices and
curriculum materials that meet the needs of diverse learners at all grade levels. This course serves
as the prerequisite for the other two courses in the Reading Endorsement.
Course Prefix and Number: EDRD 7716
Course Title: Young Adult Literature
Credit Hours: 3-0-3
Prerequisites: Admission to graduate studies in education
Description: In this course, candidates will build upon their understanding and use of
young adult literature in middle and secondary classrooms. Candidates will read, review,
and evaluate a wide-range of contemporary young adult literature genres, trends and
issues, while concurrently reviewing and evaluating methodologies for teaching.
Candidates will be asked to design and develop classroom and school-based literature
activities and programs to enhance instruction and foster motivation.
Course Prefix and Number: EDRD 7718
Course Title: Content Area Reading
Credit Hours: 3-0-3
Prerequisite: EDRD 7715
Description: An advanced study of the processes and problems of reading instruction in content
area classrooms. This course explores components of the reading process related to content area
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 10 of 18
reading instruction including technical reading, prior knowledge, reading strategies, supplemental
texts, and methods of grouping. Candidates will plan instruction based on content area
requirements that supports readers before, during, and after they read. Emphasis will be placed on
supporting the unique reading needs of a diverse classroom of learners at all grade levels. A field
component is required.
Course Prefix and Number: EDRD 7719
Course Title: Assessment and Instruction of Reading
Credit Hours: 3-0-3
Prerequisite: EDRD 7715
Description: An advanced study of reading assessment and the instruments used for
understanding the literacy needs of all grade-level readers. Candidates will use assessment data
to plan, evaluate, and revise effective reading instruction. Current trends and issues in testing and
assessment in U.S. schools will be studied. A field component is required. While EDRD 7719
is the preferred last course in the sequence, candidates may request to co-enroll in EDRD 7718.
Course Prefix and Number: EDRD 7720
Course Title: Introduction to Literacy Coaching in Middle & Secondary Schools
Credit Hours: 3-0-3
Prerequisites: EDRD 7718 and EDRD 7719
Description: This course provides candidates with an introduction to Literacy Coaching in middle
and secondary schools. Candidates engage in the study of pedagogy and leadership in the areas of
collaboration, job-embedded professional development, program assessment and evaluation of
school-, classroom-, and individual literacy need as well as instructional strategy. Candidates will
study pedagogical content and apply new skills in Georgia schools. Therefore, a field component
is required. (EDRD 7718 and EDRD 7719 are pre-requisites for this course.)
Course Prefix and Number: INED 7781
Course Title: Cultural Issues for the ESOL Teacher
Credit Hours: 3-0-3
Prerequisites: Admission to program
Description: This course is designed to develop a knowledge base about culture, its
influence on learning and teaching, and its role in intercultural classroom settings. In this
course, prospective ESOL teachers will examine major theories related to educating a
culturally diverse student body, and candidates will develop strategies for ensuring that
ESOL students develop knowledge of mainstream culture as they become proficient in
English.
Course Prefix and Number: INED 7782
Course Title: Applied Linguistics for the ESOL Teacher
Credit Hours 3-0-3
Prerequisite: INED 7781
Description: Principles of linguistic systems and their acquisition as they occur in first and
second languages. Candidates will explore the relationship of oral and written language
and become familiar with assessment techniques and devices for evaluation of the
development of English as an additional language.
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 11 of 18
Course Prefix and Number: INED 7783
Course Title: Methods and Materials for Teaching ESOL
Credit Hours 3-0-3
Prerequisite: INED 7781
Description : In this course, prospective ESOL teachers will develop skills in writing and
adapting curricula, critiquing and selecting materials, and applying strategies for teaching
reading, writing, speaking and listening to speakers of other languages. The course will also
include assessment of linguistic proficiency and development.
VII. Outstanding programs of this nature at other institutions
National guidelines for language and literacy professionals come from the International Reading
Association. In 2003, the standards went through a major revision, and the emphasis shifted toward
candidate performance with a focus on learning outcomes rather than on learning input. Another
major revision is currently taking place, and a draft of the new 2010 standards is now available.
