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Standards


Note: To purchase the PDF version of Standards 2010, click here.

Standards 2010 has been updated as of Spring 2018. To purchase a copy of Standards 2017, click here. The Standards 2017 FAQ can be found here.


Standards 2010: Education Support Personnel

Education Support Personnel assist classroom teachers and Reading Specialist/Literacy Coaches in delivering reading instruction and collaborate with reading professionals to improve reading achievement in the schools in which they work. Education Support Personnel assist in general education, special education, or reading and writing education in graded or age-grouped classrooms at the pre-K–12 levels and in before-school, after-school, or summer school reading programs. They may also have responsibilities for preparing instructional materials, keeping records, or assisting with student assessments.

For certification, an Education Support Personnel Candidate must have the following:

  • Two years of preparation at an institution of higher education or completion of an associates' degree
  • Attended a program that includes reading and reading-related courses (e.g., language and literacy development, and child development)

Standard 1: Foundational Knowledge

Education Support Personnel Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.

Elements Evidence that demonstrates competence may include, but is not limited to
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.
  • Identify examples of reading instruction for developing word recognition, language comprehension, strategic knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge. See the Glossary for their definition of cognitive model of reading.]
  • Identify conditions that support individual motivation to read and write (e.g., access to print, choice, challenge, interests, and family and community knowledge) as factors that enhance literacy learning for all.
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. Not applicable
1.3: Understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
  • Show fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals.

Standard 2: Curriculum and Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.

Elements Evidence that demonstrates competence may include, but is not limited to
2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
  • Implement lessons that are part of the reading and writing curriculum with teacher guidance and supervision.
2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.
  • Use a wide range of instructional approaches selected and supervised by the teacher.
2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
  • With guidance from teachers, select and use a wide range of materials.

 

Standard 3: Assessment and Evaluation

Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.

Elements Evidence that demonstrates competence may include, but is not limited to
3.1: Understand types of assessments and their purposes, strengths, and limitations.
  • Demonstrate an understanding of established purposes for assessing student performance.
3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
  • Administer assessments under the direction of certified personnel.
3.3: Use assessment information to plan and evaluate instruction.
  • Support teachers in data collection and record keeping.
3.4: Communicate assessment results and implications to a variety of audiences.
  • Understand the importance of student confidentiality and acknowledge the role of certified personnel as communicators of assessment results.

 

Standard 4: Diversity

Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.

Elements Evidence that demonstrates competence may include, but is not limited to
4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
  • Recognize the forms of diversity in their own lives and understand how these may limit or enable their reading and writing.
  • Demonstrate an understanding of the forms of diversity that exist in society, with a particular focus on individual and group differences that have been used to marginalize some and privilege others.
  • Value diversity as a resource in a functioning democratic society.
4.2: Use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs, and engagement with the features of diversity.
  • Describe specific aspects of school and community experiences that can be used to reveal students' diversity and engage them in learning.
  • Assist in instructional practices that are linked to students' diversity and which also acquaint them with others' traditions and diversity.
  • Assist in instructional practices that engage students as agents of their own learning.
4.3: Develop and implement strategies to advocate for equity.
  • Use their literacy skills to assist communities that are experiencing discrimination to overcome it (e.g., volunteer in the development of or teach in an adult literacy or English as a second language program).

Standard 5: Literate Environment

Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

Elements Evidence that demonstrates competence may include, but is not limited to
5.1: Design the physical environment to optimize students' use of traditional print, digital, and online resources in reading and writing instruction.
  • Assist classroom teachers in developing and maintaining physical arrangements of traditional print, digital, and online resources that facilitate reading and writing instruction.
5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write.
  • Assist classroom teachers in creating and maintaining positive social environments.
5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback).
  • Understand how and why classroom teachers use specific routines.
  • Assist classroom teachers in creating and maintaining those routines.
5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
  • Use a variety of instructional grouping options selected by and supervised by the classroom teachers.
  • In consultation with the teachers, adjust instructional groupings to ensure that the diverse needs of learners are being met.

 

Standard 6: Professional Learning and Leadership

Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.

Elements Evidence that demonstrates competence may include, but is not limited to
6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. Not applicable
6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
  • Respect the importance of confidentiality.
  • Care for the well-being of students.
  • Demonstrate a belief that all students can learn.
  • Demonstrate a curiosity and interest in practice that results in student learning.
6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
  • Participate with teachers in professional development experiences designed to improve student learning.
6.4: Understand and influence local, state, or national policy decisions.
  • Recognize that policy mandates influence their responsibilities.

Reference

McKenna, M.C., & Stahl, K.A.D. (2009). Assessment for reading instruction (2nd ed.). New York: Guilford.