Standards for Reading Professionals: International Reading Association

These are the latest Standards, which were revised in 2010

These are only a portion of the standards, those that pertain specifically to the role of the reading
specialist/coach. For a complete listing of the standards, please refer to the webpage:
http://www.reading.org/resources/issues/reports/professional_standards.html
Standard 1 Foundational Knowledge
Candidates understand the theoretical and evidence-based foundations of reading and writing
processes and instruction.
Evidence that demonstrates competence may include, but is not limited it, the follow
Reading Specialist/Literacy Coach Candidates
1.1 Understand major theories and empirical research that describe the cognitive, linguistic,
motivational, and sociocultural foundations of reading and writing development, processes, and
components, including word recognition, language comprehension, strategic knowledge, and
reading-writing connections.
Interpret major theories of
reading and writing processes
and development to understand
the needs of all readers in diverse
context.

As a teacher, I will interpret major theories of reading and

writing processes and development to understand the needs of
all readers in diverse context. In order to successfully instruct
my students, it is essential that I am aware of which point of
development they are at in their lives and how to effectively
implement reading and writing instruction to mix well with
their developmental stage. In order to have knowledge about
these aspects, I need to be informed and well versed in the
various major theories regarding reading and writing
processes. Once I am well versed and knowledgeable about
major theories, it is important that I determine which theory I
best agree with. While it may not be one major theory, it could
be a combination of theories, and that is just as beneficial.
After determining my outlook on these processes, it is
imperative that I weave my outlook into instruction to best
meet the needs of all readers.
As a reading specialist, I will interpret major theories of
reading and writing processes and development to understand
the needs of all readers in diverse context. I will make sure
that I completely and fully understand the major theories, so
that I can be of support to others. I will support teachers in
obtaining knowledge on major theories and deciding how to
incorporate them into instruction. I will provide them with
ideas and instructional strategies. While keeping up with
knowledge on current major theories, I will make sure that I
am up to date on new and upcoming theories that become
present in the educational field. When I learn of these new
theories, I will inform the teachers of my schools and provide
them with the knowledge I obtained through my research.

Analyze classroom environment

quality for fostering individual
motivation to read and write (e.g.,
access to print, choice, challenge,
and interests.)

Demonstrate a critical stance

toward the scholarship of the
profession.

As a teacher, I will analyze classroom environment quality for

fostering individual motivation to read and write. First, I want
to make sure my students have 100% access to print. It is
important that when students are in my classroom, they know
that all the materials are available for them to use. It will not
be helpful to have books and other forms of literature on
display because then that is promoting that the students cannot
touch or read that book. I never want to say no when a
student asks to read or look at something. Second, I want my
library to be organized by genres, so that students are aware of
the different choices they can make when decided what to
read. I also want students to be able to pick and choose texts
based off of their interests. Third, I want to motivate my
students by challenging them to read a text they typically
wouldnt or to see how much they can read in a month. These
types of challenges will be engaging and ensure active
readers. I will make sure I am fostering independent reading
by giving time each day and providing comfortable locations
in the classroom for students to read at. I will independently
read, while students are to model my love for reading.
As a reading specialist, I will analyze classroom environment
quality for fostering individual motivation to read. As stated in
what I would do as a teacher, I would do the same exact things
in my classroom as a reading specialist. In addition to those
components listed, I will serve as assistance to teachers who
are struggling to foster motivation for independent reading by
helping them organize their classroom library, providing ideas
for how to set up the classroom for comfortable reading
locations, expressing to teachers the importance of modeling
independent reading, and helping coordinate and fix in time
into the schedule for independent reading. I will also
collaborate with the school librarian during this time for any
advice or ideas.
As a teacher, and as a reading specialist, I will demonstrate a
critical stance toward the scholarship of the profession. When
becoming a professional in the school system, it is important
to remember that this also entails becoming a professional in
the community. I will demonstrate a strong stance on being
considerate of the students I interact with, as well as, the
community that they come from. I will utilize my high
education and knowledge as my main source into this
profession and instill scholarship amongst my students as they
progress through the year and through grade levels. As a
teacher and reading specialist, I will strive to support all of my
students need through best practices of grouping and
instruction, making learning meaningful and interactive, and
progress monitoring throughout each school year. Not only is
my profession required to ensure that students are reaching
their ultimate academic potential, I need to make sure students
are learning social skills and how to interact with peers
through any situation they may be given, so that they develop

into responsible and respected young adults.

Read and understand the
literature and research about
factors that contribute to reading
success (e.g., social, cognitive,
and physical.)

Inform other educators about

major theories of reading and
writing processes, components,
and development with supporting
research evidence, including
information about the
relationship between the culture
and native language of English
learners as a support system in
the learning to read and write in
English.

As a teacher, and as a reading specialist, I will read and

understand the literature and research about social, cognitive,
and physical factors that contribute to reading success. It is
essential that not only am I an educator, but that I am a
researcher, as well. Whether my students are succeeding or
struggling at reading, it is important to understand why. This
understanding can be found through literature and research on
social, cognitive and physical factors. For example, is a
student struggling because he or she is not getting along with
a student in his or her group? Or, does he or she have trouble
with processing and reading words with two syllables. The list
can go on about potential struggles each individual student
would have, but having knowledge about social, cognitive and
physical factors would greatly help in narrowing down
questions and concerns.
As a teacher, I will discuss with fellow educators the different
cultures that make up their classroom and motivate them to
learn as much as they can about these cultures. Explaining and
working can follow this encouragement with different theories
about English language learners and how our knowledge of
these will be beneficial to our students. It will be important to
continuously be using varied ways to teach our ELL students,
so that they are absorbing as much as they can!
As a reading specialist, I will inform teachers of the varied
theories to explain the relationship between first-and secondlanguage acquisition in regards to literacy development .
Some theories to expose them to are, Behaviorist Perspective
in Second Language Acquisition, Innatist Perspective in
Second Language Acquisition, Krashens Five Hypotheses
and Interactionist Perspective in Second Language
Acquisition. This will assist teachers in which direction they
want to go with teaching literacy to their ELL most
effectively.

1.2 Understand the historically shared knowledge of the profession and changes over time in the
perceptions of reading and writing development, processes, and components.

Interpret and summarize

historically shared knowledge
(e.g., instructional strategies and
theories) that addresses the needs
of all readers.

As a teacher, I will interpret and summarize historically

shared knowledge that addresses the needs of all readers.
Whenever I choose to implement historically shared
knowledge, whether it be instructional strategies or theories, I
will make sure I fully understand what I am implementing and
be prepared to differentiate it however necessary in order to
address the needs of all my readers. I will also keep in mind,
that as a classroom teacher, I need to make sure that the needs
of all my readers are being addressed through each content
area. As time progresses, I will ensure that I am keeping up to
date with new best practices and continuing to keep my

Inform educators and others

about the historically shared
knowledge base in reading and
writing and its role in reading
education.

research hat on as I learn and/or hear about historically

shared knowledge in the education field.
As a reading specialist, I will interpret and summarize
historically shared knowledge that addresses the needs of all
readers. Just as a teacher, I will make sure I am up to date on
new instructional strategies and theories that are being
commonly used, in order to make an executive decision on if
it is a strategy I would like to use in my classroom. As an
educator in the school that many teachers will come to for
questions and guidance, it is essential that I refer to research
and literature as sources for understanding and explaining old
and new instructional strategies. It will be important to model
and demonstrate this knowledge because it will provide
myself and fellow educators with steps to take for meeting the
needs of all our readers.
As a reading specialist, I will inform educators about the
historically shared knowledge base in reading and writing and
its role in reading education. I will take time to explain to
others in my school about how historically shared knowledge
base in reading and writing is important to the role of reading
education because it guides us in the right direction to being
able to choose effective instructional strategies. It allows for
teachers to avoid trial and run repetitively, and be able to
complete research on reading and writing strategies and see
the data produced and learn which are beneficial and which
are not. I will be of support by guiding teachers through this
research and exposing new instructional strategies and
providing citations so teachers can refer back to these pieces
of literature for confirmation and for further self-knowledge.