These standards are more comprehensive and are intended to be used for evaluating candidates and
programs as well as for developing assessment systems. Therefore, we used the draft of these
standards to guide the development of our program.
Through the University System of Georgia, 17 college and universities offer the Reading
Endorsement. Of those, only seven offer a M.Ed. in Language and Literacy. Our program is unique
in the collaboration between Reading and ESOL.
VIII. Inventory of Pertinent Library Resources
Sturgis Library resources are at least equivalent to resources at other doctoral degree-granting
institutions in the state. The library has Galileo, the state library database plus 240 other full-text
databases across the curriculum, including ProQuest, ERIC, and Lexis/Nexis. The GALILEO
service also provides access to World Wide Web resources such as the Library of Congress, fulltext journal titles, and newspapers. In addition to these resources, the library has fourteen
thousand full-text electronic books all cataloged and available online. Total holdings are more
than 600,000 books and periodicals. There are more than 1,500,000 government documents, more
than 3,300 serial publications and well over 1,000,000 pieces of microfiches. The library makes
use of both the University System and the ARCHE (Atlanta Regional Consortium for Higher
Education) interlibrary use systems. These include interlibrary loans and individual borrowing
from more than 8 million unique titles.
The collections have been expanded over the last five years to support KSU graduate programs
and the library continues to build resources and programs for further graduate degree offerings.
The library is the only institution in Georgia to provide Early English Titles Online (a full-text
database of 110,000 books from 1450-1701) to support and enhance the curriculum. With the
interlibrary use resources, which are provided to the users at no charge, the library can
comfortably support further graduate program expansion.
The Sturgis Library hours are comparable to those at UGA and are longer than those at GSU and
West Georgia. Library staff will provide instruction to program participants on resources,
materials, and service on a regular basis. Program participants will receive an overview of library
resources (printed and electronic) and private instruction and demonstrations will be available by
appointment. The Bagwell College of Education has a representative on the university Library
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 12 of 18
Committee. Should resources not contained in the library be needed, these representatives will
work with the Library Committee to obtain them.
The office of the CIO, to which the library reports, has provided the latest in technology,
including laptop computers which can be borrowed for library use and the use of wireless
technology. Information Technology Services and Administrative Computer Systems constantly
refine, improve, expand and advance the computing resources available to students, faculty and
staff at KSU. They provide network and desktop support for the more than 18,000 members of
the KSU community. Information Technology Services coordinates computing services for KSU
candidates and supports over 2,700 personal computers, LANs and connections to many different
computing locations. Students, as well as faculty and staff, are eligible for computer accounts
affording access to services such as the Internet, KSU’s library system, an active jobs database, a
current scholarship database, electronic mail, Archie, Veronica, FTP, Telnet, and KSU’s web site
server.
XIV.
Staffing, Facilities and Enrollment
Staffing
In the current economic times, SMGE fully appreciates the need to be conservative with
university resources. Because this is an embedded program, originating from the already
approved and successful Reading and ESOL graduate endorsements, it will not require additional
new faculty lines in either SMGE or INED. Rather, this program design serves to build the
enrollment of both departments.
Facilities
The Bagwell COE is located in a 60,000 square foot area of Kennesaw Hall, which was
completed in the summer of 1999. The facility, including the technology areas, support services,
and the model classrooms are available to all educator preparation programs. It was designed to
provide ample space for each faculty member to have his or her own office that is spacious, prewired for technology, and equipped with needed bookcases, file cabinets, etc. There is also
adequate room for the secretary’s office, a workroom, student assistant space, and conference
facilities. As the program continues to grow, the demand for space has obviously outgrown the
extent of the building capacity. Additional classrooms, office spaces, and conference areas will be
needed. The rental space at Town Pointe Center has helped to relieve some crowding issues in the
Bagwell College of Education.
Kennesaw Hall includes technology areas, support services, and model classrooms. All of those
facilities will be available to program participants. The building also houses workrooms, seminar
rooms, storage, and two completely up-to-date demonstration classrooms. Participants will also
have available the Teacher Resource and Activity Center (TRAC) located within the building.
