Foundational Knowledge -
Candidates research and apply theoretical, historical, and evidence-based foundations of reading, writing, language, speaking, listening, viewing and the integral role of the reading/literacy specialist in schools. [ILA 1, InTASC 1, 4, 7, 8, 9]

• Apply major theoretical, conceptual, historical, and evidence-based components of reading development to create literacy instruction. [MC2]
• Analyze the relationship between reading, writing, and language in the development of literacy skills. [MC2]
• Apply the major theoretical, conceptual, historical, and evidence-based aspects of writing development to create literacy instruction. [MC2]
• Apply major theoretical, conceptual, historical, and evidence-based components of language to create literacy instruction. [MC2]
• Explain the historical, theoretical, and evidence-based foundations related to the role of the reading/literacy specialist. [MC1, MC2]

Curriculum and Instruction -
Candidates use foundational knowledge to design literacy curricula to meet 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. [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 and adapt literacy instruction using both informational and narrative texts to meet the literacy needs of whole class and groups of students. [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]
• Create differentiated literacy instruction to meet the diverse literacy needs of individuals and groups of students. [MC2]
• Collaborate with educators to develop, implement, and evaluate evidence-based literacy instructional practices and curriculum. [MC2, MC4]
• Develop literacy intervention plans to be implemented with individuals and small groups of students based on assessment of students’ literacy strengths and needs. [MC2]

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]

• Identify valid and reliable assessment tools that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child. [MC2, MC3, MC5]
• Evaluate the strengths and limitations of literacy and language assessments, including validity, reliability, and bias. [MC2]
• Analyze the influence of literacy and language assessments on the classroom environment. [MC2]
• Collaborate with and support teachers to select assessment tools and administer literacy assessments. [MC2, MC4]
• Collaborate with educators to interpret and use assessment data for decision making regarding 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]
• Collaborate with and support teachers in assessing and diagnosing potential literacy issues, including dyslexia. [MC2]
• Collaborate with and support teachers to monitor and report progress of literacy skill development. [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]
• Design and 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]

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 and families to meet the developmental needs of all learners. [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]

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]
• Collaborate in decision-making to design and align instructional practices and interventions within and across classrooms. [MC2, MC4]
• Collaborate in decision making to assess instructional practices and interventions within and across classrooms. [MC2, MC4]
• Lead professional learning experiences to assist teachers in data-based instructional decision making for classrooms and schools. [MC2, MC4]
• Create professional development opportunities including leadership and facilitation skills to promote reading instruction and intervention. [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]