This section contains the six IRA standards and their sub-standards. Click on a standard, you will see a list of sub-standards beneath. Each sub-standard is on a separate page. |
IRA Standards for Reading Specialist/Literacy Coach (2010) | ||
Standard 1:Foundational Knowledge Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. | ||
Substandards | Artifact Name | Course |
1.1 Understand major theories and empirical research that describe the cognitive, linguistic, motivation and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections. | Case Study | ECC 704 |
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. | Key Assessement | EDLIT 735 |
1.3 Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. | Instructional Plan | EDLIT 736 |
Standard 2: Curriculum and Instruction: Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. | ||
Substandards | Artifact Name | Course |
2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. | The Life Cycle of a Butterfly Unit Plan | EDLIT 732 |
2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections. | Case Study | EDLIT 739 |
2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. | The Life Cycle of a Butterfly Unit Plan | EDLIT 732 |
Standard 3:Assessment and Evaluation Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. | ||
Substandards | Artifact Name | Course |
3.1: Understand types of assessments and their purposes, strengths, and limitations. | Log 1 | EDLIT 731 |
3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. | School Presentation | EDLIT 731 |
3.3: Use assessment information to plan and evaluate instruction. | School Presentation | EDLIT 736 |
3.4: Communicate assessment results and implications to a variety of audiences. | Letters to family & teacher | EDLIT 736 |
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. | ||
Substandards | Artifact Name | Course |
4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. | Equity and Advocacy Plan | EDLIT 730 |
4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity. | Blog #1 | EDLIT 730 |
4.3: Develop and implement strategies to advocate for equity. | Presentation on Academic Language | EDLIT 730 |
Standard 5:Literate Environment Candidates create a literate environment that fosters reading and writing, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments. | ||
Substandards | Artifact Name | Course |
5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. | Demo Lesson & Coaching Assignment | EDLIT 754 |
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. | Tab 2 | EDLIT 733 |
5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback) | Demo Lesson & Coaching Assignment | EDLIT 754 |
5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction. | Professional Development Plan and Budget | EDLIT 740 |
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. | ||
Substandards | Artifact Name | Course |
6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. | Literature Review | EDLIT 745 |
6.2: Display positive dispositions related to their own reading and writing, and pursue the development of individual professional knowledge and behaviors. | Personal Narrative | EDLIT 730 |
6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. | Professional Development Plan and Budget | EDLIT 740 |
6.4: Understand and influence local, state, or national policy decisions. | Roundtable | EDLIT 745 |