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Master of arts in teaching English language arts

Thank you for your interest in the Masters of Arts in Teaching English Language Arts (TELA). This degree is primarily intended for teachers in grades K-13 who are interested in learning more about effective teaching of literacy (writing, reading/literature, and language/linguistics) and applying their learning to their own teaching.

On this page you can find information about the program, including the following:

Any questions? Please contact:
Jim Fredricksen, Director M.A. in Teaching English Language Arts
Office: 2055 University Drive (on the corner of University and Chrisway)
e-mail: jimfredricksen@boisestate.edu

More about the English Education undergraduate and graduate programs here: http://english.boisestate.edu/englishteaching/

English Education Faculty, Boise State University:
All three English Education faculty members are experienced secondary school teachers of English with doctorates in the teaching of English language arts.

Jim Fredricksen
Gateway Ctr 103 A
jimfredricksen@boisestate.edu

Bruce Robbins
LA 211 F; 208-426-3036
brobbins@boisestate.edu

Jeffrey Wilhelm
Gateway Ctr 103 B; 208-426-1199
jwilhelm@boisestate.edu

General Information
The Master of Arts in Teaching English Language Arts is designed to enhance the professional knowledge and teaching skills of practicing teachers from elementary through community college who are interested in supporting their students’ achievement in literacy.  The broad-based program may combine work from several university resources, including courses in English, Literacy Education, and the Boise State Writing Project.  The program works within the teacher’s current instructional context to connect research and theory in literacy learning with effective classroom teaching practices.

Three major strands in the program requirements (writing/composing, reading/literature, language) reflect the three areas of concentration required by the national standards for English language arts teachers including the National Council of Teachers of English (NCTE) and National Council for Accreditation of Teacher Education (NCATE), and required by the National Professional Board of Teaching Standards (NPBTS).

This program is intended for candidates with at least two years of teaching experience.

Application and Admission Requirements

For admission to all graduate degree programs, Boise State University requires the following:

Admission to this program also requires the following:

  • At least two years of successful teaching experience.
  • Two letters of recommendation from people who can describe your academic ability and your experience with and commitment to effective teaching.
  • A statement of 500-1000 words describing your professional goals and the ways in which the program can help you achieve them.

The graduate college is moving to an online application system, and it begins for applications after the Spring 2014 semester. If you have trouble with the system, please contact: Jim Fredricksen, English Department, Boise State University, 1910 University Drive, Boise, ID 83725-1525.  Or email: jimfredricksen@boisestate.edu.

It is possible to bring into the program up to 10 credits of relevant previous graduate-level course work, subject to approval of the program director at the time of admission.  Prior credits must have a grade of B or better (3 credits may be Pass).  Continuing education credits do not count.

TRANSFERRING

If you have already been admitted to a different Masters degree program at Boise State and you wish to transfer to the Masters in Teaching English Language Arts, you do not need to repeat admission requirements and fees.  Instead, you need to initiate a “program change” by completing and submitting the Program Change Form, which can be found at: http://www.boisestate.edu/gradcoll/forms/form_grad_programchange26.pdf

Submit the form to the Graduate Admissions Office (MG 141).

Q & A about Admission to the MA in TELA Program

Q: I have already taken some graduate courses.  May I use them in this degree program?

A: Possibly, if: you have not used these credits to earn a different degree, if the credits come from an accredited college or university, if the course material has direct application to this program, if these are not continuing-education credits, and if the credits are relatively recent.  The maximum number of previous credits you may bring into this degree is 10.  When you apply for admission to the program, that is the time to request any credit for previous coursework that you think may apply.  The English Education faculty will meet to consider your request.

Q: Is it possible to simultaneously pursue two or more Masters degrees?

A: No.  As the Graduate Academic Regulations in the Graduate Catalog states, “A student at Boise State University may be enrolled in only one graduate program at a time,” and courses used for one degree may not be used again for another degree.  However, “a student may be enrolled simultaneously in (1) a graduate degree program and a graduate certificate program or (2) two graduate certificate programs.”

