Home/College Degrees and Programs/Online Master’s In Reading Education K-12 Degree Foundational Knowledge -Candidates research and apply theoretical, historical, and evidence-based foundations of reading, writing, language, speaking, listening, viewingk and the integral role of the reading/literacy specialist in schools. [AAQEP 1; ILA 1, InTASC 1, 4, 7, 8, 9]
- Apply theoretical, historical, and Science of Reading-aligned foundations of reading development to design effective, evidence-based literacy instruction. [MC2]
- Examine how phonics instruction supports the development of reading, writing, and language skills as foundational components of literacy. [MC2]
- Apply theoretical, historical, and Science of Reading-aligned foundations of writing development to design effective, evidence-based literacy instruction. [MC2]
- Apply theoretical, historical, and Science of Reading-aligned foundations of language to design effective, evidence-based literacy instruction. [MC2]
Curriculum and Instruction -Candidates use foundational knowledge to design literacy curricula to meet the needs of learners, especially those who experience difficulty with literacy design and implement small group and individual evidence-based literacy instruction for learners with specific literacy needs; collaborate with school-based educators in developing, implementing, and evaluating instructional practices and curriculum. [AAQEP 1, 2; ILA 2; InTASC 2, 4, 5, 7, 8, 10]
- Use foundational knowledge of literacy to design evidence-based literacy instruction that meets the needs of all learners. [MC2]
- Use foundational knowledge of literacy to adapt and evaluate evidence-based literacy instruction and curricula that meets the needs of all learners. [MC2]
- Design literacy instruction using both informational and narrative texts to meet the literacy needs of whole class and groups of students.
Assessment and Evaluation -Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders. [ILA 3, InTASC 1, 3, 6, 7, 9, 10]
- Select valid, reliable, ethical, linguistic, and culturally appropriate assessment tools to document literacy skill development.
- Evaluate the technical qualities of literacy and language assessments, including validity, reliability, and bias, in relation to systematic, explicit, and multisensory instruction. [MC2]
- Analyze the influence of literacy and language assessments on the classroom environment. [MC2]
Learner Development and Diversity -Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students’ identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels. [ILA 4, InTASC 2, 3, 10]
- Apply theories of diversity and equity to literacy instruction. [MC2, MC5]
- Implement instruction that values cultural diversity in their school and in society. [MC2, MC5]
- Create and advocate for inclusive and affirming classroom and school environments through culturally responsive instruction. [MC2, MC4, MC5]
- Advocate for equity at school, district, and community levels. [MC2, MC4, MC5]
Explain the historical, theoretical, and evidence-based foundations related to the role of the reading/literacy specialist. [MC1, MC2]
Select, teach, and evaluate literacy instruction using both informational and narrative texts to meet the literacy needs of whole class and groups of students. [MC2]
Develop tailored literacy instruction that responds to the varied learning needs of individual students and small groups. [MC2]Guide instructional teams in designing, applying, and assessing evidence-based literacy strategies and curricular frameworks to improve student outcomes. [MC1, MC2, MC4]Facilitate the development of data-informed literacy intervention strategies, collaborating to address specific student learning needs in small group and individual settings. [MC1, MC2]Support teachers in selecting and administering valid, reliable, and accessible literacy and language assessment tools. [MC2, MC4]
Interpret assessment data collaboratively to guide instruction and intervention. [MC2, MC4]Use both written and oral communication to explain assessment results to stakeholders, including students and families. [MC1, MC2, MC4]Use assessment results to advocate for literacy and language practices to stakeholders, including administrators and colleagues. [MC1, MC4]Identify potential literacy challenges, including dyslexia, in collaboration with educators. [MC2]Collaborate with teachers to monitor and report intervention progress of literacy skill development. [MC2]Learners and the Literacy Environment -Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment. [ILA 5; InTASC 1, 3, 4, 5, 7, 8, 9, 10)
- Collaborate with colleagues to meet the developmental and academic needs of all learners through shared instructional planning and learning environment design. [MC2, MC4]
- Implement digital and print materials to engage and motivate all learners. [MC2]
- Integrate digital technologies in appropriate, safe, and effective ways and assist colleagues in these efforts. [MC2]
- Advocate for a positive climate that supports a literacy-rich learning environment. [MC2]
- Consult with families to meet the developmental and academic needs of all learners for instructional planning and learning environment design. [MC2, MC3, MC4]
Professional Learning and Leadership -Candidates are self-aware, lifelong learners who collaboratively design, align, and assess instructional practices and interventions that support students and professional colleagues; develop, refine, and demonstrate leadership skills; engage in collaborative decision making with and advocate on behalf of teachers, students, families, and communities. [ILA 6; InTASC 3, 6, 7, 9, 10)
- Reflect on personal practice as a reading/literacy specialist based on current research, policy, and practice. [MC2]
- Lead collaborative design of instructional practices and interventions that support literacy growth within and across classrooms. [MC2, MC4]
- Guide collaborative assessment of instructional practices and interventions to inform schoolwide literacy improvement. [MC2, MC4]
- Lead professional learning experiences to assist teachers in data-based instructional decision making for classrooms and schools. [MC2, MC4]
- Create sustainable professional development that builds instructional capacity in reading and intervention strategies. [MC2, MC4]
- Apply research in advocating for effective local, state, or national literacy policy decisions.
- Provide guidance and direction to paraeducators, tutors, and volunteers that is appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and delivery approach. [MC1, MC3, MC4, MC5]
- Analyze ethical decisions that promote the common good for students, families and colleagues that are consistent with the Christian worldview. [MC2, MC3]