1.3 Understand the role of professional judgment and practical knowledge for improving all
students reading development and achievement.

Model fair-mindedness, empathy,

and ethical behavior when
teaching students and working
with other professionals.

As a teacher, I would model fair-mindedness, empathy, and

ethical behavior while teaching my students and as I interact
with other professionals. I will model fair-mindedness by
consistently treating each student the same way, whether they
demonstrate good or bad behavior. Each student deserves to
feel like he or she is treated in a fair way and it is
unprofessional to favor any child over another. While working
with professionals, I will model fair-mindedness by treating
each of my professional peers with the same respect and
attitude. This ties in with how to properly model empathy.
Each of my students will be provided with a classroom
environment in which they feel comfortable with expressing
feelings and emotions, and trust that these feelings will be
given a fair opportunity to be understood and acted upon if
needed. As I work with my professional peers, I will model
empathy by being a good listener and helping them out when I

Communicate the importance of

fair-mindedness, empathy, and
ethical behavior in literacy
instruction and professional
behavior.

can tell they need an extra hand. As I model fair-mindedness

and empathy, I will do so with ethical behavior by upholding
my morals within the workplace.
As a reading specialist, I will model fair-mindedness by
providing each of my students with the same amount of
dedication and instructional time to best help them. I will
model fair-mindedness by providing my work professionals
with the even opportunity to help their students that need it. I
will not limit myself to certain grades, I will make sure the
entire school gets a fair chance to work with me and that the
teachers are fully aware of that. I will model empathy by
expressing how I feel about the students behavior (both
positive and negative) and work ethic during my time with
them and provide an open conversation to make sure they feel
as though they can discuss their feelings about how the
meetings are going with one another. The professionals I work
with will see my empathy because I will ensure that I am a
source that they can express their worries and concerns to, and
work hard to become the solution. My ethical behavior will be
modeled through honesty and through the consistency of my
morals.
As a teacher, I will communicate the importance of fairmindedness, empathy, and ethical behavior through literacy
instruction by providing students with specific reading
materials, read alouds, sorts, and activities. These will give
students an opportunity to discuss and learn how to treat
others and themselves fairly, with empathy and ethically. I
will also ensure that I communicate the importance of these
aspects of life in my professional behavior by treated others
fairly, with immense empathy and act ethically on each matter
that may occur.
As a reading specialist, during my literacy instruction, I will
be sure to communicate the importance of being fair,
empathetic and demonstrate ethical behavior through readings
and word sorts. As the students are becoming successful
readers, they will read and learn about the importance of these
parts of life. My professional behavior will demonstrate a fair
mindset, empathy and ethical acts through my positive
interactions with the staff, teachers and parents.

Standard 2 Curriculum and Instruction

Candidates use instructional approaches, materials, and an integrated, comprehension, balanced
curriculum to support student learning in reading and writing.
Evidence that demonstrates competence may include, but is not limited to, the following
Reading Specialist/ Literacy Coach Candidates

2.1 Use foundational knowledge to design or implement an integrated, comprehensive, and

balanced curriculum
Demonstrate an understanding of
the research and literature that
undergirds the reading and
writing curriculum instruction for
all pre-K-12 students.

Develop and implement the

curriculum to meet the specific
needs of students who struggle
with reading.

As a teacher, I will demonstrate an understanding of the

research and literature that undergirds the reading and writing
curriculum instructional for all pre-K-12 students. I need to
ensure that I am fully addressing all of the reading and writing
curriculum specific to my grade level. This means I need to be
extremely familiar with the Standards of Learning and always
using them as the basis and objectives of my lessons. I will be
a useless teacher if I am not following the SOLs because then
my students will not be prepared for the next school year. I
also need to have a great understanding of the SOLs from the
previous grade level and the one that my students will be in, in
the following year. I want to have knowledge of these because
then I can target my struggling students and my gifted
students in filling in holes they missed or pushing them by
making the expectations be at a higher level.
As a reading specialist, I will demonstrate an understanding of
the research and literature that undergirds the reading and
writing curriculum instruction for all pre-K-12 students. It is
important that if I am working in an elementary school, I am
knowledgeable and constantly refer to the Standards of
Learning for grades pre-K 5th or 6th grade (depending on the
school). This is very important because the SOLs are how I
will drive my lesson planning and create my objectives of
what students need to be learning. I need to be knowledgeable
of all of the grades because I will be working with students
from each grade level and will need ot be prepared to fill in
gaps of areas they struggle in or provide them with higherlevel material. I will serve as support to teachers when they do
not understand a standard or are struggling to use best
practices to instruct the standard.
As a teacher, I will develop and implement the curriculum to
meet specific needs of my students who struggle to read by
doing a number of things. First, I will assess each student and
determine who is struggling and then determine where
specifically these students are struggling. Once assessments
are concluded and goals are set, the students would be split up
into groups of about 4-6 depending on their reading level.
This will allow for me to design differentiated instruction
throughout the curriculum based on each groups level. During
language arts, students will take part in stations and always
have time to meet with me. I will make sure that my
struggling readers receive more explicit time with me and
scaffold their instruction when needed. Each group will have
their own modifications depending on what the assignment
consists of.
As a reading specialist, I will develop and implement the
curriculum to meet my struggling readers by providing them

with variety and exposure to different genres and strategies for

before, during and after reading. For struggling readers,
strategies will be taught explicitly and through think-aloud, so
that when the student is working independently on a text, he
or she has the skills to apply the necessary strategy to
comprehend the text. Struggling readers will be exposed and
work with the necessary genres of the curriculum, however
their instruction will be differentiated and designed to be
taught on their specific level.
Support teachers and other
As a reading specialist, I will support teachers in the design,
personnel in the design,
implementation, and evaluation of the reading and writing
implementation, and evaluations
curriculum for all of our students. When teachers are
of the reading and writing
struggling to effectively design a lesson plan or unit for
curriculum for all students.
various components of reading and writing, I will become of
assistance in guiding them to create a lesson(s) that are
creative and effective. I will be a lending hand to all of the
teachers in my school, as well as, for all students. I will not
discriminate against any teacher, grade level, or student. I will
not write the lesson plan designs or single-handedly evaluate
assessments for teachers, but I will be of great assistance and
work with them, not for them.
Work with teachers and other
As a reading specialist, I will work with teachers in
personnel in developing a literacy developing a literacy curriculum that has vertical and
curriculum that has vertical and
horizontal alignment across preK-12. It would be based on
horizontal alignment across preBlooms Taxonomy and the expectations and goals would
K-12.
increase depending on the grade level. It is important that the
curriculum is horizontal and vertical because it is consistent
with what teachers and students expect from one another. I
will work with fellow teachers and administration during and
after school, or whenever they see fit for meeting together to
develop a successful literacy curriculum.
2.2 Use appropriate and varied instructional approaches, including those that develop word
recognition, language comprehension, strategic knowledge, and reading-writing connections.

Use instructional approaches

supported by literature and
research for the following areas:
concepts of print, phonemic
awareness, phonics, vocabulary,
comprehension, fluency, critical
thinking, motivation, and writing.

