91快播

91快播’s Master’s in Reading and Literacy distinguishes itself through its comprehensive integration of Science of Reading principles across all coursework and clinical training, and is offered fully online with a focus on flexible yet rigorous application—plus specialized pathways such as Orton-Gillingham training and IDA鈥慳ligned structured literacy practice. 91快播 is one of the few graduate programs in Massachusetts—and arguably New England—centered explicitly on science-based literacy instruction from start to finish.

What has inspired your passion for reading and literacy education?
I am inspired by the families of students and the students I served as a Reading Interventionist and by the educators that I had the privilege of mentoring as an academic instructional coach. I remember one second grader who ran into my room, gave me a hug, and said, “I just found out I learn different, Mrs. Hakeem. My dyslexia is why I have trouble reading!” Stories such as this fuel my passion for my profession.

What do you find most rewarding about helping students—and future educators—develop as literacy leaders?
I am so filled with pride watching the confidence of my students grow, and supporting their formation as a Literacy Professional. I wish I had a dollar for every graduate student who is also a teacher of record who asks, “Why wasn’t I taught this in my undergraduate or masters program?“ Then I quote Maya Angelou, “When we know better, we do better!” For many students it is a courageous act to make a change in their practice but they are empowered to implement that change through their experience in their courses in the program, and seeing first-hand results in their own classroom.

What is your vision for the Reading and Literacy program moving forward? My vision for the Reading and Literacy program is to create a dynamic, future-oriented learning environment that both honors foundational literacy practices and embraces innovation. I see us expanding our offerings to include a doctoral pathway—creating opportunities for advanced scholarship, leadership development, and research in literacy education. We’ll also explore the evolving landscape of New Literacies—including digital, media, and AI—ensuring our educators are equipped to teach literacy in ways that are meaningful and relevant to today’s learners.

What are the most important values or principles that guide your work as a literacy educator and leader?
At the heart of my work is the belief that the fullness of being literate is liberation from being marginalized and literacy is deserved. It opens doors, expands possibilities, and gives voice to every learner. I am guided by a deep commitment to lifelong learning and an equally deep conviction that public education is the seedbed for developing responsible partners in social living. I believe in meeting every student where they are, honoring their backgrounds, languages, and experiences, and empowering them through relational teaching and learning. As a leader, I value collaboration, curiosity, and courage—the courage to challenge the status quo that has missed the mark for far too many and far too long. I hope to guide by example and reimagine what literacy education can become when we are prudently bridging research to practice as impassioned and knowledgeable agents of change. 

What kinds of experiences—practical, research-based, or community-focused—do you hope students will have in the program?
In our Reading and Literacy program, our field-experienced team is deeply committed to
creating experiences that are not only evidence-aligned but also immediately relevant to the real-world challenges our educators face. Every Zoom classroom session is intentionally designed to be practical and engaging—this is not a program where students passively observe. Instead, they are asked to apply theory in real time, collaborate with peers, and reflect on how seminal and new knowledge directly connects to their work with learners. 

Our students gain tools they can take back to their classrooms and communities right away. One of the most powerful components of our program is the opportunity to engage in Orton-Gillingham fellow training with a practicum—providing deep, hands-on experience in structured literacy instruction, which is pivotal for so many struggling learners yet beneficial for all students.

We also offer a Massachusetts Reading Specialist practicum with coaching, giving students guided practice in real settings while receiving direct feedback and mentorship. Our students build robust professional portfolios that showcase their implementation of targeted strategies, comprehensive lessons, and documentation of their work to intensify intervention across the three tiers of instruction.

Additionally, students engage in crafting Action Research Proposals that allow them to dig deeply into a literacy challenge in their own school or community and design a plan for change. Through this process, they not only become more intentional practitioners but also thoughtful advocates and purposeful leaders.

Ultimately, we are preparing educators to help learners listen, speak, read, write, and think - to be literate! As students grow in literacy, so does their confidence and self-esteem. It is rewarding when we witness a once challenged reader get lost in the enchantment of a well-written novel. Our graduates leave their program more than ready for the challenge.

How do you hope to collaborate with local schools, districts, or literacy-focused organizations?
Collaboration is at the heart of everything I do as a literacy educator and leader. Over the past two years, I’ve had the privilege of participating in a state-level Professional Learning Community (PLC) for higher education faculty focused on elevating early literacy instruction in teacher preparation across institutions. That experience has deepened my belief that meaningful change happens when we break down silos and work across systems—higher education, K–12 schools, policy, and community organizations—to align our goals and share expertise.

Moving forward, I hope to strengthen partnerships with local schools and districts by offering practical professional development aligned with the Right to Read legislation that has passed in 42 states, grounded in evidence-based practices. I’m particularly passionate about teacher preparation for teaching foundational skills that are essential in building the neural networks for literacy, and I’ve had the opportunity to present 91快播 University’s program model to various stakeholders. I look forward to continuing that work, offering needed support in using the MA Literacy Guides and MA Dyslexia Guidelines that help districts meet the needs of all learners—especially those who are most vulnerable.

How can alumni and current students help advance the program’s impact in the field?
Alumni and current students play a powerful role in advancing the impact of our Reading and Literacy program. They are, in many ways, our best ambassadors—living proof of the program’s quality, relevance, and reach. By sharing their stories, especially through visual storytelling and personal testimonials, they help prospective students see what’s possible. Whether it’s a snapshot from a virtual class, a post about a breakthrough with a learner, or a reflection on how the program shaped their practice, these real-world stories bring our program to life. I encourage all our alumni and current students to share their experiences with their faculty and mentors–the Science of Literacy is truly life changing.

What are you most excited about as you begin this new chapter?
As I begin this new chapter, I’m filled with gratitude to those who mentored me, challenged me, and entrusted me with their children and now, this program. I humbly embrace this new role with a deep sense of purpose and excitement. I am also thrilled to be part of a larger team—Program Directors, our Department Chair, and dedicated staff—who are deeply aligned in their values, vision, and commitment to our mission. When you work with people who care deeply about student success and advancing the field, the possibilities for innovation and impact are limitless.

And perhaps most of all, I’m inspired by the opportunity to help move the field forward. Literacy education is evolving rapidly, and we have a responsibility to prepare our educators and administrators not just for today’s challenges, but for tomorrow’s possibilities. I’m thrilled to be part of that momentum.