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Standards 2017: The CliffsNotes

By Alina O'Donnell
 | Jul 26, 2017

Standards UpdateThe International Literacy Association (ILA) unveiled a revised draft of the Standards for the Preparation of Literacy Professionals 2017 (Standards 2017) at the ILA 2017 Conference & Exhibits in Orlando, FL, incorporating feedback from the public comment period that took place earlier this year. The presentation was delivered by ILA 2017 Standards Revision Committee cochairs Diane Kern, associate professor at the University of Rhode Island, and Rita Bean, professor emerita, University of Pittsburgh.

Standards 2017 establishes criteria for literacy professional preparation programs throughout the United States, and will also be a resource for states, policymakers, and those hiring literacy professionals. They are performance based and draw from professional expertise and research in the literacy field.

Key shifts include the following:

Title change: The title will change from Standards for Reading Professionals to Standards for the Preparation of Literacy Professionals, reflecting the shift to incorporate all facets of literacy in ILA’s mission.

Expanded and clarified roles: Standards 2017 delineates three roles of specialized literacy professionals: reading/literacy specialists, literacy coaches, and literacy supervisors/coordinators. The clarified roles intend to help preparation programs better meet candidates’ specific goals.

The reading/literacy specialist’s primary role is to work with students who need specialized instruction or intervention and with peers to support tiered instruction; the literacy coach works with adults, leading adult professional learning at the team and school levels, supporting building-wide literacy learning. The supervisor/coordinator’s role is to lead the development and the evaluation of the school or district literacy program.   

The other roles are classroom teachers, principals, teacher educators, and a new role, “literacy partners,” which includes allied professionals, teaching assistants, families, and community agencies. 

More rigorous practicum experience: Standards 2017 will add a seventh standard: Practicum/Clinical Experiences. Candidates must engage with individual and groups of students across grade levels and also serve as “novice coaches” to support adult peers. They must work in at least one school-based setting, and receive observation and ongoing feedback by qualified supervisors.

Greater focus on advocacy: Standard 4 is now named “Diversity and Equity” to reflect an increased focus on advocacy for learners from a wide variety of cultural, linguistic, and racial backgrounds, for inclusive and affirming classroom and school environments, and for equity at school, district, and community levels.

Emphasis on digital learning: Standards 2017 aims to increase exposure to and use of digital technology in preparation program coursework. Candidates will be required to use a variety of print and digital materials and to integrate digital technologies in appropriate, safe, and effective ways.

More support for collaborative learning: The word collaborative will appear often throughout Standards 2017 (e.g., “Candidates engage in collaborative decision making with colleagues to design, align, and assess instructional practices and interventions”). Programs may need to accommodate candidates engaging in and leading collaborative learning methods.

Stronger partnerships: Several standards now have a component focused on fostering home–school and community partnerships. Coursework may incorporate more service learning projects while practicum experiences may incorporate community engagement activities.

The revised Standards for the Preparation of Literacy Professionals 2017 (Standards 2017) will go to Council for the Accreditation of Educator Preparation (CAEP) for feedback and, pending approval, will be published in 2018. All reading/literacy specialist educator preparation programs must adopt the new standards by spring 2020.

Alina O’Donnell is the editor of Literacy Daily.

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