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 to, the following:
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.

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 all
students reading development and achievement.

Staying informed by reading and reviewing

research and theories. Being aware of new
theories by subscribing to scholarly journals that
include peer-reviewed articles. Awareness of these
theoriesold and newwill provide implications
and understanding of reading instruction based on
valid and reliable research. For example, it is
important to have a thorough understanding of the
four major learning theories that form the
umbrella paradigm. Theses are the Constructivist
theories (Jean Piaget), Interactive theories
(Stanovich and Rumelhart), Sociolinguistic
theories (Vygotskys ZPD, Heath, and DixonKrauss), and Reader Response Learning theories
(Rosenblatt).
Construct presentations to share knowledge of
previous and new research implications in order
to guide colleagues in understanding how to
implement new and applicable materials into
classroom instruction. This can be executed
during professional development days. In addition
to these presentations, remedial periods can be
determined in which at-risk students meet with
me and I also share these strategies with the
teachers to ensure that the same things are
occurring within the classroom as well.
Evaluate and apply knowledge of assessments in
order to provide valid, reliable, and reasonable
justification for why and how programs should be
implemented in the school. Understand that all
students learn at a different rate and demonstrate
this consideration by encouraging utilization of
instructional strategies that support and develop
the achievement abilities of all students.
Collaborate with Special Education teachers in
assisting teachers with students who have IEPs
and attend child study and IEP meetings. Assist
teachers in creating and provide a supportive and
safe environment for ELL students.