1
Josephineie Henderson
Standards for Reading Professionals: International Reading Association
These are the latest Standards, which were revised in 2010.
These are only a portion of the standards, those that pertain specifically to the role of the reading specialist/coach. For a complete listing of the standards, please refer to the webpage:
|Standard 1. . Foundational Knowledge. |
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|Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. |
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|Evidence that demonstrates competence may include, but is not limited to, the following –Reading Specialist/Literacy Coach Candidates… |
|1.1 Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of|
|reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and |
|reading-writing connections. |
|Interpret major theories of reading and |As a reading specialist I will be sure to evaluate the specific needs of the students that I am |
|writing processes and development to |working with and will engage them in literacy instruction using what I know to be best |
|understand the needs of all readers in |practices. I will use text that both interests and motivates students. I will model and |
|diverse context. |provide instruction on comprehension strategies such as visualizing, inferring, questioning and |
| |predicting in order to aid students’ comprehension of text (Beers). I will support reading aloud|
| |to students, at home and in the classroom (Fox). I will support students’ fluency by using |
| |repeated readings, choral readings, echo readings, and timed repeated readings. I will support |
| |students’ word recognition skills by utilizing word study (using resources such as Words Their |
| |Way) in order to learn about spelling patterns and relationships in the English language. I |
| |will support the use of word banks, push and say, phonics games, etc. I will support students’ |
| |by providing daily writing opportunities through written response to readings, LEA’s, and |
| |graphic organizers. In his research, Lev Vygotsky noted that social interaction and |
| |collaboration were effective in supporting children’s learning. Using this research I will |
| |support the use of activities involving collaboration with other students, such as book clubs |
| |and partner talk. This will not only aid children in the learning process but will also help |
| |with social skills. |
| |. |
|Analyze classroom environment quality for |As a reading specialist I will suggest that all classrooms be equipped with a classroom library |
|fostering individual motivation to read and |which contains books across all genres and levels. I will provide books across all levels and |
|write (e.g., access to print, choice, |genres for teachers to borrow at any time, and will recommend particular books for literacy |
|challenge, and interests.) |lessons. I will support the use of student choice in reading and writing due to motivational |
| |factors. I will also use and suggest for classroom teachers the use of reading and writing |
| |assignments that are relevant to the students in order to make connections between school, home |
| |and the community. I will make sure to challenge all students that I work with, regardless of |
| |their reading and ability levels. I will support teachers in providing appropriately challenging|
| |and engaging literacy work for all of their students, regardless of their reading and ability |
| |levels. |
| | |
| |As a classroom teacher I will make sure that my classroom is set up in a way that allows for |
| |quick and easy access to al materials. I will make sure that I provide a broad range of books |
| |(levels below, on and above grade level/ non-fiction and fiction) for my students. I will |
| |provide plenty of materials for writing, and different types of writing papers for students to |
| |choose from based on what type of writing they are doing. I will always try my best to allow |
| |for student choice in most assignments, especially in reading and writing. I will make sure to |
| |include books on all topics and if I notice that a student is interested in a topic that is not |
| |in our library I will get books on the topic for that student. I will also do my best to |
| |incorporate students’ interests into writing assignments, and help them to connect their |
| |classroom assignments to the world around them. |
| | |
|Demonstrate a critical stance toward the |As a reading specialist I will demonstrate a critical stance toward the scholarship of the |
|scholarship of the profession. |profession by making sure that I am up to date with the best literacy practices and programs. I|
| |will share my knowledge of best practices with administrators and teachers. I will also make |
| |sure that I am trying my best to establish professional relationships with my colleagues, being |
| |honest and trustworthy at all times. |
| | |
| |As a classroom teacher I will demonstrate a critical stance towards the scholarship of the |
| |profession by keeping up to date and constantly learning about new techniques and strategies for|
| |both teachers and students. I will focus on the success and growth of my students and my class |
| |as a whole. I will form good professional relationships with my colleagues and strive to become|
| |a trusted and valued part of the school that I will work in. |
|Read and understand the literature and |As a reading specialist I will be sure to keep up to date with journals such as Reading Research|
|research about factors that contribute to |Quarterly and others published by notable organizations such as the International Literacy |
|reading success (e.g., social, cognitive, and|Association (ILA). I will use my knowledge from the research class of how to dissect a research|
|physical.) |article, looking over their purpose and findings, and carefully looking over the methods that |
| |were used to conduct the study. I will be sure to think about and note any factors that would |
| |have negatively impacted the study. |
| | |
| |As a classroom teacher I will be sure to keep up to date with journals such as Reading Research |
| |Quarterly and others published by notable organizations such as the International Literacy |
| |Association (ILA). I will use my knowledge from the research class of how to dissect a research|
| |article, looking over their purpose and findings, and carefully looking over the methods that |
| |were used to conduct the study. I will be sure to think about and note any factors that would |
| |have negatively impacted the study. |
|Inform other educators about major theories |As a reading specialist I would share this information through a Power Point presentation or |
|of reading and writing processes, components,|document which could be shared through the school’s website on my page and could be put on the |
|and development with supporting research |staff drive. I would also suggest after school professional development where we as staff |
|evidence, including information about the |members could look through this information, discuss best practices and answer questions. In |
|relationship between the culture and native |this presentation which would be available for the staff as well as the public I would site |
|language of English learners as a support |research based information on what exactly are best practices for English Language Learners. |
|system in the learning to read and write in | |
|English. |As a classroom teacher I will make sure to bring up theories of reading and writing at |
| |gatherings such as staff meetings, as well as back these findings and theories up with research |
| |articles from noteworthy sources. I will also be sure to share any resources that I have on |
| |these theories with my colleagues on their request. If I believe that there is a major theory |
| |that would benefit the school I would be sure to discuss it with the principal of the school to |
| |see if it could be included as part of a staff meeting. |
| | |
|1.2 Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing |
|development, processes, and components. |
|Interpret and summarize historically shared |As a reading specialist I will interpret historically shared knowledge by thinking about the |
|knowledge (e.g., instructional strategies and|theory behind it as well as the benefits and drawbacks of the knowledge. I will think about how|
|theories) that addresses the needs of all |this knowledge could be used in the classroom today and what the major outcome(s) would be if |
|readers.. |used correctly. I would summarize this historical knowledge by focusing on the theory and |
| |implementation of it in the classroom. I would share and summarize the effect that the |
| |implementation of this knowledge would have on the class or individual students. |
| | |
| |As a classroom teacher I will interpret historically shared knowledge by thinking about the |
| |theory behind it as well as the benefits and drawbacks of the knowledge. I will think about how|
| |this knowledge could be used in the classroom today and what the major outcome(s) would be if |
| |used correctly. I would summarize this historical knowledge by focusing on the theory and |
| |implementation of it in the classroom. I would share and summarize the effect that the |
| |implementation of this knowledge would have on the class or individual students. |
| | |
| | |
|Inform educators and others about the |As a reading specialist I will be sure to emphasize historically shared knowledge on reading and|
|historically shared knowledge base in reading|writing (especially the different theories and views such as the “simple view”) when offering |
|and writing and its role in reading |advice and support to colleagues. If I feel that it would benefit the teachers in their |
|education. |instructional practices I will email of deliver to them some educational information on these |
| |theories and other historical knowledge (in a friendly manner). I will keep education documents|
| |on this knowledge readily available (hard copies and electronic copies) for both my use and my |
| |colleagues. If giving professional development I will try my best to tie what I am presenting |
| |back to historically shared knowledge on reading and writing instruction. |
| | |
| |As a classroom teacher I will be sure to let my colleagues know about this knowledge if they are|
| |not familiar with it, and I will share with them documents and studies on theories, views, etc. |
| |I will keep up to date myself by reading as much as I can on these historical theories and views|
| |of reading and writing, and make connections between them and my instruction. I will also share|
| |this knowledge when appropriate at staff meetings. |
| | |
|1.3 Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. |
|Model fair-mindedness, empathy, and ethical |As a reading specialist I will make sure to treat my students and colleagues with respect and |
|behavior when teaching students and working |maintain a professional and positive demeanor. When demonstrating lessons for teachers as well |
|with other professionals. |as discussing students’ progress with them I will maintain a positive and professional demeanor,|
| |and provide my colleagues and other professionals with as many resources as I can. I will make |
| |sure that the colleagues that I work with know that I respect them all as professionals by |
| |asking their opinions and advice while also not pushing my advice on them. I will treat my |
| |students with the same respect and always keep in mind that I do not know fully any students |
| |background and what they have been through. I will never share confidential information with |
| |anyone who I am not permitted to share it with. |
| | |
| |As a classroom teacher I will make sure to treat my students and colleagues fairly and with |
| |respect and empathy. I will remind myself and others that we do not know exactly what our |
| |students and colleagues have been through, and we have no right to judge a person based on |
| |outward appearances. I will provide all of my students with what I know to be effective |
| |instruction. I will give each of my students my best effort when it comes to them learning in |
| |my classroom. I will encourage them to treat others fairly and with respect as well, and will |
| |emphasize a safe classroom environment that includes these things. |
|Communicate the importance of | |
|fair-mindedness, empathy, and ethical |As a reading specialist I will make sure to model fair-mindedness, empathy, and ethical behavior|
|behavior in literacy instruction and |for my students and my colleagues as I work with them. I will be sure to offer the same amount |
|professional behavior. |of help and resources to all of my colleagues. I will respect and treat all of the students |
| |that I work with equally. I will model empathy by stressing to my colleagues and students that |
| |we need to treat each other with respect no matter our background or personalities and that we |
| |do not know fully what any of them have been through in their lives. |