As a teacher, I will use instructional approaches supported by

literature and research for all areas in reading and writing. It is
important that I choose instructional approaches that are
positively backed up by research and literature. If my school
is providing and/or insisting that a program be implemented
into our classrooms, then I will take the time to learn the ins
and outs of the program. I will follow instruction and
implement the program, however if I identify flaws, I will
learn how to turn those flaws into positives. I will make sure I
am using instructional approaches that will meet the needs of
all my students and can be versatile for differentiating, when
necessary.
As a reading specialist, I will use instructional approaches
supported by literature and research for all areas in reading
and writing. It will be so important that not only do I use

supported instructional approaches, but that I also am

knowledgeable about a variety of beneficial instructional
approaches, so that I can best help my colleagues. I will serve
as guidance and support for all teachers and I need to be able
to do so in all areas of reading and writing instruction.
Provide appropriate in-depth
instruction for all readers and
writers, especially those who
struggle with reading and writing

Support classroom teachers and

education support personnel to
implement instructional
approaches for all students.

As a teacher, I will provide appropriate in-depth instruction

for all readers and writers, especially those who struggle with
reading and writing. As stated above, I would place my
students into reading groups based on their level. These
groups would consist of about 4-6 students, each. All of my
students will be provided with varied instruction both
explicitly and inexplicitly. My choice of delivering the
information will depend on the reading group I am working
with and what kind of information it is. Students, both
struggling and successful, will be scaffolded throughout
instruction and will be provided the necessary guiding and
materials in order to succeed.
As a reading specialist, I will provide appropriate in-depth
instruction for each reader and writer I have in my classroom.
I will work with students in small groups, which allows for
more attention on certain topics and for students to receive
more direct instruction. As stated above, the groups that I meet
with will be based on their reading level, so that their learning
can be as productive as possible. Students will be modeled to
and exposed various strategies to effectively read and plenty
of opportunities to write. The writing process will be a
detailed and explicit instructional time for students and the
students will have time to see myself model my thinking aloud
and writing, as well as me guide them in their own writing.
As a reading specialist, I will support fellow educators in my
school to implement instructional approaches for all students.
I will be able to do this in a number of ways. One, during a
staff meeting, I would provide techniques and ideas for
ensuring that all students needs are being met through
instructional approaches. This gives me a chance to inform
teachers all at once, as well as teachers can ask questions and
learn from their colleagues. A second way to support my
fellow educators in my school, is to meet with them by grade
level or through one-on-ones. By meeting through grade level,
I will be able to address their students general needs
specifically and direct and provide instructional approaches
specific to the content they are teaching. When I meet with
teachers one-on-one, I am able to provide them advice and
ideas designed for their individual needs and questions.

As needed, adapt instructional

materials and approaches to meet
the language-proficiency needs of
English learners and students
who struggle to learn to read and
write.

As a teacher, instructional materials and approaches will be

adapted to most benefit the needs of English learners and
struggling readers and writers, by providing varied
opportunities of learning. My English learners will be given
manipulatives and hands-on materials and activities to interact
with as they are learning. These students will be provided with
exposure to cognates, practice with oral language, extra time
and patience, discussions to build prior knowledge,
opportunities to make connections, scaffolding activities, etc.
Throughout each content area, these students will never be
exposed to their peers as struggling but as an opportunity
for myself to teach differently.
As a reading specialist, instructional materials and approaches
will be adapted to best benefit the needs of my English
learners and struggling readers and writers through varied
instruction. During our time together, I will ensure that I am
engaging these students into activities, such as word sorts,
readings, writing topics, etc. based on topics that the students
are personally interested in. There will be continued exposure
to cognates, provided manipulatives, explicit explanations,
and continual practice and patience with each learned concept.
2.3 Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital,
and online resources.

Demonstrate knowledge of and a

critical stance toward a wide
variety of quality traditional
print, digital, and online
resources.

Support classroom teachers in

building and using a quality,
accessible classroom library and
materials collection that meets
the specific needs and abilities of

As a reading specialist, I will make sure to expose my students

to a wide variety of traditional print, digital and online
resources. My students will be working with narratives,
expository, poetry, articles, recipes, blogs, text messages,
emails, etc. It is essential that our students have the chance to
work and create a variety of texts both traditional and
nontraditional. It is imperative that our students are exposed to
a wide variety of texts because when they come across them
in the real world, we want them to be able to make that
connection and understand the purpose or best way to read
and comprehend that type of text. It is necessary that our
students learn that what we are learning in school, can and
will be applied to every day life. We need to make literacy
lessons meaningful and an experience to connect with in the
present, past and future. As technology usage increases, more
and more texts are being posted online through newspaper
articles, social media, blogs, etc. and we want our students to
be able to successfully engage in these new ways to receive
information. As educators in literacy, we must be progressive
and accepting of the wide varieties of text within our world.
As a reading specialist, I will support classroom teachers in
building and using a quality, accessible classroom library and
materials collection that meets the specific needs and abilities
of all learners. I will first support teachers by having a quality
and accessible library of my own. If teachers see the way I

all learners.

Lead collaborative school efforts

to evaluate, select, and use a
variety of instructional materials
to meet the specific needs and
abilities of all learners.

have set mine up, this will give them a good opportunity to get
ideas or replicate it for their classroom. Second, I will
encourage teachers to create a library that has leveled reading,
as well as, providing students with the knowledge of their
level. The books do not need to be strictly labeled with the
reading level, but can be categorized by shapes or colors.
From there, students learn which shape or color they should
be looking for, and those are the types of the books they
should be choosing during independent reading time. Third, I
can support teachers in determining the reading level of a
book. Fourth, I would advise teachers to provide a variety of
genres, multicultural texts, length of books, etc. While we
want our classrooms to have variety, it is important that this
variety is determined based on the grade and age being taught.
As a reading specialist, I will lead our school in a
collaborative effort to evaluate, select and use a variety of
instructional materials to meet the specific needs and abilities
of all learners. I would meet with the teachers and staff and
have an open discussion about where we see our students are
struggling the most. From there, I would provide the teachers
with specific strategies and materials to utilize for these
struggling areas of our students. It is essential that these
instructional strategies, techniques, and materials are varied,
so that they can be applied to different learning and teaching
styles. While majority areas of struggling are very important
to focus on and address, we need to make sure that individual
learners needs are being identified. I will make sure that I
provide teachers with the necessary materials and strategies to
effectively teach all of their students.

Standard 3 -- Assessment and Evaluation.

Candidates use a variety of assessment tools and practices to plan and evaluate effective reading
instruction.
Evidence that demonstrates competence may include, but is not limited to, the following
Reading Specialist/Literacy Coach Candidates
3.1 Understand types of assessment and their purposes, strengths, and limitations.

Demonstrate an understanding of
the literature and research related
to assessments and their uses and
misuses.

As a teacher, I will demonstrate an understanding of the

literature and research related to assessments and their uses
and misuses. I will make sure I am fully knowledgeable of the
assessments I am using as well as the uses and misuses of
each assessment. In order to have this knowledge, I will
complete research and read literature.
As a reading specialist, I will demonstrate an understanding of
the literature and research related to assessments and their
uses and misuses. Just as a teacher would be, I will make sure

Demonstrate an understanding of
established purposes for
assessing the performance of all
readers, including tools for
screening, diagnosing, progress
monitoring, and measuring
outcomes.

Recognize the basic technical

adequacy of assessments (e.g.,
reliability, content, and construct
validity.)

Explain district and state

assessment frameworks,
proficiency standards, and
student benchmarks.)

