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Admissions

Is the online MA in Reading (K-12) program for you?

Are you interested in a Master of Arts in Reading (K-12) from one of the top programs in reading in the country?

Are you interested in a Master of Arts in Reading (K-12) from one of the best Colleges of Education in the country?

Are you interested in a Master of Arts in Reading (K-12) from a Carnegie ranked Research Intensive university?

Are you interested in a Master of Arts in Reading (K-12) taught by award-winning faculty with active research agendas in literacy education and who publish in the most preeminent literacy journals in the field?

Are you interested in a Master of Arts in Reading (K-12) that will prepare you for a position as a literacy coach with skills necessary for teaching and learning in the digital age?

Are you interested in a Master of Arts in Reading (K-12) that will encourage you to develop an inquiry stance and expand your knowledge of literacy research?

If you answered “Yes” to these questions, then the Master of Arts in Reading (K-12) program is for you.

Qualifications

The online MA in Reading (K-12) program is designed for outstanding educators in K-12 classrooms who are interested in expanding their knowledge of literacy research, promoting excellence in teaching, developing coaching skills, advancing their media literacy skills, and adding Reading Education to their State of Florida certificate.

First-time or transferring graduate applicants must have the following:

1. A bachelor’s degree or equivalent from a regionally accredited institution or international equivalent;
2. A ”B” average (3.0 on a 4.0 scale) or higher in all work attempted while registered as an upper division student working in a baccalaureate degree in a regionally accredited institution or international equivalent;
3. An earned, valid professional teaching certificate OR eligibility for professional certification through the completion of a Bachelor’s degree in Education.
4. Exceptions to minimum requirements will be considered for applicants with National Board Certification and an outstanding professional record.

For International Students
All applicants whose native language is other than English or who have earned a degree from an institution outside the United States must meet the University requirements relative to international graduate admission, (e.g., TOEFL scores, etc.).

In addition to these university requirements, applicants to the College of Education must provide the following:

• An external, course by course evaluation of the foreign degree by an approved external agency, and based on official transcripts
• A social security number for purposes of State testing, internship and practica

Application Process

The application must be submitted with the FACTS Online Graduate Application.

Please visit the USF Graduate School Website for complete admissions procedures.

http://www.grad.usf.edu/graduate-admissions.asp

Application Deadlines

There is an established University deadline for the submission of admission application materials. Programs may have earlier deadlines than the University deadline. The deadlines reflected below are the earliest of the two deadlines:

In this section:

• Introduction
• Program
• Advising
• Admissions
• FAQ

Monika Dapcic

My name is Monika Dapcic and I am a K-1 inclusion teacher in Pasco County. I chose to get my Master’s Degree in Reading to become a stronger teacher of reading and writing. I am from Illinois and after I moved to Florida, a colleague of mine told me that she got her Master’s Degree in Reading from USF because it is a wonderful program. I decided to try it out for myself. It has been a great experience. I have learned how to understand and use research to support my instruction and to support my fellow staff members’ instruction. The USF faculty are always available to coach and support the Masters students through all of the assignments so we get the most out of the program. I have seen a shift in the way that I think about and teach reading and writing in my classroom. I am applying all of the newly learned skills and information and I see a difference in my students! I feel more confident in my abilities not only as a teacher, but also as a literacy leader in my school.