Candidates use formal and informal data to advocate for literacy and language practices to families, administrators, and other professionals. [MC2, MC3, MC4]
Diversity and Equity
Transformative Leader
Candidates demonstrate equitable delivery of instruction, referral, evaluation, and application.
Demonstrates personal accountability and responsibility with awareness of purpose
Candidates apply culturally responsive best practices to literacy instruction that values cultural diversity in their school and community. [MC2, MC3, MC5]
Incorporates best practices with decision making, in alignment with goals
Candidates create and advocate for diverse classroom and school environments through culturally responsive instruction. [MC2, MC3, MC5]
Articulates aspects of respectful collaboration with all individuals (i.e., listening, open minded, sharing ideas, follow-through, conflict resolution, etc.)
Candidates advocate for equity at the school, district, and community levels. [MC2, MC3, MC5]
Demonstrates transformative actions to inspire and motivate growth in others (i.e., developing trust, servant leader, impact on others, being intentional, clear goals, authentic, credible/trustworthy, etc.)
Learners and the Literacy Environment
Global Contributor
Candidates consult with colleagues to collaborate with families in meeting the developmental needs of all learners. [MC2, MC3, MC4, MC5]
Demonstrates knowledge of societal aspects of the world (i.e. languages, cultures, religions, art, history, political/social issues, etc.)
Candidates collaborate with colleagues to implement digital and print materials to engage and motivate all learners. [MC1, MC4]
Demonstrates an awareness and understanding toward diverse backgrounds, ideas and perspectives
Candidates integrate digital technologies in appropriate, safe, and effective ways and assist colleagues in these efforts. [MC4]
Expresses the value and dignity of others through Christian virtues (i.e., compassion, respect, belonging, equity, acceptance, empathy, grace, objectivity, etc.).
Candidates plan school-wide efforts to foster a positive climate that supports a literacy-rich learning environment. [MC4]
Candidates describe the characteristics of, and differences between, reading difficulties and reading disabilities, such as dyslexia and other learning disabilities.
Professional Learning and Leadership
Candidates reflect on personal practice based on current research, national policy, and practice. [MC2]
Candidates collaborate in decision making about instructional practices, interventions, and assessments within and across classrooms. [MC1, MC2, MC4]
Candidates demonstrate leadership through verbal and written advocacy for effective local and state literacy policies. [MC2, MC4]
Candidates lead professional learning experiences to assist teachers in data-based instructional decision making for classrooms and schools. [MC1, MC2, MC4]
