Keys to Literacy

Graduate-Level Semester Credit

Graduate-Level Semester Units | Keys to Literacy

University of the Pacific-Benerd College is pleased to offer graduate-level semester units of credit upon completion of course requirements with Keys to Literacy. Dedicated in assisting educators and teachers across the nation, our professional development course options are designed to be practical, meaningful, and affordable. At only $62 per semester credit, opportunities are available to all current (ongoing) or previous Keys to Literacy participants.

Pursue up to 5 graduate-level semester credits for each course, conference, workshop or webinar that you complete with Keys to Literacy. Completing a PD opportunity with Keys to Literacy will provide you with simple and effective strategies that will help you build a successful learning environment for your classroom or program. Since 2007, Keys to Literacy has helped thousands of educators improve student literacy skills with literacy professional development that is based on sound research, best practice and delivered by expert teacher trainers. Each year, Keys to Literacy works with over 50 school districts, preparing teachers to teach literacy skills to all students in all subjects. Keys to Literacy has provided literacy professional development to educators in over 20 states, collaborated with departments of education and literacy organizations, and presented at over 100 state and national literacy conferences. With virtual options available, Keys to Literacy professional development is now available to anyone, anywhere with internet connectivity. 

For over 5 years, University of the Pacific/Benerd College has partnered with Keys to Literacy to provide graduate-level semester credit for educators, administrators, counselors, speech-language pathologists, and teachers across the nation.

UOP Benefits:

How It Works:

Complete a Keys to Literacy Training.
Please note: Keys to Literacy Training fees are paid separately from the university credit tuition fee.

Successful completion of your KTL Training is a prerequisite to registering for graduate-level units with University of the Pacific (UOP).

Complete the registration for graduate-level units with University of the Pacific. (see below).
Upon successful completion of your Keys to Literacy training, invest time reflecting on your learnings, research, and relevant readings. You will be required to develop and submit a time log that documents the time and hours that you invested into completing your KTL course requirements. The specific time log requirements are based on how many credits you decide to register for your course. Each credit registered will require 15 hours of participation documented on your time log.
Earn Graduate-Level Credit on an Official Transcript from University of the Pacific, Benerd College.
After you documentation has been reviewed and approved, your course grade will be posted at University of the Pacific, Benerd College. An Official Transcript is available upon completion of course requirements with Keys to Literacy.
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Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

3 credits = 9-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you will create and implement into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing the professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/Power Point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target–grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards (or your state standards) set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated/will evaluate the success of the projects you developed. What methods or criteria did you use/will you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

©2020 Keys to Literacy. UOP Affiliate. All rights reserved.

Self-Created Time-Log Sample

Document all the time you spend creating and implementing lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom to document all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit/unit, you must document 15 hours of academic involvement. All your coursework participation must be away from professionally paid hours and after completion of a Keys to Literacy conference, course, workshop or webinar.

Date Objective & Goals Hours
4/21 & 4/22
Participated in 2 days of live training for (name of Keys to Literacy PD)
11
4/23
Participated in collaborative PLC discussion with peers about the training
1
4/28, 5/3, 5/8
Participated in three, follow up coaching sessions with a Keys to Literacy trainer
2
5/10
Created lesson plans and new teaching activities based on training
2
5/15-5/20
Spent 8 hours taking the online course for (name of Keys to Literacy PD)
8
5/18
Watched and took notes on one Keys to Literacy archived webinar related to the PD topic
1.5
5/22
Wrote a 6-page, single spaced reflection report explaining implementation of new learning
and teaching activities based on the training
1.5
Total hours of involvement for 2 credits: 30

It may be that you require more or less time completing your own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

 

©2020 Keys to Literacy. UOP Affiliate. All rights reserved.