Standards for Reading Specialists

1. Standards for Reading Specialists/Literacy Coaches—Revised 2010 Diane Kern, University of Rhode Island Co-Chair, International Reading Association Professional Standards and Ethics Committee July 1, 2011—IRA SPA Coordinator All three with Diane taking lead, Deb, Gail. Diane shares overview of presentation: Appreciate the opportunity to share the IRA Standards for Reading Specialists/Literacy Coaches—Revised 2010. In this 15-20 minute presentation, Deb will begin with the alignment between NCATE’s conceptual framework and the new IRA standards, then highlight the major changes between the 2003 and 2010 standards for reading specialists/literacy coaches. I will share the 6 standards and the major assumptions underlying their importance in the field of reading education. Gail will then share the 3 year development of the standards and the resources available to programs completing an NCATE program report. At the close of our presentation, we invite questions and responses.All three with Diane taking lead, Deb, Gail. Diane shares overview of presentation: Appreciate the opportunity to share the IRA Standards for Reading Specialists/Literacy Coaches—Revised 2010. In this 15-20 minute presentation, Deb will begin with the alignment between NCATE’s conceptual framework and the new IRA standards, then highlight the major changes between the 2003 and 2010 standards for reading specialists/literacy coaches. I will share the 6 standards and the major assumptions underlying their importance in the field of reading education. Gail will then share the 3 year development of the standards and the resources available to programs completing an NCATE program report. At the close of our presentation, we invite questions and responses.

2. What about the transition from 2003 to 2010 Standards? Approved October 2010 by IRA Board of Directors; NCATE February 2011…18 month window transition NCATE visit SPA report due Fall 2010 Fall 2009 2003 Spring 2011 Spring 2010 Choice Fall 2011 Fall 2010 Choice Spring 2012 Spring 2011 Choice Fall 2012 Fall 2011 2010 Kern & Miller, 2010 2 Diane Why standards change—Required every 7 years to reflect the current reading research and best practice. As we’ll learn in the NCATE segment of our Institute next, there may be changes to the dates that SPA reports are due. Be sure to stay in touch with your NCATE coordinator! Preponderance of the evidence!Diane Why standards change—Required every 7 years to reflect the current reading research and best practice. As we’ll learn in the NCATE segment of our Institute next, there may be changes to the dates that SPA reports are due. Be sure to stay in touch with your NCATE coordinator! Preponderance of the evidence!

3. IRA 2010 Standards 6 standards—21 elements Major changes from 2003 standards: Diversity standard added; Technology integration across standards; Change from performance indicators to list of “possible evidence”; Stand-alone matrix for reading specialist/literacy coach; Assumptions, research base, and references sections; Vignettes added; Revised and expanded role definition. 3 Deb 2003—5 standards; 19 elements Add CHANGE to Practicum requirements—typically equivalent of 6 semester hoursDeb 2003—5 standards; 19 elements Add CHANGE to Practicum requirements—typically equivalent of 6 semester hours

4. Reading Specialist/Literacy Coach Role Reading Specialists/Literacy Coaches are professionals whose goal is to improve reading achievement in their assigned school or district positions in distinctive roles including: The specialist may have primary responsibility for working with students who struggle with reading. The specialist may have primary responsibility or working to support teacher learning as literacy coaches. The specialist may have primary responsibility for developing, leading, or evaluating the school or district reading and writing program (PK-12). 4 DebDeb

5. Standard 1: Foundational Knowledge CONTENT: Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. 1.1 – Understand major theories and empirical research that describe the cognitive, linguistic, motivation and socio-cultural foundations of reading and writing development, processes, and components (including word recognition, language comprehension, strategic knowledge, and reading/writing connections). 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. 1.3 – Understand the role of professional judgment and practical knowledge for improving students’ reading development and achievement. 5 Diane—Know—Can—Do Characteristic of IRA’s program standards--Knowledge; Skills; and DispositionsDiane—Know—Can—Do Characteristic of IRA’s program standards--Knowledge; Skills; and Dispositions