Program Steps and Chronology

  1. Apply for Admission to Program
  2. Upon acceptance, familiarize yourself with program requirements and deadlines, and meet with Advisor (Director).
  3. Start taking course work and building portfolio.
  4. When you have earned 12-15 credits, form and meet with your Supervisory Committee.  Share with them your plans for course work and your portfolio. On the Graduate College web site, complete the form “Appointment of Supervisory Committee” (link to pdf) and bring it to your committee meeting for the faculty to sign.  (Your committee will also fill out a mid-point evaluation.)
  5. Continue taking course work and building portfolio.
  6. 2 semesters before you plan to finish complete and submit “Admission to Candidacy” form (link to pdf).
  7. The semester before you plan to finish, apply to graduate.
  8. Finish all course work.
  9. Enroll in ENGL 592 Portfolio credit (see portfolio steps below, especially step 5), and complete your portfolio.
  10. Make a public presentation of a selection of your work.  (Usually this is the “Project” from your portfolio).
  11. Present (“Defend”) your portfolio to your Supervisory Committee.  (Committees often ask for revisions in order to meet standards.)
  12. Supervisory Committee approves your completion.
  13. Graduation.  You complete a Self-Assessment, and email to your employer the link to a survey for them to fill out.

For Graduate College forms: http://www.boisestate.edu/gradcoll/0004.html

(Find more information about these procedures below.)

Degree Requirements

Master of Arts in Teaching English Language Arts
Course Number and Title Credits
Writing/Composing. Courses to be selected from the following:ENGL 501 The Teaching of WritingENGL 502 Teaching Creative Nonfiction, Poetry and Fiction WritingENGL 561 Theories of Rhetoric and CompositionENGL 563 Teaching Basic WritingENGL 579 Boise State Writing Project Invitational InstituteENGL 582 Selected Topics in Teaching English Language Arts when topic concerns writing instructionENGL 583 Topics in Rhetoric and CompositionENGL 594 Workshops concerning writing instruction* 6-9
Reading/Literature. Courses to be selected from the following:ED-LTCY 546 Advanced Children’s LiteratureED-LTCY 547 Advanced Young Adult LiteratureENGL 581 Literature for use in Junior and Senior High SchoolsENGL 582 Selected Topics in Teaching English Language Arts when topic concerns reading/literature instructionENGL 594 Workshops concerning reading/ literature instruction* 6-9
Language Study/Linguistics. Courses to be selected from the following:ED-LTCY 548 Psycholinguistics and LiteracyENGL 505 LinguisticsENGL 567 Grammar and the Teaching of Writing: Theory and PracticeENGL 582 Selected Topics in Teaching English Language Arts when topic concerns language/grammar instructionENGL 583 Topics in Rhetoric and Composition when the topic concerns second-language writing or the teaching of grammarENGL 585 Selected Topics in LinguisticsENGL 594 Workshops concerning language instruction*LING 407G Applied Linguistics in Teaching English as a Second Language 6-9
Research.  Course to be selected from the following:ENGL 500 Research Methods in Literary StudiesENGL 554 Research Methods in Rhetoric and CompositionENGL 577 & ENGL 578 Teacher Research in Literacy parts I and IIENGL 582 Selected Topics in Teaching English Language Arts when topic concerns teacher research methods. 3
Electives to bring total graduate-level courses to 30 credits.  Use courses from English, Literacy, or other approved courses.* 0-9
Culminating Activity:ENGL 592 Portfolio 3
TOTAL 33
* The total number of credits cannot exceed 10 for ENGL 590, 594-598, 696, 697, and any pass-fail and undergraduate courses (or equivalent transfer credits); see Restrictions on Certain Courses for details.  No more than 6 credits of 400-level G courses may be counted toward the degree.  No teacher in-service credits may be used.

Advising and Supervisory Committee

Advisors
When you are first admitted to this degree program you will receive a copy of the program check sheet you can use to plan ahead and keep a record of your progress.  The Program Director will serve as your first advisor.  Anytime after admission you may select a faculty advisor based on your own preference.  Any Boise State University faculty member who is also a member of the BSU Graduate Faculty may serve as your advisor, although the English Education Faculty listed above probably know this degree program best.  In the first half of your program, your advisor can discuss with you course selections, portfolio strategies, and degree requirements and deadlines.

