Domains
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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 major theoretical, conceptual, historical, and evidence-based components of reading development to create literacy instruction [ILA-S 1.1; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC2]
- Candidates analyze the major theoretical, conceptual, historical, and evidence-based aspects of writing development to create literacy instruction. [ILA-S 1.2-S; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); 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. [ILA-S 1.3; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC2]
- Candidates analyze the relationship between reading, writing and language in the development of literacy skills. [ILA-S 1.1, 1.2, 1.3; InTASC 8(h); MC2]
- Candidates analyze the historical, theoretical, and evidence-based foundations related to the role of the reading/literacy specialist [ILA-S 1.4 InTASC 7(k), 9(n), 9(o); MC2]
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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 and adapt 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(g), 5(h), 7(b), 7(k), 8(a), 8(k); 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 a range of instructional approaches and practices to meet the diverse literacy needs of individuals and groups of students. [ILA-S 2.3; InTASC 2(a), 2(g), 4(g), 7(b), 7(j), 8(a), 8(l); 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]
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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. [ILA-S 3.1; InTASC 6(j), 6(k); MC2]
- Candidates evaluate the strengths and limitations of literacy and language assessments, including validity, reliability, and bias. [ILA-S 3.1; InTASC 6(b), 6(j), 6(k); 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 collaborate with and support teachers to select assessment tools and administer literacy assessments. [ILA-S 3.2, 3.3; InTASC 6(k), 6(t), 9(c); MC2, MC4]
- Candidates collaborate with educators to interpret and use assessment data for decision making regarding instruction and intervention. [ILA-S 3.2, 3.3; InTASC 6(l), 6(t), 7(d), 9(c), 10(b); MC2, MC4]
- Candidates use both written and oral communication to explain assessment results to stakeholders, including administrators and families. [ILA-S 3.4; InTASC 6(n), 6(o), 6(q); MC1]
- Candidates use assessment results to advocate for literacy and language practices to stakeholders, including administrators and families. [ILA-S 3.4; InTASC 10(c), 10(j), 10(o); MC2, MC3, MC4]
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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 apply theories of diversity and equity to literacy instruction. [ILA-S 4.1; InTASC 2(d), 2(j), 3(f), 5(g), 7(i); MC2, MC3, MC5]
- 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. [ILA-S 4.3; InTASC 2(j), 2(k), 2(m), 2(n), 3(f); 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]
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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. [ILA-S 5.1; InTASC 1(b), 1(c), 1(e), 1(k), 3(n), 7(o); MC2, MC3, MC4, MC5]
- Candidates collaborate with colleagues to implement digital and print materials to engage and motivate all learners. [ILA-S 5.2; ISTE-E 5a, 5b, 5c, 4a; InTASC 3(g), 3(m), 4(g), 5(l), 7(k), 8(n); MC1, MC4]
- Candidates integrate digital technologies in appropriate, safe, and effective ways and assist colleagues in these efforts. [ILA-S 5.3; ISTE-E 3a, 3c; InTASC 3(m), 4(g), 5(l), 7(k), 8(n), 9(f); MC4]
- Candidates participate in and lead school wide efforts to foster a positive climate that supports a literacy-rich learning environment. [ILA-S 5.4; InTASC 10(b), 10(c), 10(f), 10(i), 10(k); MC4]
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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 as a reading/literacy specialist based on current research, policy, and practice. [ILA-S 6.1; InTASC 9(d), 9(g), 9(l), 9(n), 10(t); 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 collaborate in decision making to assess and align instructional practices and interventions within and across classrooms. [ILA-S 6.2; InTASC 6(c), 9(c), 10(a), 10(b), 10(n), 10(o); MC1, 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]
Disclosure Categories Related to Professional Licensure
Master of Arts in Reading with an Emphasis in Elementary Education
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY
Alabama
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Alaska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
American Samoa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arizona
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arkansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
California
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Colorado
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Connecticut
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Delaware
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
District of Columbia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Florida
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Georgia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Guam, US Territory
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Hawaii
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Idaho
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Illinois
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Indiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Iowa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kentucky
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Louisiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maine
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maryland
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Massachusetts
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Michigan
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Minnesota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Mississippi
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Missouri
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Montana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nebraska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nevada
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Hampshire
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Jersey
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Mexico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New York
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Northern Mariana Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Ohio
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oklahoma
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oregon
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Pennsylvania
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Puerto Rico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Rhode Island
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Tennessee
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Texas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Utah
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Vermont
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virgin Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Washington
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
West Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wisconsin
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wyoming
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.