| | |
| |As a classroom teacher I will make sure to model fair-mindedness, empathy and ethical behavior |
| |by treating all of my students and colleagues fairly and with respect. I will teach each of my |
| |students using effective instruction that I know they will benefit from. I will communicate to |
| |my students my expectations of them in helping to create a safe, fair and respectful environment|
| |for themselves and others. I will model what I expect of my students in my relationships with |
| |them. |
|Standard 2. Curriculum and Instruction |
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|Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in |
|reading and writing. |
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|Evidence that demonstrates competence may include, but it not limited to, the following—Reading Specialist/Literacy Coach Candidates… |
|2.1 Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum |
|Demonstrate an understanding of the research |As a reading specialist I will demonstrate an understanding of the research and literature that |
|and literature that undergirds the reading |undergirds reading and writing curriculum by suggesting and providing (whether informally or in |
|and writing curriculum instruction for all |PD meetings, staff meetings, etc.) different activities that support literacy learning for all |
|pre-K-12 students. |grade levels. I will provide activities and lessons that support reading to learn and focus on |
| |comprehension for grades 3 and up, whereas for grades 2 and below I will provide lessons and |
| |activities that focus on learning to read (for example activities supporting: concept of word, |
| |fluency, alphabet recognition, spelling, rhyme, etc.) . I will provide ideas on how to teach and|
| |support the learning of comprehension strategies as well as offer advice on age-appropriate |
| |comprehension techniques (post-it notes, graphic organizers, drawing pictures, concept webs, |
| |etc.) I will keep myself up to date with research on literacy learning and will share this |
| |research and its findings with teachers and other staff to encourage them to also keep their |
| |practice up to date and to try new things. |
| | |
| | |
|Develop and implement the curriculum to meet |Over the past years I have assessed multiple students in grades 3, 2, and 5 using informal |
|the specific needs of students who struggle |reading inventories such as QRI and DRA in order to find their functional reading levels. I |
|with reading. |have also assessed them using WRI, fluency, and comprehension. From this I have developed a |
| |personalized literacy curriculum for each student so that I am able to focus on meeting their |
| |specific needs. In this curriculum I have stated our goals and the students’ needs in each of |
| |the follow areas of literacy: fluency, word study (spelling & sight words), comprehension |
| |(recommended strategies for use), and writing. I have used progress monitoring to track their |
| |progress over time as we work together and have post-assessed to see the growth made before and |
| |after. As a reading specialist I would use my experience with these assessments and developing |
| |specific goals and plans for each student to help me assess the students that I would be working|
| |with and to help me form my groups. |
| | |
| |Over the past years I have assessed multiple students in grades 3, 2, and 5 using informal |
| |reading inventories such as QRI and DRA in order to find their functional reading levels. I |
| |have also assessed them using WRI, fluency, and comprehension. From this I have developed a |
| |personalized literacy curriculum for each student so that I am able to focus on meeting their |
| |specific needs. In this curriculum I have stated our goals and the students’ needs in each of |
| |the follow areas of literacy: fluency, word study (spelling & sight words), comprehension |
| |(recommended strategies for use), and writing. I have used progress monitoring to track their |
| |progress over time as we work together and have post-assessed to see the growth made before and |
| |after. As a classroom teacher I would use my experience with these assessments and curriculum |
| |development when putting reading groups and word study groups together as well as when assessing|
| |my whole class. |
|Support teachers and other personnel in the |As a reading specialist I will support teachers and other personnel in the design, |
|design, implementation, and evaluations of |implementation, and evaluations of the reading and writing curriculum by first assisting them in|
|the reading and writing curriculum for all |the assessment of their students using either formal and/or informal assessments. I will share |
|students. |my experience with them of using these assessment results to develop a personalized plan and |
| |goals for each student and/or group of students. We will look at areas for improvement and |
| |develop a curriculum plan based off of these. After this I will support teachers in setting up |
| |reading and word study groups as well as specific lessons and activities that focus on the |
| |students’ areas of improvement. I will also support and provide teachers with ideas for |
| |progress monitoring as well as an easy way to use data from progress monitoring to help them to |
| |improve their instruction (as there is most definitely a push for the use of big data in |
| |classrooms today). I will then continue to support them in their teaching, and also assist them|
| |in post-assessing their students using the same assessment as they did when pre-assessing. |
|Work with teachers and other personnel in |As a reading specialist I will work with teachers and other personnel in developing literacy |
|developing a literacy curriculum that has |curriculum that has vertical and horizontal alignment across grade levels by providing them with|
|vertical and horizontal alignment across |goals and activities/lessons that help them to meet these literacy goals across grade levels. I |
|pre-K-12. |will provide them with activities that can be easily adapted to work with multiple grade levels |
| |and with multiple areas of literacy. For example, an activity involving the use of a graphic |
| |organizer to organize ideas can be used in multiple areas across grade levels. I will be sure |
| |to emphasize that because goals across grades are very similar (but more developed as you go up |
| |in grade level) we can and should be sharing activities and lesson ideas because we can easily |
| |adapt most of them to work in other grade levels. |
|2.2 Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic |
|knowledge, and reading-writing connections. |
|Use instructional approaches supported by |As a reading specialist I will use instructional approaches supported by literature and research|
|literature and research for the following |such as finger pointing, rhyming, word banks, word study, graphic organizers, comprehension |
|areas: concepts of print, phonemic awareness,|strategies, cold and hot reads, modeling, poems for fluency, intrinsic and extrinsic motivation,|
|phonics, vocabulary, comprehension, fluency, |etc. I will make sure that I focus on making connections between assignments and the real world|
|critical thinking, motivation, and writing. |in order to show importance of certain skills and to boost motivation. I will be sure to use |
| |specific and general praise as well. I will keep up to date on the latest research and books |
| |published in these areas of instruction as well as have copies of this research and these books |
| |available for teachers and other colleagues. |
| | |
| |As a classroom teacher I will use instructional approaches supported by literature and research |
| |such as finger pointing, rhyming, word banks, word study, graphic organizers, comprehension |
| |strategies, cold and hot reads, modeling, poems for fluency, intrinsic and extrinsic motivation,|
| |etc. I will make sure that I focus on making connections between assignments and the real world|
| |in order to show importance of certain skills and to boost motivation. I will be sure to use |
| |specific and general praise as well. I will keep up to date on the latest research and books |
| |published in these areas of instruction as well share my knowledge and these resources with my |
| |colleagues. |
|Provide appropriate in-depth instruction for |As a reading specialist I will be sure to use assessments such as word recognition in isolation,|
|all readers and writers, especially those who|word recognition in context, and spelling inventories as well as assessments in writing, fluency|
|struggle with reading and writing. |and comprehension in order to determine a starting point for instruction with students. I will |
| |also use informal assessment and what formal assessment the classroom teacher has done to help |
| |me group students that I will be working with. I will be sure to determine each child’s |
| |independent, instructional and frustrational reading level. I will also figure out where any |
| |gaps are in their spelling knowledge, and examine their use of the six traits of writing to see |
| |what we can focus on together. I will make sure that I use text at their instructional level |
| |when they read with me, and text at their independent level when they read independently. I |
| |will try my best to incorporate their interests into our time together, as well as use others |
| |things such as enthusiasm and rewards to encourage and motivate students. |
| | |
| | |
| |As a classroom teacher I will be sure to use assessments such as word recognition in isolation, |
| |word recognition in context, and spelling inventories as well as assessments in writing, fluency|
| |and comprehension in order to determine a starting point for instruction with students. I will |
| |also use formal assessments that I will do for the school in order to guide my instruction. I |
| |will be sure to determine each child’s independent, instructional and frustrational reading |
| |level. I will also figure out where any gaps are in their spelling knowledge, and examine their|
| |use of the six traits of writing to see what we can focus on together. I will make sure that I |
| |use text at their instructional level when they read with me, and text at their independent |
| |level when they read independently. I will try my best to incorporate their interests into our |
| |time together, as well as use others things such as enthusiasm and rewards to encourage and |
| |motivate students. |
| | |
|Support classroom teachers and education |As a reading specialist I will support classroom teachers and education support personnel to |
|support personnel to implement instructional |implement instructional approaches for all students by first sharing my knowledge on the |
|approaches for all students. |benefits of differentiation and teaching students on their “level”. I will provide research to |
| |back up what knowledge of mine that I share. I will encourage teachers who are trying their best|
| |to differentiate in order to meet the needs of all of their students. I will suggest activities|
| |such as guided reading groups, conferencing, and word study groups in order to make teaching |
| |students on their level a bit more do-able and easier to work into their everyday schedules. |
|As needed, adapt instructional materials and |As a reading specialist I will include research based practices and materials recommended for |
|approaches to meet the language-proficiency |English learners. I will make sure that I teach them necessary vocabulary and more in order to |
|needs of English learners and students who |ensure that they not only know the vocabulary but are able to make connections with it. I will |
|struggle to learn to read and write. |be sure to include visual materials such as graphic organizers and pictures in order to aid |
| |understanding. I will also be sure to include kinesthetic learning activities which support |
| |understanding. |
| | |
| |As a classroom teacher I will include research based practices and materials recommended for |
| |English learners. I will make sure that I teach them necessary vocabulary and more in order to |
| |ensure that they not only know the vocabulary but are able to make connections with it. I will |
| |be sure to include visual materials such as graphic organizers and pictures in order to aid |
| |understanding. I will also be sure to include kinesthetic learning activities which support |
| |understanding. |
| | |
|2.3 Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. |
|Demonstrate knowledge of and a critical | |
|stance toward a wide variety of quality |As a reading specialist I will demonstrate knowledge of and a critical stance toward a wide |
|traditional print, digital, and online |variety of texts by emphasizing the pros and cons of each one (traditional print, digital, and |
|resources. |online resources). By doing so I will promote a balanced approach to using a wide variety of |
