Master Reading Teacher
Master Reading Teacher
The Master Reading Teacher Certificate has been implemented as part of the Texas Reading Initiative to ensure that all Texas students are reading on grade level by the end of the third grade and that their reading knowledge and skills grow throughout their public school careers.
Definition: A Master Reading teacher is an individual who holds both a Reading Specialist and Master Reading Teacher Certificate and whose primary duties are to teach reading and to serve as a reading mentor to other teachers.
The Texas A&M University-Commerce program requires the completion of 9 semester hours and passing the TExES Master Reading Teacher (MRT) certification examination.
Complete the online Professional Certification Application.
- Reading 520 - offered fall semester
- Reading 521(or RDG 525) - offered spring semester
- Reading 523 - offered summer semester
Currently, these courses are offered at the Mesquite Center. (However, it is possible to attend the courses in Commerce via distance education. Arrangements must be made in advance of the course for this to occur.)
Frequently asked Questions
1. Who is eligible to obtain a Master Reading Teacher Certificate?
To be eligible for the Master Reading Teacher Certificate,
- An individual must have a teaching certificate, at least three years of teaching experience, hold a Reading Specialist Certificate, complete an SBEC-approved Master Reading Teacher preparation program such as the one at A&M-Commerce, and pass the Master Reading Teacher certification exam.
2. Is the MRT certificate for both elementary and secondary teachers?
Yes. The MRT certificate is an all-level certificate.
3. Which public school students are targeted as specific recipients of the benefits of the Master Reading Teacher program?
Even though all qualified individuals may apply for the Master Reading Teacher Certificate and all school districts are encouraged to hire teachers who hold the new certificate, the Master Reading Teacher Grant Program is targeted at providing stipends ($5,000) for Master Reading Teachers who teach on “high-needs” campuses. A “high-needs” campus is one that meets criteria established by the Commissioner of Education, and campus performance on the Texas Assessment of Knowledge and Skills (TAKS) reading test must be one of the criteria.
4. How will the stipends associated with being certified as a Master Reading Teacher be distributed?
The Commissioner of Education is responsible for the administration and implementation of this portion of HB 2307, which pays a $5,000 stipend to Master Reading teachers serving on high-needs campuses.
5. How may a copy of HB 2307 be obtained?
The text of the bill can be found on the Texas Legislature’s Website at www.capitol.state.tx.us under the section “Bill Information.”
Standard I. The Master Reading Teacher applies knowledge of the inter-related components of reading across all developmental stages, including oral language, phonological and phonemic awareness, the alphabetic principle, word analysis, fluency, comprehension, vocabulary, written language, and concepts of print, and has expertise in reading instruction at the primary, intermediate/middle, or high school level.
Standard II. The Master Reading Teacher selects and administers appropriate reading assessments on an ongoing basis and uses the results to design, inform, and adjust instruction to promote literacy.
Standard III. The Master Reading Teacher designs and implements reading instruction that reflects state content and performance standards and addresses the varied learning needs of all students.
Standard IV. The Master Reading Teacher applies knowledge of primary and second language acquisition, including the relationship between the development of these languages, to facilitate and promote literacy.
Standard V. The Master Reading Teacher applies knowledge of reading difficulties, dyslexia, and reading disabilities to facilitate and promote literacy.
Standard VI. The Master Reading Teacher facilitates appropriate, research-based reading instruction by communicating and collaborating with educational stakeholders; mentoring, coaching, and consulting with colleagues; providing professional development for faculty; and making decisions based on converging evidence from research.