Reading Endorsement (OAR 584-065-xxxx) – Literacy Leadership

 

 

TSPC

OAR Standard

EDLD 610 Introduction to Measurement and Assessment

EDLD 612 Reading Interventions

EDLD 588 Professional Practices

EDLD 618 Data-Based Decision Making

SPED 523 Reading & Writing in Content Areas

EDST 616 Language, Power & Education    

EDLD 613 Reading Research

EDLD 609 Practicum

(1) Foundational Knowledge and Dispositions

 

 

 

 

 

 

 

 

a) Knowledge of psychological, sociological, linguistic and anthropological foundations of reading and writing processes and instruction.

 

 

 

 

 

X

 

 

 

 

X

 

(b) Knowledge of reading research and histories of reading.

 

X

 

 

 

 

X

 

(c) Knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity.

 

 

 

 

X

X

 

 

 

X

 

(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.

 

X

 

 

X

 

 

 

 

 

 

 

X

 

(e) Display dispositions related to reading and the teaching of reading.

 

X

 

 

 

 

 

 

X

 

 

 

 

 

 

 

 

 

(2) Instructional Strategies and Curriculum Materials

 

 

 

 

 

 

 

 

(a) Use key instructional grouping options (individual, small-group, whole-class, computer-based.)

 

X

 

X

X

 

 

 

 

X

(b) Use a wide range of instructional practices, including technology-based practices that promote reading and/or writing across the curriculum.

 

X

 

X

X

 

 

 

 

 

X

(c) 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 learners.

 

X

 

X

X

 

 

 

 

 

 

 

 

     X

(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.

 

X

 

X

X

X

 

 

 

 

 

 

 

X

 

 

 

 

 

 

 

 

 

(3) 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.

X

 

 

X

X

 

 

 

 

 

 

 

X

(b) Place students along a developmental continuum and identify students' proficiencies and difficulties.

X

X

X

X

X

 

 

 

 

 

X

(c) Use assessment information to plan and revise effective instruction for all students.

X

X

X

X

X

 

 

 

 

X

(d) Effectively communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.)

X

X

X

X

X

 

 

 

 

 

 

X

(4) Creating a Literate Environment

 

 

 

 

 

 

 

 

(a) Use students' interest and backgrounds as foundations for the reading and writing program.

 

X

 

 

X

 

 

 

 

X

(b) Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds.

 

X

 

 

X

X

 

 

 

 

X

(c) Model reading and writing enthusiastically as valued life-long activities.

 

X

 

 

X

 

 

 

 

     X

(d) Motivate learners to be life-long readers.

 

X

 

 

X

 

 

 

X

 

 

 

 

 

 

 

 

 

(5) Professional Development

 

 

 

 

 

 

 

 

(a) Continue to pursue the development of professional knowledge and dispositions.

 

 

X

 

 

 

 

 

 

X

(b) Work with colleagues to observe, evaluate and provide feedback on each other's practice.

 

X

X

 

 

X

 

 

 

 

(c) Participate in, initiate, implement and evaluate professional development programs.

 

 

X

X

 

X

 

 

 

 

 

 

 

 

 

 

 

 

 

(6) Leadership: Guidance and supervision of paraprofessionals.

 

X

 

 

 

X

 

 

 

X

(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.

 

 

 

X

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

X