| |texts in order to expose our students to texts that they will encounter and use in their lives |
| |both in and out of school. I will strongly encourage the use of digital and online resources due|
| |to the fact that in this day and age our students are more likely to be exposed to and to be |
| |asked to use digital print later in their lives. I will take the stance that we need to be |
| |teaching our students skills that they will be able to use for the rest of their lives, and if |
| |we do not incorporate a wide variety of text (especially digital) then we are not doing this. I|
| |will also stress the importance of using traditional print due to the fact that our students |
| |will also find that they may need to use this type of print later in life (perhaps when looking |
| |for research or other books in a library). In addition, I believe that switching up text |
| |materials every now and then makes learning more engaging for our students. |
| | |
| |As a classroom teacher I will demonstrate knowledge and a critical stance towards a wide variety|
| |of text by using traditional print, digital print and online resources in my classroom. I will |
| |take a critical stance by supporting the use of a wide variety of texts in order to better |
| |prepare our students for their lives outside of school. They will need to know not only how to |
| |use nonfiction text features in traditional print but also how to navigate text online and |
| |research effectively using the internet. I will keep up to date with the latest research on |
| |using a wide variety of texts in the classroom and will share my knowledge and resources with my|
| |colleagues. |
| | |
|Support classroom teachers in building and | |
|using a quality, accessible classroom library|As a reading specialist I will support classroom teachers in building and using a quality and |
|and materials collection that meets the |accessible classroom library by providing not only my physical help in sorting books by level |
|specific needs and abilities of all learners.|and/or genre but also by providing a hefty amount of recommendations of certain books to put in |
| |their libraries. I will not only recommend classics and newly popular children’s books on |
| |multiple levels but will also recommend books that will fit easily with lessons on things such |
| |as nonfiction text features, settings, character development, etc. I will also keep books |
| |myself that are available for teachers to check out and use in their classroom libraries. I |
| |will promote the idea of going out and looking for books in places such as thrift stores and |
| |garage sales. When it comes to levels of books I will suggest the idea of having a library full|
| |of as many levels of books as possible- you never know when you might have a student reading 3 |
| |grade levels below or 3 grade levels (or more) ahead. We want to be prepared and have engaging |
| |material for all levels of readers. |
| | |
|Lead collaborative school efforts to |As a reading specialist I will lead collaborative efforts to evaluate and select instructional |
|evaluate, select, and use a variety of |materials by trying my best to include the opinions and help of everyone that I can. I will |
|instructional materials to meet the specific |value the opinions of my colleagues (classroom teachers and other staff members) especially |
|needs and abilities of all learners. |taking into mind opinions and needs of the classroom teachers. I will emphasize the need to |
| |have materials on all levels in order to make differentiation possible in all classrooms at all |
| |grade levels. When looking at materials I will conduct thorough research, comparing and |
| |contrasting and asking for input before selecting the materials. I will encourage classroom |
| |teachers and staff alike to submit ideas and proposals for certain materials. I will make sure |
| |that everyone who wants to will get an opportunity to either research the materials that we are |
| |looking at and/or look over the research that I have done on the materials before we as a school|
| |come to a consensus on what to use. |
|Standard 3. Assessment and Evaluation. |
| |
|Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. |
| |
|Evidence that demonstrates competence may include, but is not limited to, the following—Reading Specialist/Literacy Coach Candidates… |
|3.1 Understand types of assessment and their purposes, strengths, and limitations. |
|Demonstrate an understanding of the |As a reading specialist I will demonstrate an understanding of the literature and research |
|literature and research related to |related to assessments and their uses and misuses by suggesting the use of certain formal and |
|assessments and their uses and misuses. |informal assessments. I will make sure to share my knowledge of what certain assessments are |
| |beneficial for but also the potential misuse of them with my colleagues in an appropriate |
| |manner. When the school goes to pick certain assessments to use I will give them my knowledge |
| |and input on their choices and back up my opinions with solid research. I will share this |
| |research with any of my colleagues who are interested in it. Once we pick an assessment to use|
| |I will make sure to inform my colleagues of both the benefits and pitfalls of the chosen |
| |assessment. |
| | |
| |As a classroom teacher I will demonstrate an understanding of the literature and research |
| |related to assessments and their uses and misuses by keeping up with research on assessments as|
| |well as suggesting the use of specific informal and formal assessments. In my class I will use|
| |what I know to be reliable informal assessments in addition to assigned formal assessments to |
| |help me teach my students at their instructional level. I will encourage the use of these |
| |informal assessments by my colleagues and back them up with research. I will be as involved as|
| |possible in the choices made that involve assessments that the school will be using. |
|Demonstrate and understanding of established | |
|purposes for assessing the performance of all|As a reading specialist I will demonstrate an understanding of established purposes for |
|readers, including tools for screening, |assessing the performance of all readers by sharing my knowledge and research on the benefits |
|diagnosing, progress monitoring, and |of knowing more about the reading levels and abilities of all of your students. I will provide|
|measuring outcomes. |examples of different tools for screening, diagnosis, progress monitoring and measuring |
| |outcomes such as PALS, DRA, QRI, etc. I will provide pros and cons of each assessment tool. I|
| |will emphasize the importance of progress monitoring, whether using a formal assessment program|
| |or informal formative assessment on your own in the classroom. I will make sure that classroom |
| |teachers and other staff using these assessments will know how to evaluate their students’ |
| |scores and how to use the measured outcomes in order to aid their instruction. |
| | |
| |As a classroom teacher I will demonstrate an understanding of established purposes for |
| |assessing the performance of all readers by sharing my knowledge and demonstrating my belief |
| |that it is extremely beneficial to know what level each of your students are reading on as well|
| |as each students’ reading abilities and areas for growth. I will make sure to be aware and |
| |educated on each assessment that we use in the classroom, what it measures and how to use the |
| |outcomes in order to better my instruction and help my students to succeed. |
|Recognize the basic technical adequacy of | |
|assessments (e.g., reliability, content, and |As a reading specialist I will recognize the basic technical adequacy of assessments by making |
|construct validity.) |sure that the assessment that I recommend and the assessments that the school uses are reliable|
| |and valid. I will make sure that the assessments that we use match the original purpose that |
| |we selected them for and that the measures they use have been shown to be reliable by the |
| |scores that they produce. I will be sure to conduct thorough research on both the validity and|
| |the reliability of the assessments that are selected for use. |
| | |
| |As a classroom teacher I will make sure the assessments that I am asked to use and that I |
| |choose to use in my classroom are valid and reliable by making sure that they measure what I |
| |intend for them to measure as well as produce reliable results. I will be sure to conduct a |
| |thorough amount of research on any assessment that I choose to use in order to make sure that |
| |studies and other users have found these assessments to be both valid and reliable. |
|Explain district and state assessment | |
|frameworks, proficiency standards, and |As a reading specialist I will explain district and state assessments frameworks, proficiency |
|student benchmarks.) |standards, and student benchmarks by going over district assessment frameworks such as: |
| |benchmarks, pacing guides, and DRA (Developmental Reading Assessment). I will review the |
| |purpose of state assessment frameworks including SOL tests. Every school will need to follow |
| |the pacing guide provided for them which goes along with the state standards of learning. |
| |Benchmarks and DRA assessments are performed regularly throughout the year in order to track |
| |student progress. I will explain that students who are not progressing or meeting standards |
| |will need to participate in some sort of remediation in the area of need. |
| | |
| |DRA is currently being used by Loudoun County, however other counties use different |
| |assessments. If I am in another county I will be sure to familiarize myself with their |
| |assessments so that I am able to give a detailed description of them as well as how to use them|
| |and the data from them. |
|3.2 Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. |
|Administer and interpret appropriate |As a reading specialist I will administer and interpret appropriate assessments for students, |
|assessments for students, especially those |especially those who struggle with reading and writing, by using up-to-date and research backed|
|who struggle with reading and writing.. |assessments (both formal and informal). Before using any assessment I will conduct research on|
| |it to make sure that it is both reliable and valid. I will use assessments such as Words Their|
| |Way’s Spelling Inventories and the Qualitative Reading Inventory. I will assess for things |
| |such as fluency, accuracy, writing ability (looking at the six traits of writing), and |
| |comprehension. |
| | |
| |As a classroom teacher I will administer and interpret appropriate assessments for students, |
| |especially those who struggle with reading and writing, by administering formal as well as |
| |informal assessments in order to look further into my struggling students reading abilities. |
| |This way I will be able to measure things such as fluency, accuracy, comprehension, spelling |
| |and writing to figure out both strengths and weaknesses of my students. I will also conduct |
| |further research on chosen assessments to make sure that they are reliable and valid. |
|Collaborate with and provide support to all | |
|teachers in the analysis of data, using the |As a reading specialist I will collaborate with and provide support to all teachers in the |
|assessment results of all students. |analysis of data, using the assessment results of all students by explaining to them what the |
| |assessment measures, the scale that is used, and what the outcome measures mean for their |
| |students and their instruction. I will walk them through (if needed) each portion of the |
| |assessment and discuss with them what the results mean- if the student needs more support in |
| |that particular area or if they meet the requirements. I would also offer to go over with all |
| |of the classroom teachers how to analyze the data and use the results of the assessment. After|
| |that I could offer one-on-one help if needed. |
|Lead schoolwide or larger scale analyses to |As a reading specialist I will lead schoolwide or larger scale analyses to select assessment |
|select assessment tools that provide a |tools that provide a systematic framework for assessing the growth of all students by first |
|systematic framework for assessing the |conducting thorough research on all assessments being considered. I will encourage others to do|
|reading, writing, and language growth of all |their own research and then compile statistics and other facts on each program before meeting |
|students. |to go over each possibility. We will weigh the pros and cons of each program before coming to |
| |consensus on one that will best meet our needs. I will use available technology as much as |
| |possible when compiling the research on each assessment tool in order to make it as efficient |
| |and accessible as possible. |
|3.3 Use assessment information to plan and evaluate instruction. |