Supervisory Committee

By the time you have earned 12-15 credits, usually during your first year, you select and meet with your Supervisory Committee.  The Supervisory Committee consists of three or four BSU faculty members who know you and your work or who may have an expertise in an area of study of interest to you.  Committee members need not be members of the BSU English department, but it is strongly recommended that at least one of your committee members be an English Education faculty member (listed above).  Your committee will give you guidance and feedback on your degree progress and your portfolio plans and materials.  They also make the final determination about your final completion of the portfolio and degree requirements.

Most students begin to form their Supervisory Committee by selecting a faculty member to be the committee Chair.  (This person then also becomes your Advisor.)  Then you can discuss with the Chair some ideas about other faculty members who might serve on your committee.  Normally you are the person who asks faculty members if they would be willing to serve on your committee, and at that time they may ask you about your work and your interests.  (They do this partly to determine whether they think they have something to offer you.)  You are free to pick whomever you want on your committee; university faculty members are used to this process and do not take it personally if you do not pick them.  You may even change committee members later if you want to.

When you have selected your faculty committee members and they have agreed to serve, then fill out and submit the “Appointment of Supervisory Committee” (link to pdf) form on the Graduate College web site.  Bring it to your first committee meeting for the faculty to sign, then turn it in to the Graduate College office.  Graduate academic regulations require you to turn in this form within one year of the onset of your coursework in the degree program.

More Course Information

Research Course Approved
You may still elect to take for research credit ENGL 500 (Literary Bibliography), or 554 (Rhetoric and Composition), but we now have a classroom-based research course specific to K-13 teaching.  It comes in two parts because the course develops over a school year beginning in the fall.  We plan to offer this course every other year, next in fall 2011- spring 2012.

ENGL 577 TEACHER RESEARCH IN LITERACY I (1-0-1) (F). Introduces K-13 teachers to techniques of classroom research such as ethnography, practitioner action research, reflective practice, and narrative inquiry.  The first part of a one-year course.  PRE-REQ: Admission to MA in Teaching English Language Arts or MA in Literacy, or PERM/INST.

ENGL 578 TEACHER RESEARCH IN LITERACY II (2-0-2) (S).  Applications for K-13 teachers of classroom research techniques learned in ENGL 577.  Participants complete a teacher research project.  The second part of a one-year course.  PRE-REQ: ENGL 577, or PERM/INST.

Goals of this course are to provide K-13 literacy teachers with a fine-grained understanding of the purposes and practices of teacher research traditions in areas such as ethnography, action research, reflective practice, frame experiments, quasi-experimental methods, and narrative inquiry.  Participants will be guided through the process of developing, pursuing, completing, and presenting a teacher research project.  The process of teacher research helps teachers to use student work and classroom activity as data, and to develop conscious competence about their pedagogical practices.  Teacher research also helps teachers to enter data driven discussions about educational practices and policies.

This course is different from existing courses because it will emphasize how research can be conducted in classroom settings by teachers on a wide variety of questions regarding literacy, teaching, and learning.  There will be an emphasis on how teacher research itself can be made into a natural part of classroom activity, and not be something that is necessarily an additional responsibility for the teacher.  All participants will be coached across a school year through the creation, pursuit and sharing of a complete study which is why the course will be conducted over the course of a complete academic year.

Q & A about Courses

Q: What if I try to register for a graduate course and I get a “Conditional” registration or get blocked?

A: The computer does not always recognize that students in one program (MA in TELA) may take courses offered primarily in another program (MA in English, or in Education Literacy).  Email the instructor and explain which program you are in and why you want the course.  If there is room in the course, that usually takes care of it (unless you have missed a prerequisite course).  However, you may be trying to get into a course reserved only for students in a particular program, as are many of the courses in the English M.F.A. in creative writing.  Again, try emailing the instructor.

Q: What if I want to use a course in my degree program that is not listed on the Degree Requirements list?

A: Talk to your advisor and/or the Program Director about why you think the substitution makes sense.  If they agree, fill out a form called the “Request for Adjustment of Academic Requirements” available on the Graduate College web site, get the necessary signatures and submit the completed form to the Graduate Office.

Q: What if I want to use a course that I took more than seven (7) years before I graduate?

A: This could be a problem.  The official rule is that you cannot use courses more than seven (7) years old to meet your current degree requirements.  To try to get an exception to this rule, complete the “Request for Adjustment of Academic Requirements” form available on the Graduate College web site.  Your advisor (chair), the program director, and the Graduate College dean or associate dean must be persuaded by your explanation.