I am completely knowledgeable about the assessments I am

using and the ones being used throughout the school.
Knowledge of the uses and misuses is essential, as well. I will
complete in-depth research and read supporting literature to
obtain my knowledge of assessments and become supportive
and prepared for any questions or concerns that my colleagues
may be having.
As a teacher, I will demonstrate an understanding of
established purposes for assessing the performance of all
readers, including tools for screening, diagnosing, progress
monitoring, and measuring outcomes. In order to determine
the performance level of all readers, assessments need to be
given throughout the year. But, for the performance level to be
valid and trusted, the assessments need to be carried out in the
exact right way. I will demonstrate my understanding of the
tools for screening, the proper process of diagnosis, how and
when to progress monitor and out to measure the outcomes
correctly.
As a reading specialist, I will demonstrate an understanding of
established purposes of assessing the performance of all
readers, including tools for screening, diagnosing, progress
monitoring, and measuring outcomes. Just as I would act as a
teacher through the assessment process, I would act the same
as a reading specialist. But, to take it a step further, I would
make sure I definitely knew the ins and outs of the entire
assessment process, so that I could be supportive to teachers
whom are struggling. If an assessment tool our school was
using or a majority of teachers were struggling with a current
assessment tool, I would hold a professional development to
explicitly teach the assessment and answer any and all
questions asked by teachers.
As a reading specialist, I will recognize the basic technical
adequacy of assessments. It is essential that the assessments
we use to determine their performance are reliable and valid. I
will determine the basic technical adequacies of assessments
by completing thorough research in the type of assessment,
reviewing and analyzing the data given to me by teachers, and
being observant through my process of administering the
assessment.
As a teacher, and as a reading specialist, I will be able to
explain the district and state assessment frameworks,
proficiency standards, and student benchmarks. When moving
to a new state or placed into a new district, I will immediately
figure out the assessment frameworks for the state and district.
For the state of Virginia, the Standards of Learning provide
each grade level with assessment frameworks (start at 3 rd
grade), the proficiency standards and the benchmarks that
students should be meeting. It is important that I know the ins
and outs of the SOLs because they are what mold instruction
and provide the end goal for that grade level. As a reading
specialist, I will be supportive to teachers in explaining these

different components and always encouraging the

implementation of the SOLs in our instruction.
3.2 Select, develop, administer, and interpret assessments, both traditional print and electronic, for
specific purposes.
Administer and interpret
appropriate assessments for
students, especially those who
struggle with reading and writing

Collaborate with and provide

support to all teachers in the
analysis of data, using the
assessment results of all students.

Lead school-wide or larger scale

analyses to select assessment
tools that provide a systematic
framework for assessing the
reading, writing, and language
growth of all students.

As a teacher, and as a reading specialist, I will administer and

interpret appropriate assessments for students, especially those
who struggle with reading and writing. It will be very
important that I properly administer and interpret assessments
for my students. But, it will be extremely important that I am
choosing appropriate assessments depending on the grade
level. For example, it would not be appropriate to give a 5th
grader an assessment on letter names and sounds, because that
is an assessment created for pre K-K and sometimes used in
1st or 2nd, depending how much the student struggles.
As a reading specialist, I will collaborate with and provide
support to all teachers in the analysis of the assessment results
of all students. I will work with teachers to help them properly
and effectively analyze the data of their students. When some
teachers look at data, it becomes very overwhelming.
However, if the teachers understand what the data is and
means, how to organize it, and what to learn from it, then they
will feel much more comfortable throughout the process. It is
necessary that teachers understand how important analyzing
data is because it is a key component in guiding instruction. I
will do so by holding a staff meeting at the beginning of the
year to explain how to properly analyze the data and some
ideas on how to be organized while going through data. From
there, I will meet with grade levels and make sure they are
giving the correct assessments and teach them to work with
the data and to understand what it means. It is my job to make
sure they know I am a helping hand and can answer any
question they may have. I will be responsible for having the
data of every student and have it compiled in an organized,
clear way. If the teachers see the way I do it, this will help
them because they will then have a model to follow.
As a reading specialist, I will lead school-wide or larger scale
analyses to select assessment tools that provide a systematic
framework for assessing the reading, writing, and language
growth of all students. I will plan a school-wide or larger scale
professional development day. During this day, I will present
3 assessment tools that I have researched at an in-depth level.
I will discuss these 3 assessment tools in detail and then we
will discuss and vote on which one to choose as our
assessment guide for the upcoming school year. Then, I will
teach the teachers all of the ins and outs of the chosen
assessment tools and breakdown the framework and timeline
to assess our students. We will be sure to choose an

assessment tool that explicitly addresses reading, writing and

language to focus on growth amongst these important
components of our students education.

3.3 Use assessment information to plan and evaluate instruction.

Use multiple data sources to
analyze individual readers
performance and to plan
instruction and intervention.

As a teacher, I will use multiple data sources to analyze

individual readers performance and to plan instruction and
intervention. In order for all my students needs to be met, I
have to analyze the multiple data sources that I use to
effectively guide my instruction and potential intervention.
The only way we know where our students need extra help
and explicit instruction is by analyzing data and being able to
breakdown what it all means.
As a reading specialist, I will use multiple data sources to
analyze individual readers performance and to plan
instruction and intervention. Once teachers have analyzed
their data, I will double-check what they have found during
their analyzing and help them to determine how to plan
instruction and intervention for each individual reader. I will
also provide assistance and support to those teachers that are
struggling with the multiple sources of data. I will go by data
to guide my instruction for the students and groups of students
that I meet with.

Analyze and use assessment data

to examine the effectiveness of
specific intervention practices
and students responses to
instruction.

As a teacher, I will analyze and use assessment data to

examine the effectiveness of specific intervention practices
and students responses to instruction. As I teach my students
new material, I will make sure to pre and post assess each one
of them. The pre-assessment will inform me of how much my
students already know and guide my instruction for the
duration of the unit or strategy being taught. Then, the postassessment will show me how much they learned and if my
instruction was effective or not. It is essential that I also
progress monitor throughout the entirety of the school year.
As a reading specialist, I will analyze and use assessment data
to examine the effectiveness of specific intervention practices
and students responses to instruction. As I teach my students
new reading and writing material, I will make sure to pre and
post assess each one of them. This will allow for me to gage
their knowledge before learning the material and compare it to
after they have learned the material. Since I will be working
with mostly struggling readers and gifted readers, I will be
sure to continuously progress monitor my students to check
that my practices are effective and that students are responsive
to my instruction.

Lead teachers in analyzing and

using classroom, individual,
grade-level, or school wide
assessment data to make
instructional decisions.

As a reading specialist, I will lead teachers in analyzing and

using classroom, individual, grade-level, or school wide
assessment data to make instructional decisions. I will create
and hold a professional development afternoon in which
teachers will come and I will teach and guide them in
analyzing the different types of data for different student
group sizes. Our focus will be how to analyze data and how to
then determine the most effective instructional decision based
on what the data tells us. I will explain that for whole group
classroom, pre and post assessing students is critical, for
individual students we are able to differentiate instruction and
continuously progress monitor to check effectiveness of
practices, how to compile and analyze and how we can look at
school wide assessment data, (that I will compile together)
and decide as a whole, what should be our focus as a whole
school. Throughout the school year, I will serve as constant
support to teachers for analyzing data.
Plan and evaluate professional
As a reading specialist, I will plan and evaluate professional
development initiatives using
development initiatives using assessment data. As stated in the
assessment data.
above standard, I will create and implement a professional
development afternoon to help teachers in analyzing and using
classroom, individual, grade-level, or school wide assessment
data to make instructional decisions. I will lead the school and
explain the plan I have created after analyzing the assessment
data. This will happen in the beginning of the year because it
will be dependent upon the end of the year scores from the
previous year. I will set and explain school-wide goals, as well
as grade-level goals for instruction.
3.4 Communicate assessment results and implications to a variety of audiences.

Analyze and report assessment

results to a variety of appropriate
audiences for relevant
implications, instructional
purposes, and accountability.

