The following requirements must be met:
Foundational Knowledge and Dispositions
(a) Knowledge of psychological, sociological,
linguistic and anthropological foundations of reading and writing processes and
(b) Knowledge of
reading research and histories of reading.
(c) Knowledge of language development and
reading acquisition and the variations related to culture and linguistic
(d) Knowledge of the
major components of reading (phonemic awareness, word identification and
phonics, vocabulary and background knowledge, fluency, comprehension strategies
and motivation) and how they are integrated in fluent reading.
(e) Display dispositions related to reading
and the teaching of reading.
Instructional Strategies and Curriculum
(a) Use key instructional grouping
options (individual, small-group, whole-class, computer-based.)
(b) Use a wide range of instructional
practices, including technology-based practices that promote reading and/or
writing across the curriculum.
Use a wide range of curriculum materials in effective reading instruction for
learners at various stages of reading and writing development and from
different cultural and linguistic backgrounds including English language
(d) Plan and use
appropriate practices, including technology-based practices in effective
reading instruction for learners at various stages of reading and writing
development and from different cultural and linguistic backgrounds including
English language learners.
Assessment, Diagnosis and Evaluation
(a) Use a wide range of assessment tools and
practices that range from individual and standardized group tests to informal,
individual, and group classroom assessment strategies and also include
technology-based assessment tools.
(b) Place students along a developmental
continuum and identify students' proficiencies and difficulties.
(c) Use assessment information to plan and
revise effective instruction for all students.
(d) Effectively communicate results of
assessments to specific individuals, (students, parents, caregivers,
colleagues, administrators, policymakers, policy officials, community,
(a) Use students'
interest and backgrounds as foundations for the reading and writing
(b) Use a large supply of
books, technology-based information, and non-print materials representing
multiple levels, broad interests, cultures and linguistic
(c) Model reading and
writing enthusiastically as valued life-long activities.
(d) Motivate learners to be life-long
(a) Continue to
pursue the development of professional knowledge and dispositions.
(b) Work with colleagues to observe, evaluate
and provide feedback on each other's practice.
(c) Participate in, initiate, implement and
evaluate professional development programs.
(6) Leadership: Guidance and supervision of
(7) A candidate
must also complete student teaching, an internship or a supervised practicum
with students in Early Childhood and Elementary, OR Elementary and Middle Level
OR Middle Level and High School. Candidates completing a practica experience at
either early childhood or elementary and at either middle or high school level
shall qualify for authorization for pre-primary through grade twelve.