Current and Up-coming Courses, Institutes, and Workshops
Where to find the online Schedule of Classes:
BSU Home Page http://boisestate.edu / Registrar (from list on left) / Registration (top) / Class Schedules ( in drop-down menu) / scroll down to “Published Class Schedules” in blue and click selected semester.

Course and Program Assessments

Your feedback helps us continually improve our program.  Beginning Spring 2010, student course evaluations for English Education and Ed Literacy courses should include the following areas:

(1) Course produced new knowledge, skills, and awareness

(2) Course employed perspectives from a variety of resources, including research, in order to inform the analysis of professional situations

(3) Course blends theory and research with professional application in order to guide what I might do in practical/professional settings

We will also consider carefully what you tell us during mid-point and final committee meetings, and what you say about your courses in your portfolio.  However, if at any time you wish to share a perspective on an aspect of the program or a suggestion for improvement, please speak to one of the English Education faculty members.

Application for Admission to Candidacy

This is a form that reports to the Graduate College Office the courses that you have taken and the courses you intend to take in order to complete your degree.  It mirrors your list of coursework on your Program Check Sheet, from which you should be able to simply copy.  (Do not include courses if the grade is lower than a C or P.)  This form allows the Grad Office staff to make sure that your plans will meet university and program degree requirements and you won’t have any rude surprises at the end.  It also lets the Graduate College know how close you are getting to completion of your degree.  You may not schedule a final portfolio review or apply for graduation until this form has been turned in.  With this form and review you become a “Candidate” for graduation.

Complete and turn in the Admission to Candidacy application after you are into the second half of your course work, at the point when you are pretty sure which courses you will take to finish up.  After you have filled out the form, submit it to your Advisor/Chair and to the Program Director (currently Bruce Robbins) for approval signatures.  Then the form must be submitted to the Graduate Admissions Office no later than the semester prior to the semester you expect to graduate.  You must submit the Admission to Candidacy form BEFORE you may apply for graduation.

You may find the form on the Graduate College website in the Forms section.   http://www.boisestate.edu/gradcoll/forms/form_grad_candidacy26.pdf

You may type on the form and then print it, or else print a blank form and hand-print on it.  On the form, please list the requirement category, followed by the courses you took in each category.  Your form should begin something like this:

Writing/Composing

ENGL 579 Boise State Writing Project Invit.   6 cr, A, Su 10

ENGL 501 Teaching Writing.     3 cr., B, Sp 09

Reading/Literature

ED-LTCY 547 Advanced Young Adult Literature. 3 cr., A-, F10

(and so on)

Admission for Candidacy form Deadlines:

For December 2013 graduation the deadline is July 2013.

For May 2014 graduation the deadline is October 2013.

For Summer 2014 graduation the deadline is February 2014.

For December 2014 graduation the deadline is June 2014.

Q & A

Q: What if after I turn in my Admission to Candidacy form I need to substitute a different course than one I listed?

A: As soon as possible, complete a “Request for Adjustment of Academic Requirements” form available on the Graduate College web site (under Forms), get the necessary signatures and submit the completed form to the Graduate Office.

Culminating Portfolio Information

PORTFOLIO REQUIREMENTS for the M.A. for Teaching English Language Arts
The Culminating Portfolio should reflect the purpose of the program: to improve teaching within the specific context of the teacher’s classroom and school.

Specifically:

  • To think in more wide-awake and theoretically informed ways about teaching in the areas of teaching reading/literature, writing/composing, language, and an area of interest.
  • To think more reflectively about classroom practice, learning from classroom events and from students how to teach more effectively
  • To develop and use a wider repertoire (expanded toolbox) of teaching techniques in the areas of teaching reading/literature, writing/composing, language and an area of interest.

Portfolio Steps and Procedures

You will create and collect portfolio contents over your whole course of study.  Some of the portfolio pieces may be created as course assignments.   The portfolio demonstrates your ongoing process of collecting your work, reflecting on it and analyzing it, and culminates in a capstone sharing or and reflection about your learning.