As a teacher, I will analyze and report assessment results to a

variety of appropriate audiences for relevant implications,
instructional purposes, and accountability. Once I have
administered assessments, I will make sure to thoroughly
analyze and report assessment results to a variety of
appropriate audiences for relevance to them, to receive ideas
on future instructional plans and be held accountable for
administering and analyzing the data. When I report the
assessment results, the appropriate potential audiences would
consist of administration, parents and the reading specialist. I
would need to choose the correct tone and word choices when
speaking to these different audiences because they each have a
different understanding of the role and importance of
assessment in the classroom.
As a reading specialist, I will analyze and report assessment
results to a variety of appropriate audiences for relevant
implications, instructional purposes, and accountability. I will
be responsible for analyzing data, school wide, and reporting
these results to administration, teachers and parents. I will

Demonstrate the ability to

communicate results of
assessments to various audiences.

code-switch my language and terms I use when explaining the

results to the different audiences. I will also provide teachers
will assistance in analyzing data and which components are
necessary for reporting.
As a reading specialist, I will demonstrate the ability to
communicate results of assessments to various audiences. I
will need to communicate results to administration, teachers
and parents. When I communicate these results, I will choose
the proper and appropriate terms to best explain the results,
while avoiding confusion and misunderstanding. It is
important that I do not act as though my audiences know as
much as I do, and that I am patient and take my time in
explaining results.

Standard 4 Diversity
Candidates create and engage their students in literacy practices that develop awareness,
understanding, respect, and a valuing of differences in our society.
Evidence that demonstrates competence may include, but is not limited to, the following
Reading Specialist/Literacy Coach Candidates
4.1 Recognize, understand, and value the forms of diversity that exist in society and their
importance in learning to read and write.
Demonstrate an understanding of
the ways in which diversity
influences the reading and
writing development of students,
especially those with reading and
writing.

Assist teachers in developing

reading and writing instruction
that is responsive to diversity.

As a reading specialist, I will demonstrate an understanding of

the ways in which diversity influences students through the
development of reading and writing. I will make sure my
students understand the importance that diversity plays into
our community by providing opportunities to learn more about
diversity through reading and writing. It is important that
students understand the culture of our language, because that
varies drastically from culture to culture. It is essential to
make sure students are explicitly taught the expected rules to
follow in regards to oral language. For example, when
conversation is appropriate during class time, how to answer
questions, when to listen and when to discuss, etc. Another
way to demonstrate the implementation of diversity into
reading and writing, is to be knowledgeable about your
students cultural backgrounds and give them an opportunity
to share. From there, different types of texts about cultures can
be brought to the classroom, read, and written about. Students
develop from this because they are exposed to different types
of texts or medias and learn the different ways the respond to
them.
As a reading specialist, I will make sure to assist teachers in
developing their readers and writers in a way that is
responsive to diversity. Teachers will be exposed to literature
that involves all different cultures, family dynamics, holidays,
etc. As teachers are exposed to the diversity that can be
offered throughout literature, the teachers will be taught the
importance and meaning to exposing students to the diversity
that makes up our communities. I will make sure to motivate

teachers to give their students opportunities to write about

topics based on their backgrounds, life styles, etc. I want to be
able to encourage teachers to expose their students and to set
the right example of having open arms to the different aspects
that diversity has to offer the classroom environment.
Assist teachers in understanding
the relationship between firstand second-language acquisition
and literacy development.

As a reading specialist, I will assist teachers in understanding

the relationship between first- and second-language
acquisition and literacy development by informing them of
connections to help create and theories to follow. It will be
important to assist teachers to be motivated and encouraged to
learn as much as they can about their students culture. The
student will learn better, if the teacher is able to understand
where they are from, their home life, traditions, how much
English they know, what they are interested in, etc. Teachers
need to make sure they are making home to school
connections in order to make students more comfortable and
confident in literacy.
Engage the school community in
As the reading specialist, I will engage my school in
conversations about research on
conversations and provide an emphasis on the five informed
diversity and how diversity
ways of practice to best impact our diverse children. I will
impacts reading and writing
also ensure that teachers understand and utilize as much
development.
diversity in the classroom. This can be done through texts,
assignments, presentations, videos, etc. Teachers will be
shown research on the benefits of what providing diversity
through reading and writing development creates.
4.2 Use a literacy curriculum and engage in instructional practices that positively impact students
knowledge, beliefs, and engagement with the features of diversity.
Provide differentiated instruction
and instructional materials,
including traditional print,
digital, and online resources, that
capitalize on diversity.

As a reading specialist, I will provide differentiated

instruction and materials, which include traditional print,
digital, and online resources, which capitalize on diversity.
These materials will be for the teachers to learn from and
varied materials for them to use during instructional time. It is
important that students are exposed to different types of print
and if diversity is a component, which is a definite plus! I will
provide literacy that informs students of the different diversity
throughout our world and make sure to create literacy
activities to go with the diverse literature. There will be
opportunities for students to read essays, blogs, discussions,
articles, fictional stories, and much more. The more diversity
exposed to the children, the more background knowledge and
growth each student will gain.

Support classroom teachers in

providing differentiated
instruction and developing
students as agents of their own
literacy learning.

Support and lead other educators

to recognize their own cultures in
order to teach in ways that are
response to students diverse
backgrounds.

Collaborate with others to build

strong home-to-school and
school-to-home literacy
connections.

As a reading specialist, I will support classroom teachers by

providing them with differentiated instruction and developing
students as agents of their own literacy learning. I will support
teachers by informing/suggesting them to provide their
students with a comfortable classroom atmosphere, choice,
opportunities for discussion about literacy, explicit exposure,
literature based on interests, etc. If students are provided
opportunities and choices, then they will be able to take a
sense of control over their literacy learning allowing them to
express themselves through their learning. Research tells that
English language learners need to be given formative
assessments, small group interventions for areas that need
more of a focus, highlight on vocabulary instruction, academic
English needs to be taught and allow opportunities for
students to work with peers in order to learn.
As a reading specialist, I will support and lead other educators
to recognize their own cultures to make sure that they can
teach in ways that are responsive to students diverse
backgrounds. I would hold a meeting at the beginning of the
year and create a comfortable atmosphere in which a
discussion can begin with teachers introducing themselves and
saying something unique about themselves and their culture.
While a person may feel like they dont have a culture,
everyone has traditions or events that he or she continuously
celebrates, yearly. Once the teachers have shared their diverse
backgrounds, I will make sure to explain and have an open
discussion with the teachers on how the exposure of their
cultures can help teach their students and make their students
comfortable to express themselves and their cultures.
As a reading specialist, I will make sure to collaborate with
others to build a strong home-to-school and school-to-home
literacy connections by providing a literacy night for the
parents of our students. A literacy night consists of each grade
hosting a literacy night on a different night. The parents are
invited to come to the school for dinner and then are given
some sort of marker in which themselves and their children go
to a designated room. Their will be about two teachers in each
room and will teach a mini lesson on a component that this
group of students is struggling with in literacy. The parents
will then get a chance to complete an activity with their child
and leave the night with resources and materials to continue
practicing this literacy aspect, at home. This connects the
school and the home life, creating a united front on literacy
and what still needs to be practiced. I think it would be
effective to have a literacy night each quarter.

Provide support and leadership to

educators, parents and guardians,
students, and other members of
the school community to valuing
the contributions of diverse
people and traditions to literacy
learning.

As a reading specialist, I will make sure to provide support

and be a leader to fellow educators, parents and guardians,
students, and other members of the school community to value
the contributions of diverse people and traditions in the
environment of literacy learning. I will make sure that my
fellow educators are implementing diversity into their
instruction. This can be done through literature and
discussion. As the reading specialist, I will make sure that the
teachers understand that I have multicultural resources to
provide them. I will make sure parents and students feel
accepted and have opportunities to present and celebrate their
culture. It is important that each race and ethnicity feels
welcome and part of the community.
4.3 Develop and implement strategies to advocate for equity.

Provide students with linguistic,

academic, and cultural
experiences that link their
communities with the school.

Advocate for change in societal

practices and institutional
structures that are inherently
biased or prejudiced against
certain groups.

