Edgewood College’s K-12 Reading program leads to endorsement in the WDPI Reading Teacher license (#1316) and/or the Reading Specialist license (#5017). Program is designed for educators who wish to strengthen their teaching and/or become a reading interventionist, literacy coach, or reading specialist in a K-12 setting. Candidates have the option of continuing coursework to pursue the Master of Arts in Education, Reading Administration concentration. This fully remote program supports teachers in understanding the unique assets of students and utilizing evidence-based practices to expand their literate identities.
ANTIRACIST TEACHING + EVIDENCE-BASED PRACTICES
We build a deep understanding of literacy and its role in promoting antiracism through the below core tenets:
A MODEL FOR WORKING PRACTITIONERS
Cohort programs are designed for working professionals, offering flexible schedules and supports for managing responsibilities. We emphasize collaboration and community. All courses are eight weeks and carry out a blended format of synchronous and asynchronous instruction. Courses include three class gatherings that happen on Saturdays or weeknights; all sessions are provided in remote format via the WebEx platform.
Dr. Emily Zoeller is an Assistant Professor and Coordinator of ESL, Bilingual, and Reading Education. Emily holds a B.A. from the University of Notre Dame and an M.A. from the University of San Diego. She earned an Ed.D. in Educational Leadership from Edgewood College, where she researched teacher leadership in two-way dual language education. Emily’s research interests include biliteracy development, educational leadership, and bilingual teacher preparation. Prior to her role at Edgewood College, Emily worked in Madison Metropolitan School District as a bilingual teacher, a reading specialist, and an instructional coach. She is passionate about leading for equity among teachers of multilingual learners.
Dr. Daniella Molle conducts qualitative research that can inform professional learning initiatives specifically designed for teachers of multilingual students. She is interested in designing and exploring different approaches to working with educators to support the academic success of multilingual students. She is involved in investigations of what educators learn during professional development, how they put that knowledge into practice, and how their practice facilitates the academic literacy development of multilingual students.
Tamara Mouw, M.H.R., M.Ed., is a systems-level, equity-focused innovative instructional leader. She has served as a high school English teacher, an instructional coach, and an administrator in curriculum and instruction where she led district-wide professional learning in literacy. Tamara is currently serving as Director of Partnerships and Equitable Practices at the Wisconsin Department of Public Instruction where she enacts an anti-bias, antiracist approach to creating just and equitable learning environments.
Alexis Nass has been working with and on behalf of English Learners for the past 14 years and currently serves as the Elementary English Learner Coordinator for the Verona Area School District. A recipient of the Wisconsin Association for Bilingual Education (WIABE) Educator of the Year award, Alexis has served as an instructional coach, has attended and led numerous workshops and conferences, and has been involved in various community partnerships with the purpose to increase educational opportunities for bilingual learners. She holds a B.A. in Elementary Education & ESL from the University of Wisconsin-Green Bay and a M.A. in Education from Viterbo University.
Heather O’Neil is an assistant program coordinator of Language and Literacy as well as an assistant professor. Heather has a BA in History and Secondary Education from St. Norbert College and an MA in Language and Literacy Development from Cardinal Stritch University. She is completing her Ph.D. in Language and Literacy at Concordia University-Chicago. Prior to Edgewood College, Heather was an assistant professor of undergraduate elementary education at Concordia University-Wisconsin for six years. She also worked as a district reading specialist, reading teacher, and literacy coach in various school districts in southeastern Wisconsin. Heather’s research interests include the identity formation of pre-service teachers, writing instruction, and culturally responsive instruction.
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