To assist in this ongoing process of reflection and demonstration of learning, you will:

  1. Near the beginning of your program, meet with your advisor.  Identify your main interests and goals.
  2. About halfway through your program, select a faculty supervisory committee.  The committee should consist of at least one English Education faculty member (Wilhelm, Robbins, or Fredricksen) and two other BSU faculty members of your choice.   You select one of these faculty members to be the committee chair, and that person also becomes your Advisor.  Turn in a form that lists your Supervisory Committee members to the Graduate College office http://www.boisestate.edu/gradcoll/0004.html .  You select and invite the faculty committee members, and together you set a committee meeting time.  During your meeting you share your progress and the portfolio materials your have collected so far.  (You might want to give your committee members some of your materials before the meeting.)  After your meeting, you inform the program director (currently it is Robbins) that you have met.  Email is fine for this.
  3. Consult with members of  your committee whenever you could use their assistance, feedback, or advice.  Keep your chair apprised of your progress on your portfolio.
  4. Near the end of your Masters program, make a public presentation for which you select a portion of your portfolio work to share.  (Often, it is the Project section of the portfolio.)  Pick something you believe should be interesting and useful to other teachers.  The presentation may be scheduled as part of a Night of Inquiry (Boise State Writing Project), conference presentation, or other professional venue.  Invite your committee to the presentation.  (Writing a journal article is another option for professional sharing.)
  5. When your coursework is complete (or nearly so), enroll for ENGL 592 Portfolio credit.  You cannot register with Broncoweb.  Instead, ask your committee chair to contact the English Department Administrative Assistant Ona Law and request that she create a section of ENGL 592 for you.  Make sure your chair includes in his/her request your BSU student ID number and your email to convey to Ona.  Ona will then email a confirmation to you and your chair.  (If you do not finish your portfolio during the semester of your registration, your chair may give you a grade of “In Progress” (IP) until you complete it.)
  6. When your portfolio seems complete, share it with your chair/advisor.  (Portfolio materials may be submitted in paper form, in digital form, or a combination.)  The chair will usually work with you on improvements.  When the work looks ready, the chair will ask you to share your portfolio with your whole committee.
  7. Schedule a committee meeting.  Give the committee at least two weeks to read your work.  (If you have only one copy for the committee members to pass among themselves, give the process more time.)  During your committee meeting you will discuss your entire portfolio and any additions or revisions the committee feels may be necessary for completion.  In academic terms, this part is traditionally called the “Defense.”  In this program, however, we expect this meeting to be more of a conversation that is a clarification of and reflection on your teaching and your thinking about your teaching.  In particular, the committee wants to see that you can talk about your coursework and your teaching in both theoretical and practical terms.  As a result of this meeting, your committee may decide your portfolio is not passing work, or that it requires some revisions to be resubmitted and re-evaluated, or that you need to do a particular project designed by the committee to demonstrate a questionable aspect of understanding, or that your portfolio passes with no further work.  (This “Defense” may be scheduled anytime during the semester and need not conform to other Graduate College deadlines for defenses of theses or dissertations.)
  8. If the portfolio passes as it is, or upon successful completion of committee requirements, the committee signs and submits to the Graduate College the Culminating Activity Report, which can be found online: http://www.boisestate.edu/gradcoll/0004.html.  The committee chair must also go into Broncoweb to assign you a completed grade for your portfolio.
  9. Celebrate Masterfully!  Then fill out a self-evaluation you get from the program director, and have your employer fill out an online evaluation form about your graduate program for the BSU teacher education program.

Portfolio Content

Whenever it fits, the content of the portfolio may be developed as assignments or artifacts you create for your course work and/or for your classroom.  The required categories of contents of the portfolio are listed below.  For your convenience, two versions of the Portfolio Contents are included here: first, the Portfolio Contents in brief list, followed by the Portfolio Contents with explanations, so scroll down for those.

