Style Guide

Standards for the Preparation of Literacy Professionals 2017

Standard 1: Foundational Knowledge

Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.

Standard 2: Curriculum and Instruction

Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.

Standard 3: Assessment and Evaluation

Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results; advocate for appropriate literacy practices to relevant stakeholders.

Standard 4: Diversity and Equity

Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.

Standard 5: Learners and the Literacy Environment

Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.

Standard 6: Professional Learning and Leadership

Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.

Standard 7: Practicum/Clinical Experiences

Candidates apply theory and best practice in multiple supervised practicum/clinical experiences.

 

Categories of Professional Roles

Specialized Literacy Professionals

  • Reading/Literacy Specialist: The primary role of reading/literacy specialists is an instructional one, in which these professionals work predominantly with students who are experiencing difficulties with reading and writing, in grades pre-K–12.
  • Literacy Coach: The primary role of literacy coaches is to work with individual and groups of teachers and to facilitate schoolwide improvement of literacy teaching and learning (pre-K–12).
  • Literacy Coordinator/Supervisor: The role of literacy coordinators/supervisors is to lead, coordinate, and/or evaluate the literacy program in schools (pre-K–12) or districts.

Classroom Teachers

  • Pre-K/Primary: Pre-K/primary classroom teachers are professionals responsible for teaching language and literacy to young children (generally ages 4–7, though ages vary by state). These professionals teach in either self-contained or departmentalized settings. These professionals may also be responsible for teaching content (e.g., social studies, science).
  • Elementary/Intermediate: Elementary/intermediate classroom teachers are professionals responsible for teaching language and literacy to students (generally ages 7–11, though ages vary by state).  These professionals may teach in either self-contained or departmentalized settings. These professionals may also be responsible for teaching content, (e.g., social studies, science).
  • Middle/High School: Middle/high school classroom teachers are professionals responsible for teaching language and literacy to students (generally ages 11–18, though ages vary by state) in one of the academic disciplines (i.e., science, math, English, and history) at either the middle or high school level.

Principals

Teacher Educators

Literacy Partners (parents and families, allied professionals, community agencies and volunteers, teaching assistants)