The decision to close the reading specialist program was made due to a combination of factors that indicated a decline in the program's sustainability and overall health. A primary concern was the consistently low number of students enrolling in the program, which led to a similarly low number of graduates each year. This lack of student interest made it challenging to maintain a vibrant and robust learning environment.

Furthermore, the program experienced difficulties in maintaining strong faculty engagement. This could be attributed to various reasons, such as faculty members taking on other responsibilities, retiring, or a lack of new faculty being attracted to the program. Low faculty engagement can impact the quality of instruction, mentorship opportunities for students, and the overall program vitality.

Finally, the program faced challenges with retention, meaning students who enrolled were not consistently completing the program. Low retention rates can be indicative of various underlying issues, such as a lack of student support, program structure challenges, or students finding alternative pathways.

The confluence of low enrollment, graduation numbers, faculty engagement, and retention ultimately led to the difficult decision to close the reading specialist program. This decision reflects a need to strategically allocate resources to programs with stronger demand and greater potential for growth and impact.

All syllabi have been updated to reflect changes for 2024-2025

Program of Study, Data and Program Effectiveness

A. Narrative Summary of Preliminary Findings

Program(s) of Study: Course and Content

Candidate Progression: The EPP did not provide a sufficient description of how candidates progress through the program. They stated in the past they used a cohort model, but that is now a self-paced model. They would like to return to the cohort model. The EPP provided a screen shot of what courses candidates would take if they used a cohort model.

Program of Studies: The EPP provided a course of study for the Reading Specialist Concentration within the Curriculum & Instruction program. There is no program of study for the Reading Specialist Certification only. The EPP provided a description of the six courses required for the Reading Specialist Concentration.

Data and Program Effectiveness:

Program Data: The EPP used an Assessment and Intervention Case Study Portfolio Rubric to evaluate candidates in the Reading Specialist Program. The EPP did not provide a narrative description or copy of the rubric, so it is not possible to understand what is evaluated. The EPP provided a general score of three on the rubric, stating this was a proficient level. No other program data were provided.

Post Candidate Data: The EPP provided no data to support that they are producing educators who are effectively educating students and meeting the needs of the partner districts for these programs. They stated that the number of completers in their program is too small to receive data through annual report cards.

B. Evidence Consistent with Meeting the Expectations

• M.Ed. C&I Literacy Program of Study

• Literacy Concentration Course Description

• C. Evidence Inconsistent with Meeting the Expectations

• M.Ed. Literacy Concentration Recruitment Flyer-Online

D. Additional Evidence Requested

• Provide a clear explanation of the candidate progression – either cohort or self-paced.

• Provide a clear explanation of the hybrid model offered for international students.

• Provide a program of study for Reading Specialist Certification only program.

• Provide three cycles of program data (e.g., Praxis Scores, Field Experience Evaluation Data, Disposition Data, etc.) for the Reading Specialist pre-K-12 program that support the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for this program.

• Provide three cycles of post candidate data (e.g., TVASS Scores, Completer Satisfaction, Employer Satisfaction, etc.) for the Reading Specialist pre-K-12 program that support the EPP are producing who are effectively educating students and meeting the needs of the partner district for this program.

• Provide an example(s) of how the data are used to improve candidate performance and strengthen the program.

E. Preliminary List of Interview Questions

1. How many candidates are enrolled in the program? How many are enrolled in the C&I with Reading Specialist Concentration and how many in the Reading Specialist Certificate?

2. How long is the program for self-paced students?

3. How many candidates are in the hybrid international program?

4. What is the sequence of courses for the hybrid program?

5. What program data are collected to support that the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for these programs.

6. What post candidate data are collected to support that program completers are effective in working with pre-K-12 students?

7. What post candidate data are collected to support that program completers are satisfied with their program?

8. What post candidate data are collected to support that employers are satisfied with the completers of the program?

9. How does the program analyze their data? Who participates in the analysis? How often are the data analyzed?

10. What are some examples of how the data has been used for continuous improvement of the program?

SAP Goals [p. 21]

During the previous data cycle, the EPP discovered a reduction in the number of students in the program. The Reading Specialist program is undergoing a process of evaluation and improvement. We have undertaken a comprehensive review of our curriculum and pedagogy in recent years, which internal and external data sources have informed. This review has led to significant revisions aimed at enhancing student learning outcomes and better preparing our graduates for the challenges and opportunities of early childhood education.

A low enrollment of only three candidates per year in a Reading Specialist program presents several significant challenges:

1. Program Sustainability:

• Financial Viability: With such low enrollment, it becomes difficult to sustain the program financially. The program may need to generate more revenue to cover operational costs, faculty salaries, and resources.

• Resource Allocation: Lower enrollment may reduce the resources allocated to the program, impacting the quality of instruction and support services.

2. Quality of Program:

• Limited Peer Learning: A small cohort size limits opportunities for peer learning, discussion, and collaboration among students, which can be crucial for professional development.

• Reduced Course Offerings: With fewer students, offering a diverse range of courses and electives may be challenging, limiting students' specialization opportunities.

3. Impact on Student Learning:

• Less Diverse Perspectives: A smaller cohort may provide less diverse perspectives and experiences, which can benefit learning and problem-solving.

• Limited Support Networks: Fewer students may have fewer opportunities to form strong support networks with peers and faculty.

4. Future Supply of Reading Specialists:

• Shortage of Qualified Professionals: A low enrollment rate can contribute to a shortage of qualified reading specialists, impacting the quality of reading instruction in schools.

To address these challenges, it is crucial to identify the underlying reasons for low enrollment and implement strategies to attract more students to the program. This may involve marketing the program's unique strengths, offering flexible program options, and collaborating with school districts to create opportunities for students to gain practical experience.

