Program Standards
The Graduate Reading Program is based on the Standards for Reading Professionals of the International Reading Association, and graduate students’ portfolios are built around these standards:
Standard 1: Foundational Knowledge
Candidates have knowledge of the foundations of reading and writing processes and instruction.
As a result, candidates:
1.1: Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
1.2: Demonstrate knowledge of reading research and histories of reading
1.3: Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
1.4: Demonstrate 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.
Standard 2: Instructional Strategies and Curriculum Materials
Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.
As a result, candidates:
2.1: Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes.
2.2: Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.
2.3: Use of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
Standard 3: Assessment, Diagnosis, and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
As a result, candidates:
3.1: Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology based assessment tools.
3.2: Place students along a developmental continuum and identify students’ proficiencies and difficulties.
3.3: Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those of different developmental stages and those from different cultural and linguistic backgrounds.
3.4: Communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.)
Standard 4: Creating a Literate 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 then appropriate use of assessments.
As a result, candidates:
4.1: Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.
4.2: Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
4.3 Model reading and writing enthusiastically as valued lifelong activities.
4.4: Motivate learners to be lifelong readers.
Standard 5: Professional Development
Candidates view professional development as a career-long effort and responsibility.
As a result, candidates:
5.1: Display positive dispositions related to reading and the teaching of reading.
5.2: Continue to pursue the development of professional knowledge and dispositions.
5.3: Work with colleagues to observe, evaluate, and provide feedback on each other’s practice.
5.4: Participate in, initiate, implement, and evaluate professional development programs.
Administrator Standards
I 34.03 Administrator standards. To receive a license in a school administrator category under s. PI 34.32, an applicant shall complete an approved program in school administration and demonstrate proficient performance in the knowledge, skills and dispositions under all of the following standards:
(1) The administrator has an understanding of and demonstrates competence in the teacher standards under s. PI 34.02.
(2) The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
(3) The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
(4) The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.
(5) The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
(6) The administrator acts with integrity, fairness, and in an ethical manner.
(7) The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.