|Use multiple data sources to analyze |As a reading specialist I will use multiple data sources to analyze individual readers’ |
|individual readers’ performance and to plan |performance in order to plan instruction and intervention by using different assessment tools |
|instruction and intervention. |such as spelling inventories, QRI, running records, etc. I will use these multiple sources to |
| |look into each particular aspect of reading such as fluency, accuracy, comprehension, spelling |
| |and writing. From this I will be able to pinpoint specific areas that the student needs |
| |support in. Using multiple data sources will also help to make the outcomes more reliable. |
| | |
| |As a classroom teacher I will use multiple data sources to analyze individual readers’ |
| |performance in order to plan instruction and intervention by using different assessment tools |
| |such as spelling inventories, QRI, running records, etc. I will use these multiple sources to |
| |look into each particular aspect of reading such as fluency, accuracy, comprehension, spelling |
| |and writing. From this I will be able to pinpoint specific areas that the student needs |
| |support in. Using multiple data sources will also help to make the outcomes more reliable. |
|Analyze and use assessment data to examine | |
|the effectiveness of specific intervention |As a reading specialist I will analyze and use assessment data to examine the effectiveness of |
|practices and students’ responses to |specific intervention practices and students’ responses to instruction by looking at how the |
|instruction. |students respond to the practices. I will also look at the data collectively to see how much |
| |growth was made when working with specific practices. If the students respond well both in |
| |their attitudes and their assessment scores then I will continue and recommend the use of the |
| |practice. If they do not respond well to the practice then I will discontinue it and find |
| |another intervention practice to try. |
| | |
| |As a classroom teacher I will analyze and use assessment data to examine the effectiveness of |
| |specific intervention practices and students’ responses to instruction by looking at how the |
| |students respond to the practices. I will also look at the data collectively to see how much |
| |growth was made when working with specific practices. If the students respond well both in |
| |their attitudes and their assessment scores then I will continue and recommend the use of the |
| |practice. If they do not respond well to the practice then I will discontinue it and find |
| |another intervention practice to try. |
|Lead teachers in analyzing and using | |
|classroom, individual, grade-level, or |As a reading specialist I will lead teachers in analyzing and using assessment data to make |
|schoolwide assessment data to make |instructional decisions by helping them to understand the overall goal of the assessment. I |
|instructional decisions. |will help to walk them through the components of the assessments, looking at the measured |
| |outcomes and what each measurement means for that particular student. I will help them to |
| |organize their data in an easy-to-read way so that they can determine areas for growth and |
| |areas for improvement or change in their instruction. After we have determined areas needing |
| |improvement in their class, I will help the teacher by suggesting some ways in which he/she can|
| |change/improve their instruction in that area. I will make sure to follow up with them on |
| |these changes during the next week and to be constantly available for them if they need any |
| |more help or advice. |
|Plan and evaluate professional development |As a reading specialist I will plan and evaluate professional development initiatives using |
|initiatives using assessment data. |assessment data by looking critically at the measured outcomes of the school data. I will |
| |determine based on this data areas for improvement such as comprehension, fluency, accuracy, |
| |etc. Once I have determined these areas I will base professional development around promoting |
| |growth and change in these areas. I will incorporate new practices that can be easily |
| |incorporated into the classroom. I will follow up on this professional development by looking |
| |at next semester’s data. |
|3.4 Communicate assessment results and | |
|implications to a variety of audiences. | |
|Analyze and report assessment results to a |As a reading specialist I will analyze and report assessment results to a variety of |
|variety of appropriate audiences for relevant|appropriate audiences for relevant implications, instructional purposes, and accountability by |
|implications, instructional purposes, and |making sure to thoroughly review all of the data and measured outcomes, making sure that I |
|accountability. |understand what each score means. I will share this information in an organized way that will |
| |make it easy for everybody to understand. I will make sure to go through each piece of data in|
| |an organized and easy-to-understand way that will inform the intended audience of what this |
| |data means for the students and for them. I will make this information as easily accessible as|
| |possible by utilizing available technology. I will be sure to use as many visuals as possible,|
| |showing the results in different but easy to understand ways. |
| | |
| |As a classroom teacher I will analyze and report assessment results to a variety of appropriate|
| |audiences by first making sure that I thoroughly understand what the data is measuring and what|
| |it means. I will organize the data by putting it in an easy-to-understand chart format so that|
| |it will be available for use by administration or parents if needed. I will keep an organized |
| |binder with my assessment data so that I can easily pull it out whenever needed. I will also |
| |share with my class their assessment data (on things such as unit tests, writing, etc.) so that|
| |we can keep track of their growth as a class. |
|Demonstrate the ability to communicate |As a reading specialist I will demonstrate the ability to communicate results of assessments to|
|results of assessments to various audiences. |various audiences by readily sharing both formal and informal data with various staff members |
| |whom it applies to. I will share data with classroom teachers regarding the progress of their |
| |students who are working with me. I will also share important trends in formal data such as |
| |PALS at staff meetings or professional development. When asked and/or needed I will share |
| |these trends and data results with my principal or other higher-ups in the school system. I |
| |will do my best to communicate all results of assessments in an easy-to-understand way that |
| |pinpoints what this data means for the student and for the audience (teachers or other staff). |
| | |
| |As a classroom teacher I will demonstrate the ability to communicate results of assessments to |
| |various audiences such as students, parents, colleagues, and administration. I will make sure |
| |to thoroughly understand the assessments that I give my students as well as their measured |
| |outcomes. In order to share the data with others I will put it in an easy-to-understand chart |
| |form and/or could make it easily available using technology. I will make sure that my |
| |assessments are reliable and valid so I do not run into any trouble with biases when discussing|
| |data with parents in particular. From the data I will be sure to communicate what goals the |
| |students and I have set for the coming weeks. |
|Standard 4. Diversity |
|Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of |
|differences in our society. |
|Evidence that demonstrates competence may include, but is not limited to, the following—Reading Specialist/Literacy Coach Candidates… |
|4.1 Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. |
|Demonstrate an understanding of the ways in |As a reading specialist I will demonstrate an understanding of the ways in which diversity |
|which diversity influences the reading and |influences the reading and writing development of students by modeling lessons which are |
|writing development of students, especially |tailored for the students’ developmental level/stage in reading and writing based on their |
|those with reading and writing. |diversity as well as by providing leveled materials and resources for teachers to use. I will |
| |discuss the topic of differentiation in staff meetings as well as in one on one discussions |
| |with colleagues. I will stress the importance of diversity affecting the way that students |
| |learn best (kinesthetic, visual, auditory, etc.) and how (if they are ELL students) coming to a|
| |new country may affect their learning. |
| | |
| |As a classroom teacher I will demonstrate an understanding of the ways in which diversity |
| |influences the reading and writing development of students by instructing the students at their|
| |level and by using appropriate and research proven materials to aid their instruction. I will |
| |design instruction to include kinesthetic, visual and auditory components based on the needs |
| |and preferences of my students. I will make sure to appropriately alter my lessons which will |
| |include English learners by incorporating such things as vocabulary lessons, graphic |
| |organizers, pictures and group/partner work. I will make sure to think about and include in |
| |lessons the use of prior knowledge, noting that not all students will have had the same |
| |experiences. |
|Assist teachers in developing reading and |As a reading specialist I will assist teachers in developing reading and writing instruction |
|writing instruction that is responsive to |that is responsive to diversity by providing them with leveled resources and materials to use |
|diversity. |in their lessons. I will also provide and discuss with them research proven instruction |
| |methods which take into account the diversity of students. I will model for teachers how to |
| |effectively teach students of different backgrounds by emphasizing and using techniques that |
| |aid the development and use of prior knowledge and vocabulary. |
| | |
|Assist teachers in understanding the |As a reading specialist I will assist teachers in understanding the relationship between first |
|relationship between first- and |and second language acquisition and literacy development by sharing resources, research and |
|second-language acquisition and literacy |additional information on language acquisition with them via staff meetings, professional |
|development. |development, one-on-one meetings or e-mail. In meetings I will discuss the stages that English|
| |learners often go through such as the silent stage as well as what we as teachers can do to |
| |promote their language acquisition, respect their culture and make them feel comfortable. I |
| |will also discuss things that we as teachers need to think about when teaching English learners|
| |such as background knowledge and vocabulary. |
|Engage the school community in conversations |As a reading specialist I will engage the school community in conversations about research on |
|about research on diversity and how diversity|diversity and how diversity impacts reading and writing development by offering to speak about |
|impacts reading and writing development. |it at staff meetings and professional development sessions. I will offer to hold seminars |
| |after school for teachers and parents alike where we discuss the effect that diversity has on |
| |reading and writing development. I would offer up resources and materials that could be used |
| |in lessons, as well as at home ideas that could be used to meet individual students’ needs. |
| | |
| |As a classroom teacher I would engage the school community in conversations about research on |
| |diversity and how diversity impacts reading and writing development by bringing up the topic at|
| |staff meetings and professional development. I would mention the importance of recognizing that|
| |not all children come from the same background, and not all children learn in the same ways. I|
| |would suggest that we could have a professional development session on the topic as well as an |
| |information meeting for parents. |
|4.2 Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with |
|the features of diversity. |
|Provide differentiated instruction and |As a reading specialist I will provide differentiated instruction and instructional materials, |
|instructional materials, including |including traditional print, digital, and online resources that capitalize on diversity by |
|traditional print, digital, and online |keeping up to date and informed on the latest websites, journals, books, etc. that lend |
|resources, that capitalize on diversity. |themselves to teaching diverse students. I will create a document containing all of these |
| |resources that I find helpful and will make it available to my colleagues. I will make it |
| |known to my colleagues when I find new and interesting material. In addition I will be sure to |