Portfolio Content—brief list:
1. Cover letter
2. Reflection from each class you have taken
3. Assignments that you developed as a result of coursework in the following areas:

  • teaching or reading strategies or literature/a literary work
  • teaching of language
  • teaching of writing/composing
  • teaching of correctness in writing/composing
  • teaching in a designated area of interest (e.g. reaching ELL students, technology, etc.)
  • a unit plan overview that incorporates various elements from the preceding items in this list

4. A case study of student growth in literacy
5. Three 15-minute video excerpts with written reflections:

  • a whole class discussion
  • small group work
  • an area of interest

6. Project

Portfolio Contents—with Explanations:

1.  Cover Letter

The cover letter describes the portfolio and announces what it documents about your accomplishments and demonstrates about your progress and growth as a teacher, general themes in your teaching trajectory, and where you intend to go next.  The items in the portfolio must be used as data points for your discussion about how you have grown through the program and how the program has served your larger goals as a teacher.   Identify the major themes of your work, and trace how your thinking and pedagogy have changed over time, where you plan to go next, and how you will pursue that.  The cover letter will probably be approximately 5 pages long and will serve as an introduction and guide for the reading of the portfolio.  (This will be the first item in your portfolio but the last item that you compose.)

2.  Reflection from Each Class

A written reflection about each class you take in your degree program.  Explain how that course connects to and informs your personal teaching, and how you might use ideas from this course into your teaching.  (You should write these at the end of each class, while ideas are still fresh.)

3.  Assignments that you develop as a result of coursework in the following areas:

  • teaching or reading strategies or literature/a literary work
  • teaching of language
  • teaching of writing/composing
  • teaching of correctness in writing/composing
  • teaching in a designated area of interest (e.g. reaching ELL students, technology, etc.
  • a unit plan overview that incorporates various elements from the preceding items in this list.

Whenever possible, these should be lessons that you have created and taught.  Each assignment should demonstrate an explicit instructional intervention for a directly stated purpose, and should include student examples or other forms of data (e.g. teacher observations of the lesson) as well as your reflections upon that data.

For each assignment, include: what you planned and did; an account of what happened, including students’ responses and what you think it shows; what you will or could do next to expand on this idea/technique in future teaching; how this assignment is connected to your teaching story/trajectory of your teaching growth; how the design of each assignment demonstrates an area of growth in the areas of subject matter, pedagogy, learners and learning.  Each reflection should be approximately 3-5 pages in length.

4.  Case Study of Student Growth in Literacy

A case study of student growth in literacy.  A focus on one or more of your students over a period of time (not less than a semester) in which you examine evidence of some kind of literacy growth and learning.  Case studies generally describe the student(s) and the learning context or circumstances (your classroom and instruction methods, for example); pose a question you have about the student’s/students’ literacy growth; and report the evidence or data you have collected and examined in order to answer your question.

5.  Three 15-minute Videos

Three 15-minute video excerpts relating to whole class discussion in the first, and small group work in the second.  The third can be in any area of interest pursued in through the program.  Include a reflection on each video: what did you do? How did it go? What do you notice? What does it show? What will or could you do next, or do differently, next time?

6.  Project

A special project that you create as part of your degree program work. This could be a teacher research project, a curriculum or unit development project, a special inquiry project you pursued in your classroom, etc. and should be negotiated with your advisor or committee.   The project may be represented by written paper of which you are exceptionally proud and that could be published in a professional journal for teachers.  Or it might be created in a mode suitable for a conference presentation or in-service professional development presentation (like Power Point), or another medium negotiated with the advisor.  This project should provide evidence of your academic/intellectual work in the areas of research and theory partly by references to the literature that pertains to the project.  The project should also evidence your ability to connect this theory to classroom teaching practice.  (Usually, this will be the part of the portfolio that students will share for the public presentation.)

Connection to the NBPTS

Many of these Portfolio Requirements parallel the requirements for National Board for Professional Teaching Standards certification.   Those completing this program should therefore also be prepared to go up for national board certification.  Examples with direct connections to our portfolio are listed below.  For more details see the URL: http://www.nbpts.org/for_candidates/the_portfolio and click on “English Language Arts”

Entry 1 | In the Adolescence and Young Adulthood/English Language Arts portfolio, the entry based on student work samples is “Entry 1: Analysis of Student Growth in Reading and Writing.” In this entry, you select four student work samples from two students. Two samples are responses to print and nonprint text, and two samples are responses to writing prompts. Your analysis of the submitted student responses will show how you support and analyze students’ growth and development as readers/interpreters of text and as writers. Besides the student work samples and Written Commentary, you provide the assignments/prompts as well as the rubrics or scoring criteria you used to evaluate the student work.

