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]

• Design accessible, evidence-based literacy instruction grounded in foundational knowledge and aligned with the Science of Reading. [MC2]
• Evaluate evidence-based literacy instruction and curriculum using foundational literacy knowledge and accessibility practices to meet 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. [AAQEP 1; 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 how literacy and language assessments impact classroom environments and instructional planning. [MC2, MC3]

Learner Development and Diversity -
Candidates demonstrate knowledge of research, relevant theories, pedagogies, and 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. [AAQEP 1, 2; 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]