As a reading specialist, I will provide students with linguistic,

academic, and cultural experiences that link their communities
with their school. Linguistically, students will be given the
opportunity to read, write and converse about different roles
people play within their communities. It is important that
students experience the people of their communities within the
school, as well. As the reading specialist, I would make sure to
bring different people into the classroom environment so that
students can learn about the different roles they serve. These
people will range from restaurant owners, to doctors, to
plumbers, so that students see how everyone makes up a
community. These experiences and interactions can be
reflected upon linguistically, academically and culturally. A
culture focus could be if someone brought in a family member
who is of a different culture and could teach the students
about him or herself.
As a reading specialist, I will advocate for change in societal
practices and institutional structures that are inherently biased
or prejudice against certain groups. If I witness or feel
strongly that prejudice is being placed on any number of
groups, I will show my belief against these prejudices by
bringing together the teacher and staff of my schools and
discussing how we can make sure these types of actions are
not happening within our school grounds and control. I will be
an advocate for making sure every persons actions I see are
not in any way prejudice. Another example would be if a
standardized test shows or proves to be biased against a
certain group, I will not give it to my students to complete. I
will find a different way to effectively assess my students, and
write a letter to the company explaining my concerns and
reasonings for them. I will encourage my peers to do so as
well.

Demonstrate how issues of

inequity and opportunities for
social justice activism and
resiliency can be incorporated
into the literacy curriculum.

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.

As a reading specialist, I would use issues of inequity to teach

my students, through literacy, how they can be social justice
activists, themselves. There are many ways this can be done.
A few ideas would be to have the students read or listen to a
text about a social injustice and have them work in groups to
discuss why this is an injustice and what they want to do to
change it. I would provide students with the opportunity to go
into the community and address these issues and work
together to start a change. Students would be able to present
information they have researched or concluded to the
classroom. Students could have a journal to write down their
feelings about these injustices and why they feel this way
about them. There are so many different media outlets that
students could be given to express their views and stands on
inequity. Each of these ideas, while there are many more, can
be seamlessly woven into the literacy curriculum, allowing for
these types of activities to be applied to real life scenarios.
As a reading specialist, I will collaborate with teachers,
parents and guardians, and administrators to implements
policies and instructional practices that promote equity and
draw connections between home, community and school
literacy. I will do so by encouraging and motivating teachers
to fill their classrooms with multicultural reading materials,
with focuses on how to treat others with respect and equally.
These books will be read and sent home for parents to see
what their child is learning and how equity needs to be a topic
of discussion both in the classroom and at home. It would be
beneficial if the administration agreed to a play for students to
come and watch, which could be put on by the administrators
and teachers, about equality and learning lessons from it.
Parents would be invited as well. This connects the home and
school, including literacy opportunities to do so. There can be
interactive discussions so that connections can be highlighted
and talked about.

Standard 5 Literate Environment

Candidates create a literate environment that fosters reading and writing by integrating
foundational knowledge, instructional practices, approaches and methods, curriculum materials,
and the appropriate use of assessments.
Evidence that demonstrates competence may include, but is not limited to, the following
Reading Specialist/Literacy Coach Candidates
5.1 Design the physical environment to optimize students use of traditional print, digital, and
online resources in reading and writing instruction.

Arrange instructional areas to

provide easy access to books and
other instructional materials for a
variety of individual, smallgroup, and whole-class activities
and support teachers in doing the
same.

As a reading specialist, I will arrange my classroom to have

instructional areas that provide easy access to books and
various instructional materials for a variety of individual,
small-group, and whole class activities. It is important that
when students are in your classroom, they feel like it is their
classroom. This means that they understand that all of the
materials in the classroom are for them to use and not offlimits. It is also important that students are able to learn in
different areas in the classroom, rather than just at their desks.
I will arrange a kidney bean table for small group reading.
This table will be student-friendly with comfortable chairs and
the appropriate size so that students feel like it is their learning
area. There will also be carpet area for small and whole
groups to sit at during classroom activities. Along with these
areas, there will be comfortable places for students to read
independently and/or work in partners. While there will be
many areas for different group sizes to learn in, literacy
materials will also be very accessible. I will want my students
to know that all of my books are their books and they can use
them whenever they want to.

I will support teachers in giving them examples or templates

of how to set up a functional classroom that best benefits the
students learning. I will emphasize the importance of making
your classroom versatile and making materials easily
accessible to students.
Modify the arrangements to
As a teacher, I will modify the arrangements of my classroom
accommodate students changing
to accommodate students changing needs. I will make sure
needs.
that as the year continues, I am switching out different books
in the classroom library. I will make sure to keep in our
favorites! However, as the year progresses, students should be
increasing their reading level and interests, so it will be
important to continuously be providing a variety and change
of books. I will also rearrange the location of each students
desks or assigned seats. This allows them to build their social
skills and learn to interact with different personalities. When
deciding these seats, I will keep in mind each students
attention span, who they work well with, how they focus best
(ex: avoiding seats directly next to a window)
As a reading specialist, I will modify the arrangements of my
classroom to accommodate students changing needs. I will
make sure that students will be given opportunities to sit in
different spots during their time with me, as long as it keeps
their focus. I will also rearrange materials and rotate them so
that learning continues to be meaningful and grow with them
as they grow as students.
5.2 Design a social environment that is low-risk, includes choice, motivation, and scaffolded
support to optimize students opportunities for learning to read and write.

Create supportive social

environments for all students,
especially those who struggle
with reading and writing.

Model for and support teachers

and other professionals in doing
the same for all students.

As a teacher, and as a reading specialist, I would create

supportive social environments for all my students, especially
those who struggle with reading and writing. No matter if
students are in the general education classroom or meeting
with the reading specialist, it is important that both educators
take on the role and task of ensuring that the environment and
vibe of your classroom is comfortable and supportive for all
students. I would make sure to explicitly instruct and lead an
open discussion on rules regarding how we treat our peers. I
would also model and explain that no answer is a bad answer
and that the more we speak up and try, the more learning we
can learn. I will make sure my students know that I do not
tolerate any sort of bullying or teasing at another students
expense. However, in order to make sure these rules are
implement and followed, I need to gain the respect of my
students, so that we all understand that everyone in my
classroom, including myself, needs to respect each other and
be caring of each other. I will work hard as a classroom
teacher and a reading specialist, to make my classroom and
small groups I meet with, a loving family who treats each
other nicely and has fun together.
As a reading specialist, I will model for and support teachers
and other professionals in making sure I guide them in
creating supportive social environments in their classroom.
This environment needs to be immediately created during the
first week of school. While we need to begin assessing and
instruction during the first week of school, we also need to
take the time to create these comfortable environments
because it will make the rest of the school year, much better
for everyone involved. I would support teachers in suggesting
that they make time for fun and engaging ice breakers,
thoroughly introducing yourself so students become more
comfortable with you as soon as possible, discussing potential
classroom rules, and reiterating to students that we all care
about each other and explaining that being positive gets us
farther than being negative about either ourselves, to our
friends, and to our teacher. I will guide teachers by also
making myself available to come into any and all classrooms
during the first week to introduce myself and show that I have
a bond with the teacher, so that students see that we are
friends, and we all should be to make this year as fun and
productive as possible!

Create supportive environments

where English learners are
encouraged and given many
opportunities to use English.

As a reading specialist, I will make sure to create supportive

environments for English learners to be encouraged and given
opportunities to use English as often as possible. I will do so
by always including oral language in English between
ourselves or with my English learners and his or her peers. It
is important that English learners are given countless
opportunities to speak in English because this is where they
will typically first show success. We want to build up their
oral language so that they can interact and speak with peers
and adult. It is important that as these students practice using
English, there is always a connection back to their native
language. While practicing oral language, English learners
need to be continuously writing and reading in the English
language. A growth in these areas can happen with utilizing
cognates, depending on the language, word sorts, picture sorts,
books in both the native and English language, etc. The key to
making sure English learners are given opportunities to use
English is to make sure there is always a link to their native
language, so that they feel comfortable during this transition
and exposure to the English language.
5.3 Use routines to support reading and writing instruction (e.g., time allocation, transitions from
one activity to another; discussion, and peer feedback.)
Understand the role of routines in
creating and maintaining positive
learning environments for
reading and writing instruction
using traditional print, digital,
and online resources.