Entry 2 | In the Adolescence and Young Adulthood/English Language Arts portfolio, there are two entries based on video evidence, one of which is “Entry 2: Instructional Analysis: Whole Class Discussion.” In this entry, you submit a 15-minute video recording to demonstrate teaching strategies that you use for whole class discussion in which the students engage with you and with each other in meaningful discourse about a topic, concept, or text related to English language arts. You also provide evidence of your ability to integrate English language arts strands and to describe, analyze, and reflect on your work. You also provide a Written Commentary analyzing the video recording, and instructional materials.

Entry 3 | “Entry 3: Instructional Analysis: Small Groups” is the other Adolescence and Young Adulthood/English Language Arts entry based on video evidence. In this entry, you submit a 15-minute video recording to demonstrate the teaching strategies that you use for small group discussion in which the students engage with you and with each other in meaningful discourse about a topic, concept, or text related to English language arts. You also provide evidence of your ability to integrate English language arts strands and to describe, analyze, and reflect on your work. You also provide a Written Commentary analyzing the video recording, and instructional materials.

Entry 4 | In the Adolescence and Young Adulthood/English Language Arts portfolio, the entry based on documented accomplishments is “Entry 4: Documented Accomplishments: Contributions to Student Learning.” In this entry, you illustrate your partnerships with students’ families and community, and your development as a learner and collaborator with other professionals by submitting descriptions and documentation of your activities and accomplishments in those areas. Your description must make the connection between each accomplishment and its impact on student learning.

Program Check Sheet

Program Check SheetMaster of Arts in Teaching English Language Arts
Writing/Composing. Courses to be selected from the following:
ENGL 501 The Teaching of Writing
ENGL 502 Teaching Creative Nonfiction, Poetry and Fiction Writing
ENGL 561 Theories of Rhetoric and Composition
ENGL 563 Teaching Basic Writing
ENGL 579 Boise State Writing Project Invitational Institute
ENGL 582 Selected Topics in Teaching English Language Arts when topic concerns writing instruction
ENGL 583 Topics in Rhetoric and Composition
ENGL 594 Workshops concerning writing instruction*
Writing/Composing Courses Taken Credits Grade Semester/Year
.
.
.
Reading/Literature.  Courses to be selected from the following:
ENGL 581 Literature for Use in Junior and Senior High Schools
ENGL 582 Selected Topics in Teaching English Language Arts when the topic concerns reading/literature instruction
ED-LTCY 546 Advanced Children’s Literature
ED-LTCY 547 Advanced Young Adult Literature
ENGL 594 Workshops concerning reading/literature instruction*
Reading/Literature Courses Taken Credits Grade Semester/Year
.
.
.
Language Study/Linguistics.  Courses to be selected from the following:
LING 407G Applied Linguistics in Teaching English as a Second Language
ED-LTCY 548 Psycholinguistics and Literacy
ENGL 505 Linguistics
ENGL 567 Grammar and the Teaching of Writing: Theory and Practice
ENGL 582 Selected Topics in Teaching English Language Arts when topic concerns language/grammar instruction
ENGL 583 Topics in Rhetoric and Composition when topic concerns second-language writing or the teaching of grammar
ENGL 585 Selected Topics in Linguistics
ENGL 594 Workshops concerning language instruction*
Language Study/Linguistics Courses Taken Credits Grade Semester/Year
.
.
.
Research. Courses to be selected from the following:
ENGL 500 Research Methods in Literary Studies
ENGL 554 Research Methods in Rhetoric and Composition
ENGL 577-578  Teacher Research in LiteracyENGL 582 Selected Topics in Teaching English Language Arts when topic concerns teacher research methods.
Research Course Taken Credits Grade Semester/Year
Electives to bring total graduate-level courses to 30 credits.  Use courses from English, Literacy, or other approved courses.*
Elective Courses Taken Credits Grade Semester/Year
.
.
.
Culminating Activity: ENGL 592 Portfolio
Portfolio Completed and Presented/Defended Credits Grade Semester/Year
Portfolio Title:
Total Credits (33 minimum)* The total number of credits cannot exceed 10 for ENGL 590, 594-598, 696, 697, and any pass-fail and undergraduate courses (or equivalent transfer credits); see Restrictions on Certain Courses for details.  No more than 6 credits of 400-level G courses may be counted toward the degree.  No teacher in-service credits may be used.