Master of Education - Literacy Strategies for Content Learning
Goucher Programs in Education Outcomes
GPE001: Knowledge - Theory: Apply knowledge of psychological and educational theory,
research, and/or philosophy related to the area of specialization or certification.
GPE002: Knowledge - Assessments: Demonstrate understanding and use of the types of
assessments appropriate to the area of specialization or certification.
GPE003: Knowledge - Purpose: Identify the purpose of education in society, and be
able to analyze why things happen in the educational community and/or in the political
community that surrounds education.
GPE004: Knowledge - Diversity: Demonstrate knowledge of concepts related to diversity,
and the interaction between concepts related to diversity and the area of specialization
or certification.
GPE005: Skills - Theory: Demonstrate the ability to incorporate theory and research
into practice related to the area of specialization.
GPE006: Skills - Data: Demonstrate the ability to gather appropriate data and use
data in problem analysis and decision-making related to the area of specialization.
GPE007: Skills - Problem Solving: Use problem solving/critical thinking strategies
appropriate to the area of specialization.
GPE008: Skills - Reflection: Use reflective practice within the area of specialization.
GPE009: Skills - Communication: Demonstrate effective communication and presentation
skills related to the area of specialization.
GPE010: Skills - Technology: Use a variety of technologies appropriate for working
in the area of specialization.
GPE011: Dispositions - Service: Demonstrate service to the community.
GPE013: Dispositions - Professionalism: Demonstrate professionalism in one’s demeanor,
behavior, conduct, decision-making, and interactions with colleagues.
Master of Education: Literacy Strategies for Content Learning Outcomes
Candidates apply the literacy demands of the content they teach, including the unique
academic language and the oral and written discourse structures that underlie the
content, in instructional planning, delivery and assessment.
Candidates use major theories and empirical research that describe the cognitive,
linguistic, motivational, and sociocultural foundations of reading and writing development,
processes, and components, including word recognition, language comprehension, strategic
knowledge, writing, and reading–writing connections, to plan effective literacy instruction
in content learning.
Candidates design and implement appropriate classroom structures that demonstrate
effective literacy strategies, materials and practices using collaborative and cooperative
approaches to learning, effective grouping options, and best uses of time to facilitate
deep understanding of content.
Candidates demonstrate a wide variety of reading, writing, listening and speaking
strategies to maximize subject-matter understanding through student engagement in
discussion and in reading and writing a variety of diverse content-specific text,
including print, nonprint, digital and technological media.
Candidates use a variety of assessment tools and practices to better understand the
literacy competencies of students (reading, writing, listening and speaking) and to
evaluate the literacy demands of content-specific text.
Candidates use knowledge of the abilities, interests, and cultural backgrounds of
students in the classroom to plan literacy learning opportunities that address the
needs of diverse student groups.
Maryland Technology Standards
MDTECH001: Standard 1, Information Access, Evaluation, Processing and Application:
Access, evaluate and process information efficiently and effectively. Apply information
accurately and appropriately.
MDTECH002: Standard 2, Communication: Use technology to exchange information and interact
electronically effectively and appropriately with others. Use technology effectively
and appropriately to communicate information in a variety of formats.
MDTECH003: Standard 3, Legal, Social, and Ethical Issues: Demonstrate an understanding
of the legal, social, and ethical issues related to technology.
MDTECH004: Standard 4, Assessment for Administration and Instruction: Use information
technologies to analyze problems and develop solutions.
MDTECH005: Standard 5, Integrating Technology into the Curriculum and Instruction:
Design, implement and assess learning experiences that incorporate technology in the
delivery of a curriculum-related instructional activity. Design, implement and assess
learning experiences that incorporate student use of technology to support inquiry,
problem solving, communication, and/or collaboration.
MDTECH006: Standard 6, Assistive Technology: Understand human, equity, and development
issues surrounding the use of assistive technology to enhance student learning performance
and apply that understanding to practice.
MDTECH007: Standard 7, Professional Growth: Analyze the use of emerging technologies
to improve teaching and learning. Develop habits of mind that support continual learning
and professional growth in technology.