As a teacher and as a reading specialist, I will be sure to

understand the role of routines in creating and maintaining
positive learning environments for reading and writing
instruction using traditional print, digital, and online
resources. It is important that all of my students feel
comfortable and settled in my classroom. A big part of making
sure they feel this way is to create and maintain a positive
learning environment that flows on a daily routine. While
maintaining a routine for students, it is important to
incorporate a balanced amount of exposure to various types of
reading and writing instruction. These varieties include
traditional print, digital and online resources. As students
become exposed and familiar with these varied types of text, it
will naturally become part of the routine to expect these types
of text when doing reading and writing activities. A way to
make this flow best is to inform students of what type of text
they will be reading or writing about the next day, so it can be
planted in their heads and they know what to expect.
Remember that while planting this seed, you are also
reminding your students of the typical time for reading and
writing, to keep the routine consistent.

Create effective routines for all

students, especially those who
struggle with reading and
writing.

Support teachers in doing the

same for all readers.

As a reading specialist, I will create effective routines for all

students, which will greatly benefit those who struggle with
reading and writing. When students come into my classroom,
I want them to feel comfortable and prepared for what they
will be doing while working with me. During the first week of
school, or when a student begins coming to me, I will be very
explicit on the routine and explain that it will be consistent. I
will also explain that if something new happens in the routine,
they will be told about it beforehand. Students will get into the
routine of understanding my expectations, doing various
activities, guided reading and writing activities. The students
will quickly become familiar with activities and the way I run
my time with them because I will be consistent with them. If I
am not consistent when I have my short amount of time with
them, there could be behavioral problems or inconsistency can
easily stress out students and encourage their anxieties of
reading and writing.
As a reading specialist, I will support teachers in creating
effective routines for all students. I will do so by providing
teachers with the routine that I have going on in my
classroom. While providing them with a template of how I
keep a consistent routine in my classroom, I will explain the
importance of why students should have a routine. It is
necessary to point out the multiple positive components of
routines in the classroom.

5.4 Use a variety of classroom configurations (i.e., whole class, small group, and individual) to
differentiate instruction.

Use evidence-based grouping

practices to meet the needs of all
students, especially those who
struggle with reading and
writing.

As a teacher, I will use evidence-based grouping practices to

meet the needs of all students, especially those who struggle
with reading and writing. When I am instructing whole group,
I will do a number of things. First, I will make sure that
assignments I give my students, I will have the text
differentiated for each student, so that everyone is working on
their instructional level. Second, I will modify my instruction,
if and when necessary, as I am teaching due to any confusion
or struggles students are having. After whole group instruction
and students are put into partners, I will make sure that these
partner pairs are beneficial to one another and not just
randomly chosen. When I am going to work with small
groups, I will have these groups differentiated by skills and
abilities. This will be especially crucial during literacy centers,
because each group will have different guided reading goals
and differentiated activities. This will ensure that instruction is
meeting all needs of each student.
As a reading specialist, I will use evidence-based grouping
practices to meet the needs of all students, especially those
who struggle with reading and writing. Throughout the day, I
will be meeting with different groups of students from

Support teachers in doing the

same for all students.

different grade levels. It will be imperative that their skill and

ability levels are the basis in organizing these groups. This
will ensure that each student from each group is working
interactively with material on their instructional level. The
teacher will organize the grouping of students and as I work
with the students I will determine whether they need to stay in
the group or be moved to another.
As a reading specialist, I will support teachers in using
evidence-based practices to meet the needs of students,
especially those struggling with reading and writing. Once
teachers have completed assessments on students, in the
beginning of the year, I will help them I placing students into
groups based on the scores they received. When creating these
groups, one head is always better than one, because there can
be many students that are right in between groups and it is
important to make the right call on where to place them. When
the teacher sends students to me, I will support teachers in
giving them progress monitoring on each student and helping
to determine if a student needs to be placed into a different
group.

Standard 6 Professional Learning and Leadership

Candidates recognize the importance of, demonstrate, and facilitate professional learning and
leadership as a career-long effort and responsibility.
Evidence that demonstrates competence may include, but is not limited to, the following
Reading Specialist/Literacy Coach Candidates
6.1 Demonstrate foundational knowledge of adult learning theories and related research about
organizational change, professional development, and school culture.

Use literature and research

findings about adult learning,
organizational change,
professional development, and
school culture in working with
teachers and other professionals.

As a reading specialist, I will use literature and research

findings about adult learning, organization change,
professional development, and school culture in working with
teachers and other professionals. In order to effectively teach
my peers, organize change, create professional development
plans, and work professionally and productively in a school
culture, I must refer to literature and research to properly
complete each of these things. While it takes face-to-face
experience and practice, research backs up ideas and strategies
for effective professional development and how to implement
change throughout your school.

Use knowledge of students and

teachers to build effective
professional development
programs.

As a reading specialist, I will utilize my knowledge of the

students and teachers in my school to build effective
professional development programs. In order to produce
effective professional development programs for the teachers
and staff at my school, it is important that I take the time to
know them and understand the dynamic of the students in our
school. In order to obtain knowledge of students, an
understanding of students data helps to gear professional
development, an understanding of the majority and minority
of life styles that the students live, and what types of interests
they have. In order to obtain knowledge of the teachers,
multiple attempts and an approachable demeanor always for
bonding and connections to be created between yourself and
teachers. Once they feel connected, they will feel more
comfortable to open up about concerns they may be having in
regards. This also serves for an opportunity to learn about how
they like to learn techniques to teach and what their interests
are. Once a base has been built on knowledge of students and
teachers, an effective professional development program can
be created. The knowledge and understanding of the teachers
and students you are working with each day, will make for a
more beneficial professional development program because
the teachers will recognize that you care and want to help
them with their concerns and interests.
Use the research base to assist in As a reading specialist, I will use the research base to assist in
building an effective, school-wide building an effective, school-wide professional development
professional development
program. During my completion of my Masters program, I
program.
have developed and researched in-depth two professional
development programs. Along with researching these
programs, I have created a timeline, goals, etc. to effectively
implement the programs into a school. In the future, I will
refer back to these professional development programs that I
have already created and use them in a school I am working
at.
6.2 Display positive dispositions related to their own reading and writing and the teaching of
reading and writing, and pursue the development of individual professional knowledge and
behaviors.
Articulate the research base
related to the connections
among teacher dispositions,
student learning, and the
involvement of parents,
guardians, and the community

As a reading specialist, I will articulate the research base

related to the connections among teacher dispositions, student
learning, and the involvement of parents, guardians, and the
community. It will be important that I fully understand the
appropriate relationships and connections among teachers,
students, parents and guardians, and the community. I will
first make sure to understand the demographic of the
community and the school that I am working in. this will give
me a better understanding of the students, parents, and
families that they come from. I will use research to understand
how to best foster connections among each of the types of
people I will interact it.

Promote the value of reading and

writing in and out of school by
modeling a positive attitude
toward reading and writing with
students, colleagues,
administrators, and parents and
guardians.

Join and participate in

professional literacy
organizations, symposia,
conferences, and workshops.

