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The Richard W. Riley College of Education and Human Sciences:
Education Specialist (EdS) in Reading, Literacy, and Assessment

The Education Specialist (EdS) in Reading, Literacy, and Assessment program is designed for any educator who wishes to influence positive growth in reading and literacy and gain expertise in best practices regarding reading, literacy, curriculum design and instruction, teacher professional development, and program evaluation and assessment. Education professionals can develop skills and study strategies that can improve reading and curriculum outcomes across the educational system, including classroom instruction, program design, policy implementation, and critical thinking. In this EdS program, education professionals explore sociopolitical, cultural, and economic influences on literacy; curriculum, assessment, and instruction for diverse learners; changing definitions of literacy; best practices in literacy; and program design and evaluation. This specialization is designed for classroom teachers, lead teachers, reading specialists, literacy coaches, department chairs, curriculum specialists, and any instructor who desires to gain a deeper understanding of reading and literacy practices.

*Walden University’s Education Specialist (EdS) in Reading, Literacy, and Assessment (Non-Licensure) does not lead to certification or licensure in reading, literacy, and assessment. Walden makes no representation, warranty, guarantee, or commitment that successful completion of this program or coursework for graduate credit within this program will permit a graduate to obtain state certification or licensure as a reading, literacy, and assessment teacher.

Note on Educator Licensure or Certification

This program does not lead to educator licensure or certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS outcomes above, Reading, Literacy, and Assessment (Non-Licensure) graduates will be prepared to:

  1. Interpret the components of reading curriculum in the 21st century including influences from the sociopolitical landscape, social media, technological innovations, family and community involvement, and influences from applicable education standards.
  2. Establish a plan to gain stakeholder support for improvement of curriculum and literacy programming at the systems level by drawing on professional reading and curriculum standards.
  3. Explain the challenges faced in improving teaching and learning in literacy curriculum across all content areas including prior student learning, language, culture, family, and community values.
  4. Utilize information about literacy assessments used at the national, state, and local levels to assess literacy curriculum.
  5. Demonstrate the ability to create literacy programs that enhance student learning and support professional development for teachers.
  6. Integrate concepts of positive social change in leadership, assessment, professional development, literacy curriculum, and literacy instruction activities.
  7. Practice ethically in the profession.
  8. Design a scholarly response to address a reading, literacy, and assessment problem and contribute to the profession.

Degree Requirements

  • 45 total quarter credits
  • Foundation course (5 credits)
  • Research course (5 credits)
  • Specialization courses (30 credits)
  • EdS Capstone Project (5 credits)
  • ePortfolio

Curriculum (45 total credits)

Foundation Course (5 credits)

OR

  • Students may take this as a non-degree course.

(6-weel version)

Research Course (5 credits)

Specialization Courses (30 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone (5 credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

EDSD 7002 - Leading the Future of Education

 OR 

EDSD 7006 - Leading the Future of Education (6-week version)

 5 credits
Quarter 2

EDSD 7060 - Issues and Trends in Reading and Literacy

 5 credits
Quarter 3

EDSD 7101 - Learner-Centered Curriculum

 5 credits
Quarter 4

RSCH 7110 - Research Theory, Design, and Methods

 5 credits
Quarter 5

EDSD 7102 - Promoting the Success of Diverse Learners

 5 credits
Quarter 6

EDSD 7061 - Assessment and Data Analysis to Support Effective Literacy Programs

 5 credits
Quarter 7

EDSD 7062 - A Collaborative Approach to Literacy Across the Content Areas

 5 credits
Quarter 8

EDSD 7106 - Program Evaluation for Continuous Improvement

 5 credits
Quarter 9

EDSD 7900 - EdS Capstone Project: Creating and Supporting Effective Educational Practices

 5 credits
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