[ skip to content ]
The purpose of this certificate is to prepare literacy coaches in understanding literacy development among children using research-based theories in literacy methods and instructional design. Graduates of this program will be able to use such methods in coaching children who require enhanced instruction related to reading and writing. They will also be prepared to assess learning outcomes in literacy and to supervise classroom literacy programs. NOTE: Completing this certificate does not fulfill the total requirements to become a licensed reading specialist.
Completely online and asynchronous
Three of the four courses count toward the M.S.Ed in Reading
Provides teachers and specialists with knowledge, skills, and abilities necessary for effective literacy coaching in K-12 schools
Provides practical experiences focusing on classroom literacy instruction, school-wide assessment, professional development planning, and incorporating digital technologies into K-12 instruction
This graduate certificate is comprised of four required courses that encompass the key areas of literacy coaching: foundations of literacy learning, assessment, new literacy forms, and supervision of literacy program. The four courses are:
READ 614: Foundations of Literacy Learning
Surveys theories and historical trends leading up to present day literacy instruction. Participants will learn how to incorporate application of current research to the methods and philosophies of teaching reading and writing. An integrated language model suggests that reading, writing, and thinking be viewed as interrelated, critical processes for exploring and responding to the world. Offers students an opportunity to acquire foundational knowledge of materials, instructional strategies, and assessment tools that support literacy and engaging learners.
READ 627: School-Wide Assessment and Professional Development
This course focuses on the literacy coach's roles and responsibilities in conducting school-wide, needs-based assessments and planning professional development to align with assessments. Multiple perspectives and approaches to considering, piloting, and administering needs-based surveys and analyzing data for schools and school divisions are explored and practiced. Using results, data-based professional development planning is studied and practiced. Through interactive online instruction, lecture, projects, and reflective participation based upon the International Reading Association's Standards and The Virginia Standards of Learning, a professional knowledge base will be developed. This course provides experiences on a variety of levels to further the development of the literacy coach within ODU's Educator as Professional Framework.
READ 628: New Literacies, Digital Technologies, and Learning
This course is designed to provide a context in which in-service teachers can explore a range of "new" literacies and consider their relationships to school-based literacy education. Participants will explore these new literacies, specifically the socially immersive experiences of youth and their new media practices. These participating educators will examine the role of multimodality in literacy learning across the curriculum with an emphasis on how to bridge the digital literacies of students' private lives with the traditional print practices valued in school. Teachers will gain insight into and understanding of how young people's participation in a shifting media landscape can help shape and form learning and literacy in the 21st Century classroom.
READ 685: Organizing and Supervising Reading Program Development
Presents an overview of the total school reading program (K-12), and not only prepares the prospective reading supervisor to make decisions pertaining to the procurement of materials for the program but also explores modes for integrating reading into the general curriculum. Prerequisites: 9 graduate hours in reading.
Students entering the Certificate program in Literacy Coaching should meet the minimum university admission requirements (Graduate Admission)
Hold a bachelor's degree from a regionally accredited college/university;
Have an initial teaching license prior to beginning this program. In Virginia this is called a Collegiate Professional License or a Post-Graduate Professional License. You must send a copy of your teaching license to Graduate Admissions as part of your admissions packet; or you may hold and submit a copy of the Virginia Collegiate Professional License or an equivalent license from another state;
Have an undergraduate grade point average of 2.80 and an average of 3.00 in the major;
Have official copies of all transcripts of undergraduate and graduate coursework and degrees sent to Graduate Admissions; and
Submit an online nondegree application (https://www.odu.edu/admission/graduate).
Estimated rates for the 2021-22 academic year. Rates are subject to change. Anyone that is not a current Virginia resident will be charged non-resident rates. That includes international students.
Here are a few ways for you to save on the cost of attending ODU. For more information visit University Student Financial aid
25% cohort tuition discount for classroom teachers
Our enrollment coordinators are ready to help you through the admissions process.
Jamie Colwell Ph.D.
3124 EDUCATION BLDG, NORFOLK, VA, 23529
1000 Rollins Hall, Norfolk, VA 23529
2101 Dragas Hall, Norfolk, VA 23529