Cert
Response to Intervention: Reading,
This certificate program offers practicing teachers the opportunity to increase their understanding and expertise in effective literacy interventions for grades K-12.
Description
Response to intervention in reading is an instructional approach that provides focused instruction in small groups to meet the identified learning needs of students who struggle with literacy tasks. The goal of this certificate is to provide teachers with a professional development opportunity to have a more central role in the reading and writing intervention processes throughout the school curriculum. Certificate courses may be applied toward the completion of a master's degree program.
For more information, visit: Response to Intervention: Reading
Applying for Admission
Standard requirements for all graduate programs
- Application for Admission with $50 non-refundable application fee.
- Transcripts (unofficial): Uploaded as part of application form.
If International: Uploads must include all college- or university-level transcripts or mark sheets (records of courses and marks earned), with certificates, diplomas, and degrees plus certified English translations.
After admission: Official documents are required from all students who are admitted and enroll. Photocopies of certified records are not acceptable. International students enrolled in other U.S. institutions may have certified copies of all foreign records sent directly to the Office of Graduate Studies by their current school’s registrar office.
- If applicant’s native language is not English, verification of English proficiency
is required.
When sending TOEFL scores, our institution code is 6877 and a department code is not needed.
- If applicant is not a US citizen and expects an F or J visa: financial information.
- Applicants must also fulfill any additional requirements the department specifies at the time of application.
Additional requirements specific to this program
- Resume/CV
- Personal Statement: Describe how your goals and interests align with the goals of this certificate.
- Academic Eligibility: Undergraduate GPA minimum of 3.0 on a 4.0 scale. Must be enrolled in the Teaching, Learning, and Teacher Education program.
Certificate programs are not considered degree programs, so international students should be aware that admission to this program is ineligible for immigration forms for an F-1 student visa.
Admission Application Deadlines
February 1 for admission in Summer or Fall. October 1 for admission in Spring.
Department
Graduate Chair
Certificate Advisor
Support Staff
Campus Address
Program Faculty
Elaine Chan (bio)
Multicultural Education, Curriculum Studies, Ethnic Identity, Educational Equity Policies
Emily Fisher (bio)
Emergent Literacy, K-8 Literacy, Writing Curriculum, Pedagogy, Instruction, and Identity, Teacher Preparation, Intersections Between Policy and Teacher Practice
Lauren Gatti (bio)
Secondary English Education, Urban Education, Teacher Conceptions
Tricia Gray (bio)
Social Studies Teaching, Multilingual Education, Culturally Sustaining and Revitalizing Pedagogies, Citizenship Education
Edmund 'Ted' Hamann (bio)
Transnational Movement, School Reform, Policy Implementation, Anthropology of Education, Anthropology of Policy, Migration, Mexico, New Latino Diaspora, South Africa
Jillian Harpster (bio)
Care in Education, Holistic Student-teacher Preparation, Partnerships Between Teacher Preparation Programs and K–12 Learning Spaces
Lydiah Kiramba (bio)
Linguistics, Multilinguilism, Literacy
Elizabeth Lewis (bio)
Science Education, Science Teacher Professional Development
Lorraine Males (bio)
Teacher Learning (particularly at the early stages of teacher development), Mathematics Teacher Education and Induction, Curriculum Design, Development and Enactment
Deepika Menon (bio)
K-6 Integrated STEM Education, K-16 Science Education (Physical science/Physics Education), Elementary Preservice and In-service Science Teacher Education, Integrated STEM Teaching Self-efficacy and Identity
Amanda Morales (bio)
Diversity & Multicultural Education, Educational Foundations, Recruitment and Retention of Undergraduate Students from Underrepresented Groups, Management & Team Building, Professional Development, Public & School Programming, Informal Science Learning
Ursula Nguyen (bio)
Equity in STEM Education, STEM Teaching and Learning, STEM Identity, Mathematics Education
Justin Olmanson (bio)
Instructional Technology and Design
Jenelle Reeves (bio)
Teacher Reasoning in Multilingual Classrooms
Loukia Sarroub (bio)
Literacy Studies and Adolescent Literacies, Ethnography, Qualitative Research Methods, Educational Policy and Social Analysis, Language and Culture and Sociolinguistic Analyses, Cross-Cultural Studies, Immigrant Communities in the US and Europe, Youth Cultures, Middle Eastern Populations in the US, Including Fieldwork and Research in Yemeni and Iraqi Communities, Ethnography and Qualitative Research Methods, Discourse Analysis, Language and Gender in Education, Education Policy and Social Analysis
Amanda Thomas (bio)
Math Education, Technology Integration
Guy Trainin (bio)
Literacy, Motivation, Arts and Literacy Integration
Kara Mitchell Viesca (bio)
Educator Development for Teachers of Multilingual Learners, The Actual Policies and Implementation of New Teacher Evaluation Systems
Stephanie Wessels (bio)
Early Childhood, Language and Literacy, ESL Education
UNL Graduate Chairs and staff please complete the program update form to provide edits. Updates to graduate program pages are made on an annual basis in conjunction with the Graduate Application for Admission.