As a reading specialist, I will promote the value of reading

and writing in and out of school by modeling a positive
attitude towards reading and writing with students, colleagues,
administrators, and parents and guardians. As the reading
specialist, showing the love and joy of reading and writing is
so important because so many different groups of people are
looking to you for guidance and motivation! When I am in
and out of school, I will promote and model the value of
reading and writing through a number of ways. For students, I
will always model and demonstrate excitement for the reading
and writing activities we work with and complete. Even if it is
not my favorite topic, there is no reason that students need to
know this because it then shows them a negative connotation
about a certain part of reading and writing and gives them the
opportunity to be negative, themselves. I will make sure to
create and promote various reading and writing challenges,
involving incentives, that we can work towards school-wide,
within classrooms, or as small groups. This will be shown to
my colleagues and I will also give them plenty of ideas to
promote reading writing. I will make sure that administrators
feel my love for reading and writing, as well. Finally, I will
ensure that parents and guardians see and feel me promoting
the value of reading and writing by sending home updates on
their children or our students as a whole, creating meetings
and opportunities to discuss their childs progress, sending
home extra literacy materials home for their child to keep and
use whenever they please, etc. Along with all the plans I have
listed, I will make sure it is apparent that my room is a room
made for all things literacy! I will have my door and the
outside of my room decorated brightly and excitedly to make
students, colleagues, administrators, parents and guardians
excited to enter my room and come into a room filled with
materials, all for them to use or ask about!
As a reading specialist, I will join and participate in
professional literacy organizations, symposia, conferences,
and workshops. It is important to be a part of professional
literacy organizations for a number of reasons. As a reading
specialist, we cannot just talk the talk and walk the walk,
we need to be 100% immersed and passionate about the
importance of literacy. When you join a professional literacy
organization, like VSRA for example, then you are given
opportunities to attend conferences and workshops that you
wouldnt have been able to before. These conferences and
workshops are chock filled with educators and new
information that are so very valuable towards implementing
new and effective instruction. Not only is attending these
conferences important, it is important to take the role of
presenting at these conferences and sharing your knowledge.
It is a great opportunity to inform fellow educators and
participate in a topic that you cherish so much.

Demonstrate effective
interpersonal, communication,
and leadership skills.

As a reading specialist, I will demonstrate effective

interpersonal, communication, and leadership skills. While I
am not the principal, vice principal or another head of staff, as
a reading specialist, I hold an important role within the school
and will become someone that is looked up to, if I
demonstrate my character in the proper way. In order to gain
respect of teachers and staff, I need to be consistent in
communicating well to all sources I work with and
demonstrate qualities of a leader. The qualities of a leader that
I would demonstrate, whether its with one-one interaction or
while presenting professional development, I will be a
confidant, cooperative, open and optimistic, trustworthy,
genuine, responsible and a clear communicator.
Demonstrate effective use of
As a reading specialist, I will demonstrate effective use of
technology for improving student
technology for improving student learning. It is important that
learning.
students are exposed to literacy through both printed and
digital resources because throughout their lives, they will
interact with both types of resources, so we need to be
preparing them for that. Throughout instruction, I will weave
in the usage of technology by working on the smart board,
having students research about material, opportunities to type
what they have hand-written, etc. There are endless options
for integrating technology to improve student learning. It is
essential to integrate these endless options because it will
engage students in different ways and give them a varied
opportunity for learning.
6.3 Participate in, design, facilitate, lead, and evaluate effective and differentiated professional
development programs.

Collaborate in planning, leading,

and evaluating professional
development activities for
individuals and groups of
teachers. Activities may include
working individually with
teachers (e.g., modeling,
coplanning, coteaching, and
observing) or with groups (e.g.,
teacher workshops, group
meetings, and online learning.)

As a reading specialist, I will collaborate in planning, leading,

and evaluating professional development activities for
individuals and groups of teachers. These activities may
include working individually with teachers or groups. It is
important that I make myself readily available and flexible for
when teachers are in need of my guidance. I would make sure
that when a teacher approached me about a question or
concern about the way or what they are teaching, I would
propose the offer of having myself coming into their
classroom, whichever time they would like, and model a
lesson on the topic that they are worried about. I would also
propose the option of us creating and/or teaching the lesson as
a team. I will make sure to not do make the lesson for them,
but rather make the lesson with them. I would also offer to
observe them and give them feedback. When working with
groups of teachers, I would do the same types of things but
would focus it on the grade level and work with the grade
level teachers as a whole. While having group meetings with
these smaller groups, I would also create workshops to do at a
school-wide level.

Demonstrate the ability to hold

effective conversations (e.g., for
planning and reflective problem
solving) with individuals and
groups of teachers, work
collaboratively with teachers and
administrators, and facilitate
group meetings.

As a reading specialist, I would demonstrate the ability to hold

effective conversations with individuals and groups of
teachers, work collaboratively with teachers and
administrators, and facilitate group meetings. As stated in the
standard above, I would collaborate with both individual
teachers and groups of teachers, both small and large. During
these collaboration times, I will make sure that the
conversations we are having are beneficial and effective. I will
provide my knowledge of best practices and give ideas of how
to better their lessons, if they ask for it. I will express in
conversation how flexible I am to meet with both individuals
and groups of teachers, and make sure all teachers know what
I can offer them: observing, modeling, co-planning, coteaching, create workshops, etc. I will ensure that I am
approachable so that teachers feel comfortable coming to me
to have an effective conversation and trust that I will be a
good listener and understanding.
Support teachers in their efforts
As a reading specialist, I will support teachers in their efforts
to use technology in literacy
to use technology in literacy assessment and instruction. In the
assessment and instruction.
beginning of the year or when I notice that many teachers are
not using technology to assess and instruct literacy, I will
create a workshop for teachers to attend in which I give
explicit description and ideas of how to make sure we are
utilizing technology. Then, throughout the year I will
continuously support teachers in this aspect. I will provide
teachers with plenty of websites that they can use. These
websites will include digital books, age-appropriate websites
for research, self-created discussion boards, etc. We will also
encourage usage of Microsoft Word and PowerPoint. In
regards to literacy assessment, I will complete research on the
best resource to assess students via technology and implement
this into our school. I will hold a workshop so that teachers
fully understand how it works.
6.4 Understand and influence local, state, and national policy decisions.

Demonstrate an understanding of
local, state, and national policies
that affect reading and writing
instruction.

As a reading specialist, I will demonstrate an understanding of

local, state, and national policies that affect reading and
writing instruction. It is important that I complete my research
and keep up with the daily news on state and national policies
that affect reading and writing instruction. If I do not keep up
with the knowledge of these policies, then I will not know or
understand what I can and cant be teaching, and how or why
that is. I also will keep up with the local policies that affect
reading and writing instruction, because while the national
and state stays the same and changes as a whole, each local
area will or could be very different from the local area near by.
It is important that I inform teachers of any and all changes or

continuances in policies regarding 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

(e.g., administrators, school
boards, and local, state, and
federal policymaking bodies) for
needed organizational and
instructional changes to promote
effective literacy instruction.

As a reading specialist, I will write or assist in writing

proposals that enable schools to obtain additional funding to
support literacy efforts. I will work with fellow teachers and
administration on preparing and presenting proposals about
opportunities and reasons as to why additional funding are
imperative to support literacy efforts within our school. It is
important that I am a major part of this role because I will be
very knowledgeable about reading and writing instruction and
certain resources or assessment tools that we may need or are
lacking. The proposals that I write or assist in writing will be
very professional and convincing.
As a reading specialist, I will promote effective
communication and collaboration among stakeholders,
including parents and guardians, teachers, administrators,
policymakers, and community members. If there are concerns
within the school, amongst parents, or within the community, I
will take the initiative to lead effective communication and
collaboration in order to have our voice be heard to
policymakers. I will lead groups of people in how to
productively and professionally have our voice be heard about
concerns we have.
As a reading specialist, I will advocate with various groups for
needed organizational and instructional changes to promote
effective literacy instruction. It is important that I take on the
role as a leader in advocating various groups to implement
organizational change and push for instructional practices and
ideas to be promoted for effective literacy instruction. I will
need to professionally speak with different groups:
administration, school boards, local, state and federal
policymaking bodies.