| |get to know my students and recognize their individual needs so that I am able to provide |
| |differentiated instruction to the best of my ability. For example, if one student needs extra |
| |time, more support with vocabulary, etc. |
| | |
| |As a classroom teacher I will keep up to date with resources such as websites, journals, and |
| |books which lend themselves to teaching diverse students. I will keep my resources together in |
| |a document and will refer to them regularly as well as make them available to my fellow |
| |colleagues. In addition I will be sure to get to know my students and recognize their |
| |individual needs so that I am able to provide differentiated instruction to the best of my |
| |ability. For example, if one student needs extra time, more support with vocabulary, etc. |
|Support classroom teachers in providing |As a reading specialist I will support classroom teachers in providing differentiated |
|differentiated instruction and developing |instruction and developing students as agents of their own literacy learning by modeling |
|students as agents of their own literacy |lessons at different levels and including materials to support all different kinds of learners |
|learning. |(visual, kinesthetic, auditory). I will provide resources to my colleagues such as graphic |
| |organizers, websites, extension activities, vocabulary supports, etc. that support diverse |
| |learners and that encourage them to grow in their literacy learning. |
|Support and lead other educators to recognize|As a reading specialist I will support and lead other educators to recognize their own cultures|
|their own cultures in order to teach in ways |in order to aid their teaching of diverse learners by holding sessions at staff meetings or |
|that are response to students’ diverse |professional development which are meant to highlight how culture affects the learning process |
|backgrounds. |and how we as teachers can differentiate our instruction to meet the needs of our students. I |
| |will always model being accepting of everyone that I work with and being mindful of others |
| |cultures and how they can affect the way that they learn. |
| | |
| |As a classroom teacher I will encourage my colleagues to reflect upon the effect of their own |
| |culture on their learning. I will model the importance of this by teaching in a way that is |
| |mindful of my students’ diverse background, thinking especially about prior knowledge. I will |
| |promote the teaching and model the teaching of tolerance and acceptance in my classroom. |
|Collaborate with others to build strong |As a reading specialist I will collaborate with others to build strong home-to-school and |
|home-to-school and school-to-home literacy |school-to-home literacy connections by providing parents with resources and tools to use at |
|connections. |home which align with what we are using at school. I will keep an open line of communication |
| |from school to home. I will constantly stress and point out relationships between what we are |
| |doing in school and how we can use this knowledge to help us outside of school. I will invite |
| |parents/families into the school for events, to volunteer, etc. I will stress the importance |
| |of involving families in the learning process. |
| | |
| |As a classroom teacher I will collaborate with others to build strong home-to-school and |
| |school-to-home literacy connections by providing parents with resources and tools to use at |
| |home which align with what we are using at school. I will keep an open line of communication |
| |from school to home. I will constantly stress and point out relationships between what we are |
| |doing in school and how we can use this knowledge to help us outside of school. I will invite |
| |parents/families into the school for events, to volunteer, etc. I will stress the importance |
| |of involving families in the learning process. |
|Provide support and leadership to educators, |As a reading specialist I will provide support and leadership to educators, parents and |
|parents and guardians, students, and other |guardians, students and other members of the school by introducing myself to everyone, making |
|members of the school community to valuing |it known that I am here to help and not to criticize, and keeping a line of communication with |
|the contributions of diverse people and |my colleagues, parents and guardians and students open. I will make myself available via phone |
|traditions to literacy learning. |and e-mail and will be sure to share updates on latest practices and breakthroughs with my |
| |school community. I will also have resources posted in a place that will be available to |
| |everyone. |
|4.3 Develop and implement strategies to advocate for equity. |
|Provide students with linguistic, academic, | As a reading specialist I will provide students with linguistic, academic, and cultural |
|and cultural experiences that link their |experiences that link their communities with the school by discussing and using events in the |
|communities with the school. |community in instruction through the use of resources such as newspapers, magazines, flyers, |
| |websites, etc. I will encourage students to celebrate one another’s culture and our |
| |differences. I will promote linguistic, academic and cultural experiences that are taking |
| |place in the community and will also support inviting the community to be more a part of the |
| |school by attending functions which would serve to bridge the gap between school and the |
| |community. |
| | |
| |As a classroom teacher I will provide students with linguistic, academic, and cultural |
| |experiences that link their communities with the school by discussing and using events in the |
| |community in instruction through the use of resources such as newspapers, magazines, flyers, |
| |websites, etc. I will encourage students to celebrate one another’s culture and our |
| |differences. I will promote linguistic, academic and cultural experiences that are taking |
| |place in the community and will also support inviting the community to be more a part of the |
| |school by attending functions which would serve to bridge the gap between school and the |
| |community. |
| | |
|Advocate for change in societal practices and|As a reading specialist I will advocate for change by politely supporting and promoting |
|institutional structures that are inherently |research that emphasizes the importance of not being prejudiced against certain groups. I will|
|biased or prejudiced against certain groups. |push for fair and equal treatment of all students by not only modeling this kind of treatment |
| |in my instruction but also in my modeling of instruction in other classes. I will promote |
| |programs and lessons that encourage us to celebrate our diversity and cultures. I will keep up|
| |to date on societal happenings and will do my best to promote fair and equal treatment of all |
| |citizens. |
| | |
| |As a classroom teacher I will advocate for change by politely supporting and promoting research|
| |that emphasizes the importance of not being prejudiced against certain groups of people. I |
| |will model fair and equal treatment in my classroom and school as well as use and promote the |
| |use of lessons that encourage us to celebrate our diversity and cultures. I will keep up to |
| |date on what is happening in society with culture and will make sure to teach my students |
| |tolerance and acceptance of others and their differences. If my students and I believe that |
| |something happening is not fair we will discuss how to make a change and we will promote that |
| |change. I will encourage my students to follow my lead in being advocates for social change. |
|Demonstrate how issues of inequity and | |
|opportunities for social justice activism and|As a reading specialist I will demonstrate how issues of inequity and opportunities for social |
|resiliency can be incorporated into the |justice activism and resiliency can be incorporated into the literacy curriculum by providing |
|literacy curriculum. |resources such as newspapers and articles that emphasize these issues, as well as blog posts |
| |and other online resources. I will also provide and promote the use of lessons that promote |
| |treating each other equally and fairly, as well as celebrating our differences. I will |
| |encourage the use of lessons that discuss and “solve” problems involving real issues in today’s|
| |society. |
| | |
| |As a classroom teacher I will promote the use of materials from the community such as |
| |newspapers and magazines, as well as online materials such as blogs. I will promote and use |
| |lessons that focus on celebrating our differences and treating everyone fairly and equally. I |
| |will use lessons that involve problems solving when it comes to real life issues in today’s |
| |society. |
|Collaborate with teachers, parents and |As a reading specialist I will collaborate with parents and guardians, and administrators to |
|guardians, and administrators to implement |implement policies and instructional practices that promote equity and draw connections between|
|policies and instructional practices that |home and community literacy and school literacy by working to make resources that we use in the|
|promote equity and draw connections between |school available for use at home. I will encourage and promote the use of resources and |
|home and community literacy and school |materials from the community within literacy instruction in order to show connections between |
|literacy. |school and the community. I will promote informational meetings in which parents and the |
| |community are invited into the school to see what their children are learning and to see what |
| |they can do at home to support them and their learning. |
|Standard 5. Literate Environment |
| |
|Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, |
|approaches and methods, curriculum materials, and the appropriate use of assessments. |
| |
|Evidence that demonstrates competence may include, but is not limited to, the following—Reading Specialist/Literacy Coach Candidates… |
|5.1 Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing |
|instruction. |
|Arrange instructional areas to provide easy | |
|access to books and other instructional |As a reading specialist I will arrange instructional areas to provide easy access to books and |
|materials for a variety of individual, |other instructional materials for a variety of individual, small-group, and whole-class |
|small-group, and whole-class activities and |activities and support teachers in doing so at the same time by first setting up my own work |
|support teachers in doing the same. |space in this way. I will make sure that I provide a “library” of multi-leveled books to pick |
| |from, as well as both non-fiction and fiction choices. I will have multiple types of writing |
| |paper and writing tools (pencils, normal pens, fancy pens, crayons, markers) available and |
| |placed in an easy to reach area to encourage writing. I will (if it’s available) have |
| |technology set up in accessible areas throughout the classroom. I will help teachers by giving |
| |them suggested diagrams of classroom spaces as well as suggesting some essential things and |
| |“places” that they should include in their rooms (such as a library, writing station, etc.). |
| | |
| |As a classroom teacher I will arrange instructional areas to provide easy access to books and |
| |other instructional materials for a variety of individual, small-group, and whole-class |
| |activities. I will make sure that I provide a “library” of multi-leveled books to pick from, |
| |as well as both non-fiction and fiction choices. I will have multiple types of writing paper |
| |and writing tools (pencils, normal pens, fancy pens, crayons, markers) available and placed in |
| |an easy to reach area to encourage writing. I will (if it’s available) have technology set up |
| |in accessible areas throughout the classroom. I will keep my desk out of the way and make more|
| |space for the students to work and collaborate with one another. |
|Modify the arrangements to accommodate |As a reading specialist I will modify the arrangements of classroom space to accommodate for |
|students’ changing needs. |students’ changing needs by noticing first how students seem to work best. F I have a group |
| |who needs to practice working individually and in partner pairs first before moving into larger|
| |groups I will arrange desks/ work spaces in a way that accommodates individual and partner pair|
| |work. If I have a group of students who are ready to collaborate in larger groups I will |
| |arrange desks/work spaces to fit more students close to each other in order to promote |
| |collaboration. I will also keep a large rug area (or table depending on space) for us to come |
| |together as a whole group. In addition to seating arrangements I will also add new books |
| |throughout the year as the students’ reading levels grow to encompass higher level books. I |
