Foundational Knowledge -
Candidates analyze major theoretical, conceptual, historical, and evidence-based components of literacy and language development and the historical and evidence-based foundations related to the role of the reading/literacy specialist.[ILA-S 1, InTASC 1, 4, 7, 9]

• Candidates analyze the major theoretical, conceptual, historical, and evidence-based components of reading development to create literacy instruction [MC2]
• Candidates analyze the major theoretical, conceptual, historical, and evidence-based aspects of writing development to create literacy instruction. [MC2]
• Candidates analyze the major theoretical, conceptual, historical, and evidence-based aspects of writing process to create literacy instruction. [ILA-S 1.2; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC2]
• Candidates analyze the major theoretical, conceptual, historical, and evidence-based components of language to create literacy instruction. [MC2]
• Candidates develop learning opportunities that show the relationship between reading, writing, and language in the development of literacy skills. [MC2]
• Candidates analyze the historical, theoretical, and evidence-based foundations related to the role of the reading/literacy specialist. [MC2]

Curriculum and Instruction -
Candidates apply foundational knowledge to design literacy curricula, which meet the needs of all learners. Candidates collaborate with educators to develop, implement, and evaluate evidence-based instructional practices and curriculum. [ILA-S 2; InTASC 2, 4, 7, 8, 9, 10]

• Candidates use foundational knowledge to design evidence-based literacy curricula that meets the needs of all learners. [ILA-S 2.1; InTASC 2(a), 2(g), 4(n), 5(q), 7(j), 8(a); MC2, MC5]
• Candidates use foundational knowledge to adapt and evaluate evidence-based literacy curricula that meets the needs of all learners. [ILA-S 2.1; InTASC 2(a), 2(g), 4(f), 7(f), 7(j), 8(a), 8(s); MC2, MC5]
• Candidates use foundational knowledge to select, critique, and evaluate evidence-based literacy curricula that meets the needs of all learners. [ILA-S 2.1; InTASC 2(a), 2(g), 4(f), 7(a), 7(j), 8(a), 8(n); MC2, MC5]
• Candidates design cross-curricular instructional strategies, using both informational and narrative texts, to meet the literacy needs of whole class and groups of students. [MC2, MC5]
• Candidates select, teach, and evaluate cross-curricular instructional approaches, using both informational and narrative texts, to meet the literacy needs of whole class and groups of students. [ILA-S 2.2 InTASC 2(a), 2(g), 4(a), 4(g), 5(h), 7(b), 7(k), 8(a), 8(k); MC2, MC5]
• Candidates differentiate instruction to meet the diverse literacy needs of individuals and groups of students. [MC2, MC5]
• Candidates collaborate with educators to develop, implement, and evaluate literacy instructional practices and curriculum. [ILA-S 2.4; InTASC 6(c), 7(a), 7(e), 7(m), 9(c), 10(b); MC4]

Assessment and Evaluation -
Candidates individually and collaboratively select and administer assessments, and analyze and interpret assessment results to inform instructional decision-making. [ILA-S 3, InTASC 6, 7, 9, 10]

• Candidates identify the purposes and attributes of literacy and language assessments. [MC2]
• Candidates evaluate the strengths and limitations of literacy and language assessments, including validity, reliability, and bias. [MC2]
• Candidates analyze the influence of literacy and language assessments on the classroom environment. [ILA-S 3.1; InTASC 3(e), 6(n); MC2]
• Candidates support teachers to select assessment tools, administer literacy assessments, and conduct ongoing progress monitoring. [MC2, MC4]
• Candidates collaborate with educators to interpret and use assessment data for decision making regarding instruction and intervention. [MC2, MC4]
• Candidates use both written and oral communication to explain assessment results to stakeholders, including administrators and families. [MC1]
• 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 -
Candidates apply foundational theories to support diversity, equity, and culturally responsive instruction for all learners. Candidates create and advocate for equitable, inclusive, and affirming classroom and school environments at different levels. [ILA-S 4, InTASC 2, 3, 10]

• Candidates demonstrate equitable delivery of instruction, referral, evaluation, and application.
• Candidates apply culturally responsive best practices to literacy instruction. [ILA-S 4.1; InTASC 2(d), 2(j), 2(k), 3(f), 5(g), 7(i); MC2, MC3, MC5]
• Candidates create and advocate for diverse classroom and school environments through culturally responsive instruction. [MC2, MC3, MC5]
• Candidates design and implement instruction that values cultural diversity in their school and in society. [ILA-S 4.2; InTASC 2(d), 2(j), 2(k), 3(f), 8(k); MC2, MC3, MC5]
• Candidates advocate for equity at school, district, and community levels. [ILA-S 4.4; InTASC 2(j), 2(k), 3(q), 10(p); MC2, MC3, MC5]

Learners and the Literacy Environment -
Candidates foster a positive climate that supports a literacy-rich learning environment through individual and collaborative instruction that integrates digital and print materials to engage and motivate all learners. [ILA-S 5; ISTE-E 3, 4, 5; InTASC 1, 3, 7, 9, 10]

• Candidates consult with colleagues to collaborate with families in meeting the developmental needs of all learners. [MC2, MC3, MC4, MC5]
• Candidates collaborate with colleagues to implement digital and print materials to engage and motivate all learners. [MC1, MC4]
• Candidates integrate digital technologies in appropriate, safe, and effective ways and assist colleagues in these efforts. [MC4]
• 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 engage in reflective lifelong learning, as well as seek leadership roles and collaborative opportunities to design, align, assess and advocate for effective literacy practices, policies and interventions. [ILA-S 6; InTASC 9, 10]

• Candidates reflect on personal practice based on current research, national policy, and practice. [MC2]
• Candidates collaborate in decision making to design and align instructional practices and interventions within and across classrooms. [ILA-S 6.2; InTASC 7(a), 7(e), 7(m), 10(a), 10(n), 10(o); MC1, MC2, MC4]
• Candidates demonstrate leadership through verbal and written advocacy for effective local and state literacy policies. [MC2, MC4]
• Candidates refine leadership skills through effective verbal and written communication. [ILA-S 6.3; InTASC 10(a), 10(n), 10(r); MC1, MC2, MC4]
• Candidates apply research in advocating for effective local, state, or national literacy policy decisions. [ILA-S 6.4; InTASC 10(j), 10(k); MC2, MC4]
• Candidates lead professional learning experiences to assist teachers in data-based instructional decision making for classrooms and schools. [ILA-S 3.3; InTASC, 9(b), 9(c), 10(a), 10(f), 10(i); MC1, MC2, MC4]