Campus Connection

Wisconsin teacher leverages UWL master’s program to improve student literacy outcomes

Three years ago, Wisconsin teacher Desirae Heckendorf-Reece noticed a troubling trend among her high school English students: some struggled with reading fluently, and it was holding them back from achieving their potential. For these students, the lack of strong reading skills often meant limited options after graduation. 

"It doesn't matter if you’re heading into the trades, a two-year college or four-year university," she says. "You need to be able to read quickly and effectively to pass high-stakes tests in nearly every field." 

Determined to help her students improve their literacy, Heckendorf-Reece sought out a reading specialist program that would give her the tools to teach reading more effectively. However, with a busy teaching schedule, she needed a program that was supportive and flexible while offering training grounded in the latest science. 

After extensive research, Heckendorf-Reece found exactly what she was looking for at UW-La Crosse. (UWL). The university’s Professional Studies in Education Reading programs, which are designed for working teachers, offered graduate-level courses focused on the most recent, science-backed reading strategies. 

"I chose UWL because it was the perfect fit for my schedule as a full-time teacher," she says. "And I can’t say enough about the program. My instructor, Alyssa Harlan, brought invaluable real-world experience as a former reading interventionist herself." 

Heckendorf-Reece’s experience is not unique. UWL's reading program was recently ranked among the nation’s best. It was named No. 16 in Intelligent.com's list of "Best Online Master's in Reading and Literacy Degree Programs. The program equips educators with the skills needed to take on roles such as reading teachers, interventionists, literacy coaches, and specialists. 

The curriculum emphasizes evidence-based practices that teachers can implement immediately to improve literacy outcomes in students of all ages, from early learners to high school students. The program trains educators to use diagnostic assessments, analyze results, and develop personalized learning plans to support students at various levels of need. UWL students also gain practical field experience in instruction and assessment.  

 “Our program has been developed and is taught by actual practitioners. Not only have we done what we are asking our students to do, but we are still in the field and are constantly learning and honing our skills to bring them current information and practices,” says Kimberly Edwards, UWL director of Graduate Reading Programs. 

One of the program’s standout features is its cohort model, where students move through the courses together, fostering a sense of community and collaboration. "This structure helps create bonds between students, who share experiences, learn from each other, and build a strong professional network," Edwards adds. 

Heckendorf-Reece earned her Master’s in Reading Teacher & Reading Specialist Education in just two years, all while preparing for the state’s Forte Test for elementary school teachers. During her studies, she transitioned from teaching high school to a K-5 role to tackle reading challenges at their root. 

“I’m fortunate now to start with students at a young age, helping to prevent reading struggles before they become barriers to success,” she says. 

The impact of her training has been felt district wide. Heckendorf-Reece has worked collaboratively with staff members to implement research-based practices she learned at UWL. Early data shows promising results, with improvements in student literacy outcomes. 

Edwards says the program’s focus on producing teacher leaders is one of its key strengths. "Our goal is to cultivate educators who advocate for literacy improvement not just in their classrooms but across their schools and districts,” she says. “Our program is an excellent choice for anyone looking to advance in literacy education and become a leader in the field.” 

Heckendorf-Reece also appreciates the program’s flexibility, which allowed her to balance work, coursework, and personal life. "The program aligns well with the school year, scheduling major assignments around breaks, and giving us the flexibility to manage deadlines with our teaching responsibilities." 

Her experience was made easier by UWL’s responsive staff and instructors, who helped her navigate new technology and course materials. "I’m a 48-year-old student, and this is my fourth degree," she says. "The technology was different from what I had used before, but the staff was incredibly supportive in helping me adjust." 

Heckendorf-Reece credits much of her success to the support she received from her district, which encouraged her professional development both financially and through staff time. Now, she’s paying that support forward by helping her students thrive. 

“The best part of my job is seeing the progress students make and knowing they no longer need me to succeed,” she says. “When you see students who once struggled with reading, even those with dyslexic-like characteristics, overcome those obstacles—it’s incredible." 

Reflecting on her journey, Heckendorf-Reece has no doubts about the value of her experience. "This program was absolutely worth it. It’s changing the way I teach, and it’s opening up possibilities for my students."