| |will accommodate students by trying my best to include books that will interest them. I will |
| |also be sure to continue to add or switch out old materials (for things such as writing) for |
| |new materials to keep the kids interested and motivated. If I notice that they cannot handle |
| |working with certain materials I will remove them until they earn them back. |
| | |
| | |
| |As a classroom teacher I will modify the arrangements of classroom space to accommodate for |
| |students’ changing needs by noticing first how students seem to work best. F I have a group |
| |who needs to practice working individually and in partner pairs first before moving into larger|
| |groups I will arrange desks/ work spaces in a way that accommodates individual and partner pair|
| |work. If I have a group of students who are ready to collaborate in larger groups I will |
| |arrange desks/work spaces to fit more students close to each other in order to promote |
| |collaboration. I will also keep a large rug area (or table depending on space) for us to come |
| |together as a whole group. In addition to seating arrangements I will also add new books |
| |throughout the year as the students’ reading levels grow to encompass higher level books. I |
| |will accommodate students by trying my best to include books that will interest them. I will |
| |also be sure to continue to add or switch out old materials (for things such as writing) for |
| |new materials to keep the kids interested and motivated. If I notice that they cannot handle |
| |working with certain materials I will remove them until they earn them back. |
| | |
|5.2 Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students’ opportunities for|
|learning to read and write. |
|Create supportive social environments for all|As a reading specialist I will create supportive social environments for all students first by |
|students, especially those who struggle with |arranging my room and encouraging teachers to arrange their rooms in a way that encourages |
|reading and writing. |students to be social and to communicate with one another. This means seating arrangements |
| |that accommodate partner work, small group work, and whole group work. I will also encourage |
| |and model the use of collaborative activities such as centers where students work together to |
| |complete a task, or small group problem solving. I will also recommend that students who |
| |struggle with reading and writing be seated and/or placed with a buddy who is a higher level |
| |reader and writing so that they are able to receive help from a friend when needed. I will |
| |also encourage and use popular/recent books, and relevant and meaningful learning tasks in |
| |order to spark conversation between students. Finally I will encourage and teacher tolerance |
| |and acceptance, so that my students will feel comfortable expressing their concerns, questions,|
| |and opinions around each other. |
| | |
| |As a classroom teacher I will create supportive social environments for all students first by |
| |arranging my room in a way that encourages students to be social and to communicate with one |
| |another. This means seating arrangements that accommodate partner work, small group work, and |
| |whole group work. I will also model the use of collaborative activities such as centers where |
| |students work together to complete a task, or small group problem solving. I will also seat |
| |students who struggle with reading and writing with a buddy who is a higher level reader and |
| |writing so that they are able to receive help from a friend when needed. I will encourage and |
| |use popular/recent books, and relevant and meaningful learning tasks in order to spark |
| |conversation between students. Finally I will encourage and teacher tolerance and acceptance, |
| |so that my students will feel comfortable expressing their concerns, questions, and opinions |
| |around each other. |
| | |
|Model for and support teachers and other |As a reading specialist I will model and support teachers and other professionals in doing the |
|professionals in doing the same for all |same for their students by using my classroom set up as a model, and by offering to assist |
|students. |teachers in setting up a more supportive social environment for their students. I will provide|
| |them with research and different ideas on classroom and seating arrangements, such as seating a|
| |higher achieving students next to a struggling student in order to provide additional support. |
| |I will encourage the use of group or partner activities in which every child is given an |
| |important role. I will also encourage the use of reading groups/words study groups so that |
| |students also get a chance to work with kids who are on the same level as them. |
|Create supportive environments where English |As a reading specialist I will create supportive environments by modeling fair and supportive |
|learners are encouraged and given many |treatment of others as well as expecting this behavior from my students. I will create a safe |
|opportunities to use English. |environment where students do not feel pressured to get everything right. I will encourage |
| |pair and group work where students get to speak to and among each other as practice. In |
| |addition I will be firm and fair about all rules set in place, to discourage any negative |
| |behaviors or bullying. |
| | |
| |As a classroom teacher I will create supportive environments by modeling fair and supportive |
| |treatment of others as well as expecting this behavior from my students. I will create a safe |
| |environment where students do not feel pressured to get everything right. I will encourage |
| |pair and group work where students get to speak to and among each other as practice. In |
| |addition I will be firm and fair regarding the classroom rules, in order to discourage any |
| |negative behavior or bullying. |
|5.3 Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussion, |
|and peer feedback.) |
|Understand the role of routines in creating |As a reading specialist I will understand the role of routines in creating and maintaining |
|and maintaining positive learning |positive learning environments by creating a set schedule and guidelines for groups that I meet|
|environments for reading and writing |with. I will make sure to stick to the routines that we set in place, as well as to stick to |
|instruction using traditional print, digital,|any promises that I make. I will vary only the content but not the structure. If I want to |
|and online resources. |change something that we are doing I will discuss it with the group before making any official |
| |changes so that they feel included in schedule shifts. Every lesson that takes place will have|
| |a similar format and goals will be clearly defined. When bringing in different and |
| |non-traditional print sources I will set certain guidelines and routines for using them |
| |(computer schedule, iPad routine, etc.). We will stick to these routines whenever we use these|
| |print sources. |
| | |
| |As a classroom teacher I will understand the role of routines in creating and maintaining |
| |positive learning environments by creating a set schedule not only for the day but also for |
| |centers, groups, and activities that we do in the classroom. I will involve the class in |
| |setting guidelines and rules for certain centers and activities, and as a class we will stick |
| |to them. I will make sure that when introducing a new center, activity, or item we set rules, |
| |guidelines and routines for using/doing it. By having routines and guidelines we will also |
| |save time usually spent on transitions due to the fact that as we do and use these routines |
| |again and again the students will get quicker with doing them and therefore spend less time |
| |asking what they should be doing. Even when we are in guided reading groups I will stick to a |
| |routine, switching out the text and some activities that we use, but other than that we will |
| |stick to our agreed upon schedule. |
|Create effective routines for all students, | |
|especially those who struggle with reading |As a reading specialist I will create effective routines for all students, especially those who|
|and writing. |struggle with reading and writing by sticking to a set schedule, rules and guidelines for |
| |reading and writing time when they work with me. I will be sure to model for students before |
| |asking them to complete assignments, and I will also be sure to think aloud as I model to help |
| |them understand what I am doing. I will also stick to a routine within my lessons such as: (1)|
| |fluency practice, (2) word study, (3) reading using comprehension strategies, and (4) writing. |
| |This way my students will know what to expect when they work with me. Before we begin our work|
| |I will go over the schedule for our time together with them as well as our goals for the day. |
| |I will create checklists for routines for students who need more support, as well as use |
| |checklists for our writing and other activities. |
| | |
| |As a classroom teacher I will create effective routines for all students by having a set |
| |schedule for our days. Within that I will have a set schedule, rules and expectations for |
| |centers, reading groups, group work, and individual work. I will also stick to a system of |
| |rewards and consequences to be fair to all students. Within reading groups and centers we will|
| |also stick to a routine in the way that we do things, how long we meet for, and my expectations|
| |for behavior. I will create and use checklists for routines if needed for struggling students.|
| |I will be sure to review the schedule and goals for the day, as well as for each lesson. |
|Support teachers in doing the same for all |As a reading specialist I will support teachers in creating effective classroom routines, |
|readers. |especially for those students who are struggling by first showing them the routine that I use |
| |for my guided reading groups. I will suggest (if needed) that they should use a similar |
| |routine and stick to it every time they meet with the group so that the students know what is |
| |expected. If they do not have a routine for other things in their room (such as centers) or |
| |for the whole day (schedule located in an easy-to-see space for students) I will suggest that |
| |they use routines for these and will provide examples from reading or suggest that they observe|
| |the routines in another classroom. I will offer long term and short term support for teachers |
| |who would like for me to come and observe any new routines that they are trying out. I will |
| |also back up anything that I say about routines with research. |
| | |
| |As a classroom teacher I will support my fellow teachers in setting up and using routines by |
| |modeling these things in my classroom, and by offering support to any teacher who asks for help|
| |in this area. I will also provide examples and show my co-workers where I get my ideas from so|
| |that they can begin their own research. If I use a new routine that works extremely well with |
| |my students I will be sure to share it with other teachers. |
| | |
|5.4 Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction. |
|Use evidence-based grouping practices to meet|As a reading specialist I will use evidence-based grouping practices such as small groups (also|
|the needs of all students, especially those |called guided reading groups when the focus is on reading skills) supported by Scanlon, |
|who struggle with reading and writing. |Anderson, and Sweeney. Students should be placed in small groups to work on things such as |
| |word knowledge, phonological awareness, comprehension, and writing (and in most schools these |
| |days they are). Teachers should try their best to meet with groups once a day in order to |
| |provide effective differentiated instruction. In order to encourage this grouping I will |
| |assist teachers in learning how to use informal or formal assessments (QRI, DRA, Words Their |
| |Way, etc.) in order to see which students can be grouped together. I will recommend that |
| |students who are at the same ability level, or close, should be grouped together so that they |
| |are working on the same level as one another. I will also suggest that teachers progress |
| |monitor in order to potentially move some students to different groups (to a higher or lower |
| |group as needed based on their performance and growth). |
| | |
| |As a classroom teacher I will use evidence-based grouping practices such as small groups |
| |supported by Scanlon, Anderson and Sweeney. I will group students together to work on things |
| |such as word knowledge and reading skills (comprehension, decoding, etc.). I will use informal|
| |and formal assessments (QRI, DRA, Words Their Way, etc.) to help me in placing students in |
| |these groups. I will place students who are at about the same ability level together so that |