TRAC has a large collection of books, journals, and other appropriate resources. Shelves are
stocked with textbooks, professional books, kits and videotapes available for checkout, and stateof-the-art equipment for creating a variety of documents and instructional materials. TRAC also
frequently offers workshops on topics of interest and expressed needs.
Kennesaw Hall contains rooms equipped with presentation technology for student and faculty use
during classes. An example of this use might involve having the entire cohort work with a
specific class scheduling software that is utilized in real world settings. In addition to classroom
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 13 of 18
technology, program participants will have access to computers at several convenient locations in
Kennesaw Hall, and across campus. There are facilities the participants can use for preparing
Power Point presentations, setting up web sites, and various other technology applications.
Participants who need to acquire additional technology skills can take courses and/or workshops
in the Educational Technology Center. This Center offers technology training to KSU faculty,
staff, and students, as well as to public school personnel. Both PC and Macintosh equipment is
available for participants’ use.
Education partners also make facilities available to further participant learning. Schools within
the service area are well-equipped with technology. They also provide a real setting to complete
learning activities that can best be accomplished in a school.
The proposed program has adequate resources to prepare participants to meet standards for
educational leaders. There are ample resources to develop and implement the proposed program’s
assessment plan, and technology to support faculty and program participants. Both faculty and
students have access to sufficient, current library and curricular resources and to electronic
information.
Significant enhancements and upgrades have occurred in the technology support area as a result
of increased allocations, much of which came from special funding sources through the
University’s Office of Information Services (ITS) for additional personnel, equipment, software,
model classrooms, computer labs, and instructional resources. Each college/school is assigned
through ITS a full-time Information Technology Specialist (ITS) to support the technology needs
of faculty and staff. The specialist assists in the installation of new hardware and software,
diagnoses computer or other technology problems and makes minor repairs when possible, and
maintains special instructional equipment including overhead and data projectors, laptops and
cameras.
The Bagwell College of Education Learning Technology Lab (LTL), created in 1995 to provide
hands-on learning to assist all candidates in integrating technology into the classroom
environment, acquired 24 Windows98 desktop machines, two I-Macs, two laser printers, one
color printer, one scanner and a teaching station connected to an LCD data projector upon
relocation to the new Kennesaw Hall. The lab is open daily for student and faculty use and
maintains a cooperative agreement with the Educational Technology Center (ETC) to utilize the
same educational software titles. Likewise, when ETC moved into Kennesaw Hall, its new
acquisitions enabled the Center to expand into a far greater physical space than before with stateof-the-art hardware/software/networking capabilities. In fact, a third lab was created giving the
Center a total of one Macintosh and two Windows labs with access to other technology such as
digital cameras, scanners, laser and ink jet printers and still video. A fourth lab used as a network
training center is located at the Technical Center.
Enrollment
The proposed program will adhere to a cohort model and enroll approximately 15-20 students
each year.
X.
Administration
The program will be administered under the supervision of the Chair of the Department of
Secondary and Middle Grades Education (SMGE). A Program Coordinator for Reading will be
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 14 of 18
assigned to take care of the daily administrative responsibilities. The program coordinator has the
overall responsibilities of student recruitment, placement, retention, assessment and collaboration
with faculty in other departments. The curriculum of the program has been planned by the literacy
faculty in SMGE.
XI.
Assessment
Assessment System
M.Ed. in Adolescent Education/Language and Literacy
In this chart, list the 7-8 assessments that will be used to verify how your candidates meet
national/state/institutional standards. If a state licensure exam in the content area is not required, you
should substitute an assessment that documents candidate attainment of content knowledge.