6. Standard 2:  Curriculum and Instruction PEDAGOGY: Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. 2.1 – Use foundational knowledge to design and implement integrated, comprehensive, and balanced curriculum 2.2 – Use appropriate and varied approaches that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections 2.3 – Use a wide range of texts [narrative, expository, poetry, etc.] and traditional print and online resources. 6 DianeDiane

7. Standard 3: Assessment and Evaluation PEDAGOGY: Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. 3.1 – Understand types of assessments and their purposes, strengths, and limitations. 3.2 – Select, develop, administer, and interpret assessments as appropriate both for traditional print and online for specific purposes. 3.3 – Use assessment information to plan and evaluate instruction. 3.4 – Communicate assessment results and implications to a variety of audiences. 7 DianeDiane

8. Standard 4: Diversity ENVIRONMENT: Candidates create and engage their students in literacy practices that develop awareness, understanding, respect and a valuing of differences in our society. 4.1 – Recognize, understand and value the forms of diversity that exist in society and their importance in learning to read and write. 4.2 – Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs and engagement with the features of diversity. 4.3 – Develop and implement strategies to advocate for equity. 8 DianeDiane

9. Standard 5: Literate Environment ENVIRONMENT: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. 5.1 – Design the physical environment to optimize students’ use of traditional and online resources in reading and writing instruction. 5.2 – Design a social environment to optimize students’ opportunities for learning to read and write. 5.3 – Use routines to support reading and writing instruction. 5.4 – Use a variety of classroom configurations to differentiate instruction. 9 DianeDiane

10. Standard 6: Learning and Leadership PROFESSIONALISM: Candidates recognize the importance of, demonstrate and facilitate professional learning and leadership as a career-long effort and responsibility . 6.1 – Demonstrate foundational knowledge of adult learning theories and related research about organizational change, effective professional development, and school culture. 6.2 – Display positive dispositions related to one’s own reading and writing and the teaching of reading and writing and the pursuit of individual professional knowledge and behaviors. 6.3 – Participate in, design, facilitate, lead and evaluate effective and differentiated professional development programs. 6.4 – Understand and influence local, state, or national policy decisions. 10 DianeDiane

11. Process for Development ofIRA Standards, 2010 Three-year initiative (July 2007-August 2010) Large representative committee (faculty, school systems, representatives from organizations) Lead writers and smaller “standards” sub-committees drafted content within each standard Drafts shared with the committee and the field through two electronic feedback cycles (November 1- December 31, 2008; November 15-December 31, 2009) Revisions to standards using SASB policies and procedures (adopted October 2009) and feedback from the field Feedback from NCATE used to inform revisions and final IRA Board approved standards, February 2010 Final revisions and publication, August 2010 11 GailGail

12. Lead Writers Chair: Rita Bean, University of Pittsburgh Director: Cathy Roller, IRA Project Manager: Gail Keating, IRA Std 1: Kathy Roskos, John Carroll University, OH Std 2: Diane Kern, University of Rhode Island Std 3: Debra Miller, McDaniel College, MD Std 4: James Hoffman, University of Texas Std 5: Betsy Baker-Rall, Parkade Elementary School, Columbia, MO Std 6: Evan Lefsky, Lake County Schools, Tavares, FL 12 GailGail

13. Writer Training and Resources Electronic Resource Guide for Reviewers and Writers (October, 2010) Training Sessions for Reviewers and Writers (IRA, Orlando May 2010; Association of Literacy Educators and Researchers, November 2011 and ongoing annually) IRA Website Resources – Policy Documents, Model Program Reports, Sample Assessments & Rubrics NCATE SPA Assessment Library & Webinars On the horizon – IRA Webinar Trainings 13 GailGail

14. Standards for Reading Specialists/Literacy Coaches—Revised 2010 Questions and Responses Deb—invite questions and responses; serves as first responder unless questions are directed specifically to the othersDeb—invite questions and responses; serves as first responder unless questions are directed specifically to the others

15. Resources IRA website www.reading.org NCATE website www.ncate.org Gail Keating, IRA SPA Coordinator-June30th…gkeating@reading.org Diane Kern at URI dkern@uri.edu…July 1, 2011 dkern@reading.org 15