| |they will be able to work together on the same level. I will be sure to meet with groups daily|
| |in order to provide differentiated instruction. |
|Support teachers in doing the same for all |As a reading specialist I will support teachers in making and using small group instruction |
|students. |first by sharing the research with them on the benefits of small group instruction. I will |
| |then assist them in making their groups using formal and informal assessment(such as QRI, DRA, |
| |Words Their Way, etc.), and will explain to them how they should use progress monitoring to |
| |judge whether they need to move students to different groups as the year progresses. I will be|
| |available to model small group instruction in areas such as word knowledge and reading |
| |(comprehension, decoding, etc.). I will also encourage teachers to use small groups for any |
| |remediation or re-teaching that is needed. This way they can focus on the students who are |
| |struggling while the other students are able to work independently. I will also provide |
| |teachers with new lesson/activity ideas for their small groups. |
|Use literature and research findings |As a reading specialist I will use literature and research findings about adult learning |
|about adult learning, organizational |(such as Toll’s groups), organizational change, and professional development by utilizing |
|change, professional development, and |tools and advice from books such as Cathy Toll’s The Literacy Coach’s Survival Guide. |
|school culture in working with teachers |This book provides insight on not only the groups of adult learners (based on how they |
|and other professionals. |feel and how readily they try out new ideas) but also offers advice on effective |
| |communication and effective professional development. From reading this resource I have |
| |learned that in order to effectively work with others I must be a good listener and |
| |develop trusting relationships with those around me. I will make myself available for |
| |both long term and short term support, modeling, etc. When facilitating meetings I will |
| |encourage collaboration among the teachers and instead of simply “talking at” them. I |
| |will encourage everyone to work together and for everyone’s opinion to be heard. |
|Use knowledge of students and teachers |As a reading specialist I will be sure to form trusting relationships with teachers and |
|to build effective professional |staff as well as with the students whom I work with. I will use what I know about them |
|development programs. |and their personalities (their learning style, activities that they enjoy in and outside |
| |of school, whether they like to get up and move around, collaborate, etc.) in order to |
| |plan effective professional development programs by incorporating activities that they |
| |enjoy as well as by catering to their different learning styles. I will also be sure to |
| |note, as Cathy Toll mentions in her research, the teachers who are in the “Ready to Go” |
| |group (willing to try new things right away), the “Wait-and See” group (will use it if it |
| |works for others), and in the “Put-on-the-Brakes” group (very hesitant, don’t like |
| |change). I will be sure to cater to each group and their individual needs as stated by |
| |Toll. I will be sure to use my knowledge of the students (using data to find their |
| |strengths and weaknesses) in order to pick certain programs and activities for |
| |professional development that the teachers can take away and use in their own classrooms. |
|Use the research base to assist in |As a reading specialist I will use a research base to assist in creating a school wide |
|building an effective, schoolwide |professional development program by creating (with the teachers and support of staff) an |
|professional development program. |overarching goal for the year concerning professional development. For example, in my |
| |professional development plan we implemented the use of Reading A-Z and came up with a |
| |school wide initiative of further/more reading in all content areas based off of research |
| |by Richard Allington. I will then (once again with help and opinions of others) come up |
| |with a schedule for the professional development (timeline for implementation). Once I |
| |had developed a goal and schedule I will then gain support first from those teachers who |
| |are in the Ready-to-Go group. I will support this group of teachers in reaching out to |
| |the other groups of teachers to gain their support as well. I will encourage the use of |
| |social media such as Twitter and/or a blog for teachers to share any breakthrough moments |
| |or successes while using what they learned from professional development. We will meet |
| |regularly to discuss progress, questions and concerns. |
6.2 Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
|Articulate the research base related to the |According to the National Council for Accreditation in Teacher Education (NCATE, |
|connections among teacher dispositions, |2000), dispositions are values, commitments and professional ethics that influence|
|student learning, and the involvement of |behaviors towards students, families, communities and colleagues. As a reading |
|parents, guardians, and the community. |specialist I will emphasize the importance of having a positive, caring, creative,|
| |and professional disposition in the education realm. I will point out to teachers|
| |that they have probably noticed that their students respond to their disposition- |
| |if they have a positive disposition their students are more likely to also have |
| |positive attitudes about school, whereas if they have a negative disposition their|
| |students will most likely acquire this same disposition. It is important for us |
| |all to be mindful of our disposition so as not to come across in a bad light with |
| |students, parents, and colleagues. I would also recommend that teachers display |
| |to their students a positive and enthusiastic attitude towards all faculty and |
| |staff in the building, as well as the members of the community. |
|Promote the value of reading and writing in |As a reading specialist I will, and usually am, almost always reading a book |
|and out of school by modeling a positive |myself. I will make sure that the students I work with know and realize my love of|
|attitude toward reading and writing with |reading. I will also tie reading and writing into the content areas to |
|students, colleagues, administrators, and |demonstrate to students that literacy is involved with everything in your life. |
|parents and guardians. |We will discuss the multiple uses of literacy in the community, and think about |
| |how literacy skills will help us in the future. If I see a piece of literature |
| |out in the community that would interest my students I will bring it in to share |
| |with them (making more connections from school to community). I will discuss what|
| |I am currently reading and writing with my colleagues and my students. I will |
| |encourage students’ participation in community events involving literacy, and will|
| |be sure to communicate these opportunities with parents and teachers. |
| | |
| |As a classroom teacher I will, and usually am, almost always reading a book |
| |myself. I will make sure that the students I work with know and realize my love of|
| |reading. I will also tie reading and writing into the content areas to |
| |demonstrate to students that literacy is involved with everything in your life. |
| |We will discuss the multiple uses of literacy in the community, and think about |
| |how literacy skills will help us in the future. If I see a piece of literature |
| |out in the community that would interest my students I will bring it in to share |
| |with them (making more connections from school to community). I will discuss what|
| |I am currently reading and writing with my colleagues and my students. I will |
| |encourage students’ participation in community events involving literacy, and will|
| |be sure to communicate these opportunities with parents and other teachers. |
|Join and participate in professional literacy |As a reading specialist I will join and participate in professional literacy |
|organizations, symposia, conferences, and |organizations, symposia, conferences, and workshops by keeping my membership with |
|workshops. |the Virginia State Reading Association and also by becoming a member of the |
| |International Literacy Association (ILA). I have attended multiple conferences |
| |already such as the Summer Literacy Institute at Longwood (Summer 2014), and the |
| |VSRA 2015 Annual Conference. I also have presented at the VSRA conference, and |
| |plan on presenting at other conferences in order to share knowledge and |
| |collaborate with others. I will attend other conferences, symposia, and workshops|
| |hosted by these organizations and others. I will constantly be on the lookout for|
| |other credible organizations to join and other helpful conferences to attend in |
| |order to further my own education. |
| | |
| |As a classroom teacher I will join and participate in professional literacy |
| |organizations, symposia, conferences, and workshops by keeping my membership with |
| |the Virginia State Reading Association and also by becoming a member of the |
| |International Literacy Association (ILA). I have attended multiple conferences |
| |already such as the Summer Literacy Institute at Longwood (Summer 2014), and the |
| |VSRA 2015 Annual Conference. I also have presented at the VSRA conference, and |
| |plan on presenting at other conferences in order to share knowledge and |
| |collaborate with others. I will attend other conferences, symposia, and workshops|
| |hosted by these organizations and others. I will constantly be on the lookout for|
| |other credible organizations to join and other helpful conferences to attend in |
| |order to further my own education. |
|Demonstrate effective interpersonal, |As a reading specialist I will demonstrate effective interpersonal, communication,|
|communication, and leadership skills. |and leadership skills by making sure to effectively communicate with teachers and |
| |staff, working to develop trusting relationships with everyone. I will be sure to|
| |check in frequently with teachers and staff, making sure to emphasize that I am |
| |here to support whoever whenever they need it. I will also share resources and |
| |research with teachers and staff, and will provide a place in my room for teachers|
| |to come, learn, and collaborate with each other. I will be sure to utilize the |
| |knowledge and opinions of the teachers that I work with when planning things such |
| |as professional development in order to make it as useful and effective as |
| |possible. |
|Demonstrate effective use of technology for |As a reading specialist I will demonstrate effective use of technology for |
|improving student learning. |improving student learning by encouraging the use of educational games, apps, and |
| |other programs to be used with computers, laptops, tablets, etc. I will provide a|
| |list of acceptable grade-level literacy games, apps, and programs and will share |
| |this list with all of my co-workers. I will be sure to include pros and cons of |
| |these education games, apps, and programs as well as offer quick how-to meetings |
| |on how to use some of the more popular ones. I will also encourage teachers to |
| |share their knowledge on other games and apps that they know of and are using in |
| |the classroom. I will warn teachers that letting their students play these games |
| |or use apps all day long is most likely not going to be educational, and will not |
| |be allowed by administrators. I will encourage teachers to use technology wisely |
| |and effectively in their classroom. I will provide teachers with examples of how |
| |to do this through the use of articles and suggestions from other teachers. |
| | |
| |While working in a second grade class I was able to raise enough money using |
| |Donors Choose to buy 6 Samsung Galaxy tablets for the classroom. I then |
| |researched popular education apps to install on each device, with the help of the |
| |technology teacher. After successfully programming the tablets and installing the|
| |apps, I introduced them to the students for use during centers and explained to |
| |them which apps and games they could use and what the purpose of them was. I also |
| |incorporated the use of programs such as , Google Earth, etc. to be |
| |used in content area learning. |
6.3 Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
|Collaborate in planning, leading, and evaluating|As a reading specialist I will collaborate and form trusting relationships with |
|professional development activities for |teachers and staff. I will meet with classroom teachers to provide long and short|
|individuals and groups of teachers. Activities |term support, as well as to offer to model lessons for them an observe their own |
|may include working individually with teachers |lessons. |
|(e.g., modeling, coplanning, coteaching, and | |
