- Interpret, demonstrate a critical stance toward, and inform other educators about the scholarship and major theories of reading and writing processes and development to understand the needs of all readers in diverse contexts; Analyze classroom environment quality for fostering individual motivation to read and write (e.g., access to print, choice, challenge and interests).
- Interpret, summarize, and inform others about historically shared knowledge (e.g., instructional strategies and theories) that addresses the needs of all readers.
- Model and communicate the importance of fair-mindedness, empathy and ethical behavior when teaching students and working with other professionals.
Curriculum and Instruction
- Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum and instruction for all pre-K-12 students; Develop, implement, and adapt curriculum, materials and in-depth instruction to meet specific needs of all students including English language learners and those who struggle with reading and writing.
- Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre-K-12.
- Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resource in an accessible classroom library and materials collection that meets the specific needs and abilities of all learners.
Assessment and Evaluation
- Demonstrate an understanding of the literature, research, and purposes related to assessments and their uses and misuses.
- Administer, interpret, and analyze appropriate assessments and data for students, especially those who struggle with reading and writing; Lead school-wide or larger scale analyses to select assessment tools that provide a systemic framework for assessing the reading, writing, and language growth of all students.
- Use multiple data sources to analyze individual readers’ performance and to plan instruction and intervention.
- Lead teachers in analyzing and using individual, classroom, grade-level, or school-wide assessment data to make instructional decisions; Plan and evaluate professional development initiatives using assessment data.
- Analyze and report assessment results to a variety of appropriate audiences for relevant implications, instructional purposes, and accountability.
- Demonstrate an understanding of the ways in which diversity influences the reading and writing development of all students, especially those who struggle with reading and writing to; Assist teachers in developing reading and writing instruction that is responsive to diversity.
- Provide and support classroom teachers in providing differentiated instruction and instructional materials, including traditional print, digital, and online resources, that capitalize on diversity; Collaborate with others to build strong home-to-school and school-to-home literacy connections; Provide support and leadership to educators, parents and guardians, students, and other members of the school community in valuing the contributions of diverse people and traditions to literacy learning.
- Provide students with linguistic, academic, and cultural experiences that link their communities with the school; Advocate for change in societal and institutional structures that are inherently biased or prejudiced against certain groups; Collaborate with teachers, parents and guardians, and administrators to implement policies and instructional practices that promote equity and draw connections between home and community literacy and school literacy.
Creating a Literate Environment
- Arrange instructional areas to provide easy access to books and other instructional materials for a variety of individual, small-group, and whole-class activities and support teachers in doing the same; Modify the arrangements to accommodate students’ changing needs.
- Create and support teachers in creating, supportive social environments for all students, especially those who struggle with reading and writing.
- Understand the role of routines, and implement effective routines for creating and maintaining positive learning environments for reading and writing instruction using traditional print, digital, and online resources; Support teachers in doing the same for all readers especially for those who struggle with the reading and writing.
- Use evidence-based grouping practices to meet the needs of all students, especially those who struggle with reading and writing; Support teachers in doing the same for all students.
- Use literature and research findings about adult learning, organizational change, professional development, and school culture in working with teachers and other professionals; Use knowledge of students, teachers, and research to build effective professional development programs.
- Articulate the research base related to the connections among teacher dispositions, student learning, and the involvement of parents, guardians, and the community; Promote the value of reading and writing in and out of the school; Join and participate in professional literacy organizations, symposia, conferences, and workshops; Demonstrate effective interpersonal, communication, and leadership skills; Demonstrate effective use of technology for improving student learning.
- Collaborate in leading, and evaluating professional development activities for individuals and groups of teachers; Support teachers in their efforts to use technology in literacy assessment and instruction.
- Demonstrate an understanding in local, state, and national policies that affect reading and writing instruction; Write or assist in writing proposals that enable schools to obtain additional funding to support literacy efforts; Promote effective communication and collaboration among stakeholders including parents and guardians, teachers, administrators, policymakers, and community members; Advocate with various groups for needed organizational and instructional changes to promote effective literacy instruction.