Name of Assessment
Type or Form of
When Assessment Is
N/S/I Standards
Assessment3
Administered4
Addressed by
This Assessment
1 - [licensure assessment, or
other content-based assessment]
- Required
a) SME Section of CPI and
Portfolio Narrative
EDUC 7797
CPI
PSC
NCATE
EDUC 7741
CPI
PSC
NCATE
EDUC 7705
CPI
PSC
NCATE
EDUC 7702/7703
CPI
PSC
NCATE
EDUC 7705
CPI
PSC
NCATE
b)1214: MEd/AD #1:
Capstone Portfolio (PNR
and CPI)
2 - [content based assessment] Required
a) Content Based Action
Research Proposal
b) 160: MEd/AD Program
Assessment #2: Content
Based Action Research
Proposal
a) Test Plan
3 - [assessment of internship,
practicum, or other clinical
experience] – Required
4 – [assessment of candidate
effect on student learning] Required
b) 442: MEd/AD Program
#3: Plan, Implement and
Assess Instructional Unit
a.) Video Analysis of
Teaching: Final Project
b) 394: MEd/AD Program
Assessment #4: Video
Analysis of teaching: Final
Project Grade
5 - [assessment of candidate
effect on student learning] Required
a) Graduate Impact on
Student Learning (ISLA)
b) 443: MEd/AD Program
Assessment #5: Graduate
3
Examples: exam, performance assessment, licensure exam, portfolio, project, reflection, action research, etc.
Indicate the point in the program when assessment is administered (e.g. course, decision point – midpoint, end of
program, etc.)
4
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 15 of 18
Impact on Student
Learning
6 - [dispositions’ assessment that
addresses N/S/I standards]
Required
7 - [additional assessment that
addresses SPA/PSC standards] –
Optional
An Assessment that meets all
NCATE criteria
a) Dispositions Video Clips
b) 396: MEd/AD Program
Assessment #6
a) Diversity
b) 169: MEd/AdEd
Program assessment #7:
Diversity (Use for fall and
spring semester classes)
a) Diversity
b) 450: MEd/AdEd
Program assessment #7:
Diversity (Use for fall and
spring semester classes)
c) Diversity
d) 450: MEd/AdEd
Program assessment #7:
Diversity (Use for fall and
spring semester classes)
8 - [additional assessment that
addresses SPA/PSC standards] Optional
XII.
a)Capstone Presentation
b)439: MEd/AdEd
Program assessment #8:
Presentation/Teacher
Leadership
EDUC 7705
EDUC 7795
EDUC 7700
CPI
PSC
NCATE
CPI
PSC
NCATE
EDUC 7702/03
EDUC 7741
EDUC 7705
EDUC 7797
EDUC 7700
CPI
PSC
NCATE
Accreditation
The M.Ed. in Adolescent Education offered by the Department of Secondary and Middle Grades
Education has received full accreditation by the Georgia Professional Standards Commission, the
National Council for Accreditation of Teacher Education and the National Middle Grades Council.
To date, the Reading Endorsement and ESOL Endorsement programs have been fully accredited by
the Georgia Professional Standards Commission. Once this program is approved, the SMGE will
seek accreditation by the International Reading Association.
XIII.
Business Content Audit
Referencing the Business Content Worksheet, does this program or concentration,
incorporating the information proposed herein, have “traditional business subject” content
delivered by faculty or programs administered by the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
__x___ No
_____Exempt
__________
Graduate programs administered by the Coles College are exempt.
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 16 of 18
*
All graduate programs exceeding 50% business content are automatically required to meet
AACSB International business accreditation standards. The purpose of the audit is to prevent the
unintended, undesirable compulsory inclusion of programs subject to AACSB standards.
XIII.
Affirmative Action Impact
The program will be in full compliance with the requirements of Affirmative Action. Participants
of this program will be admitted irrespective of race, color, religion, age, sex, national origin,
disability, or sexual orientation.
XIV.
Degree Inscription
Participants satisfying all program requirements will be awarded the Masters Degree in
Adolescent Education.
XV. Additional Resources and Funding Required
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
-0-0-0-0-0-0-0-0-
Funding Required Beyond Formal Departmental Growth -0XVI. Inventory of Faculty Involved
Scholarship and creative activities of SMGE faculty reflects the uniqueness of the program.
Dr. Bryan Gillis is an Assistant Professor of English Education and Literacy in the Department of
Secondary and Middle Grades Education. Dr. Gillis completed his Ph.D. in English Education at
the Arizona State University in 2007 and currently teaches courses at KSU at the undergraduate
level. He has extensive experience in collaborative peer teaching and classroom coaching,
specifically in the areas of reading and writing pedagogy. He has worked with both ELL teachers
and students in a variety of academically, culturally, and economically diverse populations. Dr.