|observing) or with groups (e.g., teacher |Recently, I was able to model lessons for two teachers. The first lesson that I |
|workshops, group meetings, and online learning.)|modeled was for Miss Burnheimer in Kindergarten. We met to discuss classroom |
| |data, and found that her students were struggling with writing mechanics. We |
| |worked together to devise a lesson that we both thought would work well for them. |
| |From there I went on to design a presentation that was to be displayed using the |
| |Promethean board. Each slide that I made had the same sentence written two times-|
| |but one of them was written incorrectly. Using ActiVotes the students were able |
| |to cast their votes on which sentence was correct (the results were then displayed|
| |upon the board). We were able to go through the presentation and discuss why the |
| |sentences were written incorrectly. After this activity I gave the students time |
| |to practice independently. Miss Burnheimer appreciated my modeling this lesson |
| |and was able to use it again with her AM class. |
| | |
| |The second lesson I modeled was for Mrs. Glancey in 5th grade. When we met and |
| |looked at data we found that her students were struggling with generating ideas, |
| |particularly when given prompts. We discussed the idea of using a quick write |
| |with visual aids to help them come up with ideas on the chosen topic (light and |
| |sound to go with what they were about to learn in science—so this was also used as|
| |a pre-assessment). I developed a lesson plan along with a power point that |
| |included an example of my own quick write, a prompt, and then a slide with |
| |pictures related to the prompt to help them with any last-minute ideas. We went |
| |through this activity together, first with me modeling and going over how I came |
| |up with ideas for my quick write, then they were given 4 minutes without the |
| |visual aids to start their quick write, and another 4 minutes with the visuals to |
| |finish up their quick writes. I then gave them time to begin turning their quick |
| |writes into paragraphs describing what they think about when they think of light |
| |and sound. |
| |After modeling this lesson Ms. Glancey informed me that she would try to use quick|
| |writes more often in her classroom. |
|Demonstrate the ability to hold effective |As mentioned above, I was able to model lessons for a couple of teachers this |
|conversations (e.g., for planning and reflective|year. In doing so, I had to meet with them to discuss classroom data and come up |
|problem solving) with individuals and groups of |with a goal for the lesson. When I met with the teachers I made sure to let them |
|teachers, work collaboratively with teachers and|know that I was here to support and help them in any way that I could- that I was |
|administrators, and facilitate group meetings. |not here to evaluate or judge them. I offered to try out any new ideas that they |
| |had for lessons, or to come up with ideas together for the lesson (which I would |
| |then plan and implement). I asked them about their classroom data and where they |
| |thought their students’ biggest area for improvement was. From this point we were|
| |able to develop an idea for the lesson plan (I was also sure to ask them about the|
| |individual needs of their students) which we both agreed would most likely work |
| |well. While lesson planning I made sure to keep in contact with the teacher as |
| |well as to follow up with them after my modeling, |
|Support teachers in their efforts to use |As a reading specialist I will support teachers in their efforts to use technology|
|technology in literacy assessment and |in literacy assessment and instruction by teaching them how to use the appropriate|
|instruction. |technology to help them in assessing their students. I will help with training |
| |and familiarizing teachers with the technology used on state and district |
| |assessments so that they can practice this use of technology with their students |
| |(such as click and drag, eliminating answers, etc. using tools on the computer). |
| |In addition to helping them use and understand online assessments I will work with|
| |the technology teacher in order to put on workshops that include how to use the |
| |following programs/apps in literacy instruction: |
| |iReady: go over how it helps you to form groups, access lesson and track student |
| |progress. |
| |iMovie: how to make book trailers (like movie trailers) |
| |iPads/Samsung tablets: how to download games/apps as well as downloading free |
| |books/articles |
| |Newsela: how to find free leveled articles on real world news topics |
| |thinkCERCA: how to find free leveled reading passages |
| |I will also try my best to constantly be looking up new programs and apps to try |
| |out, and will introduce these to teachers as well. |
6.4 Understand and influence local, state, and national policy decisions.
|Demonstrate an understanding of local, state, |As a reading specialist I will be expected, in my county, to coordinate and plan |
|and national policies that affect reading and |the use of a reading program as well as help struggling readers across grade |
|writing instruction. |levels. I will also provide professional development for teachers and coordinate |
| |assessment programs. I will be available as a resource for teachers and students.|
| |For the state I will need to be familiar with the Virginia SOL’s for English. I |
| |will need to use curriculum framework to guide my instruction and also become |
| |familiar with the VDOE site: how to navigate, where to find certain items and |
| |information, etc. I will also need to be fully licensed to teach language arts. |
| |For the national requirements I will need to stick to the NCATE/ILA standards for |
| |English Language Arts which include: |
| |Students read a wide range of print and nonprint texts to build an understanding |
| |of texts, of themselves, and of the cultures of the United States and the world; |
| |to acquire new information; to respond to the needs and demands of society and the|
| |workplace; and for personal fulfillment. Among these texts are fiction and |
| |nonfiction, classic and contemporary works. |
| |Students read a wide range of literature from many periods in many genres to build|
| |an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) |
| |of human experience. |
| |Students apply a wide range of strategies to comprehend, interpret, evaluate, and |
| |appreciate texts. They draw on their prior experience, their interactions with |
| |other readers and writers, their knowledge of word meaning and of other texts, |
| |their word identification strategies, and their understanding of textual features |
| |(e.g., soundletter correspondence, sentence structure, context, graphics). |
| |Students adjust their use of spoken, written, and visual language (e.g., |
| |conventions, style, vocabulary) to communicate effectively with a variety of |
| |audiences and for different purposes |
| |Students employ a wide range of strategies as they write and use different writing|
| |process elements appropriately to communicate with different audiences for a |
| |variety of purposes. |
| |Students apply knowledge of language structure, language conventions (e.g., |
| |spelling and punctuation), media techniques, figurative language, and genre to |
| |create, critique, and discuss print and non-print texts. |
| |Students conduct research on issues and interests by generating ideas and |
| |questions, and by posing problems. They gather, evaluate, and synthesize data from|
| |a variety of sources (e.g., print and non-print texts, artifacts, people) to |
| |communicate their discoveries in ways that suit their purpose and audience. |
| |Students use a variety of technological and information resources (e.g., |
| |libraries, databases, computer networks, video) to gather and synthesize |
| |information and to create and communicate knowledge. |
| |Students develop an understanding of and respect for diversity in language use, |
| |patterns, and dialects across cultures, ethnic groups, geographic regions, and |
| |social roles. |
| |Students whose first language is not English make use of their first language to |
| |develop competency in the English language arts and to develop understanding of |
| |content across the curriculum. |
| |Students participate as knowledgeable, reflective, creative, and critical members |
| |of a variety of literacy communities. |
| |Students use spoken, written, and visual language to accomplish their own purposes|
| |(e.g., for learning, enjoyment, persuasion, and the exchange of information). |
|Write or assist in writing proposals that enable|When working to write a proposal that would enable a school to obtain additional |
|schools to obtain additional funding to support |funding to support literacy efforts I would first get the opinion of the teachers |
|literacy efforts. |(what do they need? Why? How will they use these resources? What kind of data can |
| |they provide me with that shows the need for additional resources?). As a group we|
| |will then go to the principal in order to obtain permission to go on writing our |
| |proposal. With the help and opinion of the teachers I will then devise a proposed|
| |plan (what do we need money for? Why? What data shows this? How will we use these |
| |additional resources?) to submit to the school board. I will work with the |
| |Department of Education’s Training and Technical Assistance Center in order to |
| |write the proposal. |
|Promote effective communication and |As a reading specialist I will promote effective communication between |
|collaboration among stakeholders, including |stakeholders in multiple ways, first and always by modeling effective |
|parents and guardians, teachers, administrators,|communication myself. In addition I will promote communication with: |
|policymakers, and community members. | |
| |Parents/Guardians: |
| |The use of a classroom blog or newsletter |
| |Regular phone calls home for positive and negative behavior, achievements and |
| |accomplishments |
| |Use and keep class website up to date |
| |Update grades and assignments frequently in gradebook |
| |Send home invitations/email invitations to events at school and in the community |
| |Teachers: |
| |Be a part of a PLC and actively contribute to that group |
| |Come to all meetings, and get involved in something optional at the school |
| |Contribute to teacher/school newsletter |
| |Work actively with your grade level team |
| |Share ideas and breakthroughs at meetings, or through the use of a blog or social |
| |media |
| |Participate in study groups |
| |Administrators: |
| |Invite admin. Into your classroom to see what you are doing/accomplishing |
| |Actively communicate with admin by encouraging your students to write letters, |
| |send pictures of projects, etc. to show admin what is going on. |
| |Encourage admin to attend parent-teacher conferences as well as to participate in |
| |other optional meetings/clubs |
| |Policymakers: |
| |Encourage students to write letters to them |
| |Invite them into your school for events, or into your classroom for projects, etc.|
| |Communicate using social media in a professional manner (twitter, blogs, etc.) |
| |Community Members: |
| |Invite them to speak to your class about what they do |
| |Invite them to participate in class and school events |
| |Plan field trips to local businesses in the community |
| |Incorporate the community into classroom instruction (projects on community |
| |change, etc.) |
|Advocate with various groups (e.g., |As a reading specialist I will communicate with teachers and administration |
|administrators, school boards, and local, |regarding data from each grade level. I will (potentially) propose the use of a |
|state, and federal policymaking bodies) for |new program that it tailored to the school’s needs based on this data. I will |
|needed organizational and instructional changes |meet with the principal to go over my plan to advocate for this resource before |
|to promote effective literacy instruction. |taking it to the school board. I will do a presentation on why we need this |
| |program, the data collected, research behind the program (why it would benefit our|
| |school), and how it would be used effectively. In addition I will present my |
| |budget for the plan, a timeline for implementation of the program as well as |
| |professional development for teachers and staff. |
| | |
| |I will continue to check in with teachers and administrators regarding school data|
| |and student achievement, making and advocating for any necessary changes. |
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Standard 6: Professional Learning and Leadership
Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.
Evidence that demonstrates competence may include, but is not limited to, the following—Reading Specialist/Literacy Coach Candidates…
6.1 Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
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