Key Findings

1. Enrollment Fluctuations:

• • Both cycles experienced fluctuations in enrollment, with peaks and troughs across semesters.

  • The second cycle had a lower total enrollment compared to the first.

2. Graduation Rates:

• Both cycles achieved similar overall graduation rates (around 46-47%).

• The second cycle had a lower number of graduates, likely due to the lower enrollment.

3. Retention Rates:

• • Retention rates varied between semesters and cycles.

  • The first cycle had a higher overall retention rate (43%) compared to the second cycle (17%).

Potential Areas of Focus

1. Recruitment and Admissions:

• • Continue the targeted recruitment efforts revised for this data cycle to attract a larger and more diverse pool of applicants.

  • Review the admissions process to ensure efficient and effective identification of qualified candidates.

2. Student Support Services:

• Evaluate the adequacy of academic advising and support services offered to students.

• Identify potential barriers to student success and develop strategies to address them.

3. Program Curriculum and Delivery:

• Review and revise curriculum materials to make sure they are properly aligned and that skills can be delivered across platforms in an efficient and effective way to prepare candidates for workforce expectations.

Reading Specialist Program Descriptions 

Overview 

The Reading Specialist (P-12) program enables candidates to fulfill multiple responsibilities, ensuring all students learn to read. The Reading Specialist license is an endorsement that must be added to an existing teacher license. The Tennessee Reading Specialist licensure (K-12) standards are closely aligned with International Literacy Association (ILA) standards.  

The reading specialist comprehensively understands the Tennessee Standards for teachers and the Tennessee Curriculum Standards in Reading, Writing, and Elements of Language for students. Reading specialists assume multiple roles, depending on the needs of students and teachers, and provide services at all grade levels—pre-kindergarten, elementary, middle grades, and high school. They support classroom instruction by planning and collaborating with teachers, modeling compelling reading and literacy instruction in classrooms, demonstrating multiple teaching and assessment strategies, and providing specialized support to students to supplement and extend classroom instruction. They assist teachers in using multiple techniques to diagnose and evaluate students' reading strengths and needs, and they provide information to classroom teachers, special educators, other professionals, and parents to collaboratively plan an appropriate reading program. 

Educators with reading specialist licenses provide leadership in developing the literacy program and curriculum. They deliver professional development and mentor teachers and paraprofessionals in literacy. They help identify students at risk of referral to special education due mainly to difficulty learning to read. Reading specialists assist teachers with integrating reading strategies across content areas. They provide resources to teachers, administrators, and parents and communicate the purposes of the reading and writing program to policymakers and the community. 

All field and clinical experiences for the M.Ed. Reading degree programs or the reading specialist endorsement are designed, implemented, and evaluated to develop educational leaders. As candidates interact with professionals in various school and community sites and agencies, further development of content, professional, and pedagogical knowledge, skills, and dispositions is enhanced. The candidate can practice theory in realistic settings and reflect on their impact on student learning. The set of field experiences for the M.Ed. Reading and Reading Specialist licensure candidates at Tennessee State University is comprised of:  

• Candidates must make connections between their coursework and classroom-based activities. Since some of the candidates are practicing teachers and others are not, they may complete field-based tasks in their own classrooms or by participating in a classroom that is not their own. The diverse contexts enrich the discussion in the courses, as candidates are encouraged to consider their positions as learners, teachers, and observers. 

•  Candidates teach in a variety of settings, including public, private, religious, urban, and suburban schools. Field experiences reflect the diverse student population of the Tennessee State University area and provide a multicultural perspective in class discussions. 

• Key course assignments frame the candidates’ attention and actions in the field. Thus, they must carefully develop their foundation knowledge, assessment, diagnostic and evaluated abilities, instructional strategies, knowledge of classroom materials, and professional development. 

The Tennessee State Department of Education approves the Tennessee State University P-12 reading specialist licensure program. At Tennessee State University, candidates from various areas, such as elementary and special education, take many of the same courses required for the reading specialist license or the M.Ed. Reading concentration degree program. 

Vision and Mission 

The vision of the P-12 reading specialist licensure program is to be a cultural and linguistic leader in preparing literacy professionals. The program's mission is to provide high-quality graduate instruction for students, conduct meaningful research designed to illuminate and solve problems and use our expertise to serve our community. Engaged scholarship is the theoretical model uniting all of these activities.  

Commitments 

 The following three fundamental commitments guide the P-12 reading specialist licensure program: 

• Commitment to Effective Practice: Faculty members are committed to preparing candidates with the knowledge, skills, and dispositions necessary to begin practice as competent professionals who meet and exceed the requirements for successful work in literacy profession fields.  

• Commitment to Diverse Communities: We are committed to preparing effective professionals who understand and value diversity and who act proactively in all relationships. 

•  Commitment to Leadership: We are committed to leaders as problem-solvers who embrace change. Our faculty and student leaders are disposed to positive change through active engagement with their various professional communities. 

Goals 

 The P-12 reading specialist licensure program goals are to prepare candidates: 

• To become competent in planning, collaborating with teachers, and coaching effective reading and writing instruction in the classroom.  

• To be able to use multiple assessments to diagnose and evaluate the reading strengths and needs of students. 

• To take leadership roles in developing the literacy program and curriculum. 

• To be highly effective in implementing the 3-Tier RTI reading model with an intervention program to meet the needs of all students. 

• Course Syllabi [Samples]

1. Reading Specialist Program of Study

The plan was developed based on the 2022-2024 data regarding enrollment and retention.

• Recruitment and Retention Plan [p. 23]