Gillis currently serves as the TOSS coordinator for SMGE and teaches language arts pedagogy and
classroom management classes to preservice teachers.
Dr. Toni Strieker is a Professor of Inclusive Education and Literacy in the Department Secondary
and Middle Grades Education. Dr. Strieker earned her Ph.D. at Southern Illinois University in
Educational Leadership. She currently teaches at the undergraduate, masters and doctoral levels at
KSU and serves as the Program Reading Coordinator for her department. Dr. Strieker, a former
psychological examiner, currently teaches courses in assessment and instruction of reading. She
presents nationally on inclusion of ELL and SWD is general education curriculum. Her current
research interests are in design and delivery of embedded professional development, the preferred
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
Page 17 of 18
model for literacy coaches as well as multi-level curriculum models of including students with
disabilities in general education classrooms and curriculum.
Dr. Faith H. Wallace is an Assistant Professor of Literacy in the Department of Secondary and
Middle Grades Education. Dr. Wallace earned her Ph.D. at Georgia State University in Literacy in
2006 and currently teaches at the undergraduate and graduate levels at KSU. She certified in
TESOL and Reading in the State of Georgia. She was an active member of Georgia’s Reading
Consortium for over five years, and received numerous grants through the consortium to further her
work in content area literacy. She has written and presented nationally in the areas of content area
literacy and young adult literature, focusing specifically on mathematical literacy. She is the author
of Teaching Mathematics Through Reading: Methods & Materials for Grades 6-8.
Dr. Karen Kuhel is an Assistant Professor of TESOL in the Department of Inclusive
Education. Dr. Kuhel earned her PhD in Teacher Education at the University of Florida in 2006
and currently teaches at the graduate level at KSU and serves as the MAT and M.Ed.
Program Coordinator for TESOL for her department. Dr. Kuhel is current the President of Georgia
TESOL and services on numerous state and district committees advancing TESOL programs across
the State. Dr. Kuhel presents nationally on inclusion of ELL and SWD in general education
curriculum, using practices of backwards design.
Dr. Bernadette Musetti is Associate Professor of TESOL in the Department of Inclusive
Education. Dr. Musetti earned her PhD at the University of California Davis in Curriculum &
Instruction/Language & Literacy and has taught at the university level since 1985. She is
currently teaching undergraduate, graduate and doctoral courses at KSU. She has served in several
administrative positions, including as Department Head of Intensive English Program and CoDirector of the Center for Latino Achievement and Success in Education (CLASE) at UGA while
teaching graduate courses in the Department of Language & Literacy (e.g. Reading and Writing in a
Non-Native Language). Dr. Musetti’s experience includes K-12 teaching, serving as an Education
Programs Specialist at the California Department of Education, and creating “K-20 pipeline”
programs for students placed at risk.
See attached vitae.
XVII.
References
Beatty, C., Feaster, S., & Many, J. E. (2000). The Georgia reading endorsement. Georgia Journal of
Reading, 25, 3-8.
Lee, S., Grigg, W. S., & Donahue, P. L. (2007). The Nation's Report Card: Reading 2007. Washington,
DC.
Lenski, S. D., Grisham, D. L., & Wold, L. S. (Eds.). (2006). Literacy Teacher Preparation: Ten Truths
Teacher Educators Need to Know. Newark, DE: International Reading Association.
Perie, M., Grigg, W. S., & Donahue, P. L. (2005). The Nation's Report Card: Reading 2005. Washington,
DC.
Smartt, S. M., & Reschly, D. J. (2007). Barriers to the Preparation of Highly Qualified Teachers in
Reading. Washington, DC: Vanderbilt University.
Snow, C., Barnes, W., & Chandler, J. (2005). Knowledge to support the teaching of reading: Preparing
teachers for a changing world. San Francisco, CA: Jossey-Bass.
Wiseberg, J. (2006). Literacy educator preparation in Georgia. Paper presented at the Literacy and
Literacy Teacher Education in Georgia: A Summit for Higher Education.
Title: M.Ed. in Adolescent Education/Concentration in Language and Literacy
Description: New concentration
Date: Summer, 2009
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