2010 Standards for Reading Professionals: International Reading Association

These are only a portion of the standards, those that pertain specifically to the role of the reading
specialist/coach. For a complete listing of the standards, please refer to the webpage:
http://www.reading.org/resources/issues/reports/professional_standards.html
Standard 1. . Foundational Knowledge.
Candidates understand the theoretical and evidence-based foundations of reading and writing processes
and instruction.
Evidence that deonstrates co!etence a" include# $ut is not liited to# the following %Reading
S!ecialist&'iterac" (oach (andidates)
. !nderstand ma"or 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 #nowledge, and reading-
writing connections.
Interpret major theories of
reading and writing
processes and development
to understand the needs of
all readers in diverse
context.
$ have read and interpreted ma"or theories of literacy through my
graduate program. $ understand the processes, development, and needs
of all the variety of readers.
%s a reading specialist, $ will continue to follow up on the changes
literacy and the theories. $ will share my #nowledge with my
cowor#ers, so that we are providing our students with the best practice
that is out there.
Analyze classroom
environment quality for
fostering individual
motivation to read and
write (e.g., access to print,
choice, challenge, and
interests.)
$n my classroom, each child had their own bas#et with boo#s at their
level that they pic#ed to read. That way the students were reading
boo#s that they wanted to read at their instructional level.
%s a reading specialist, $ would suggest that the teacher have a literacy
rich classroom in which students had access to many different genres
of reading. The classroom should be filled with student wor#, diverse
te&ts, and words they can use in their writing.
emonstrate a critical
stance toward the
scholarship of the
profession.
%s a teacher, you 'uic#ly begin to reali(e the difficulty of #nowing
what is best for your students and ever changing research in the field
of education. )ne year you are wor#ing with this program and then
the ne&t you aren*t.
%s a reading specialist, $ will have to be up-to-date with the most
current stuff. $t will be my responsibility to attend professional
development and #eep up on my reading to share with my cowor#ers.
+ou want to ma#e sure you are on your ,%- game when it comes to
educating teachers and students.
!ead and understand the
literature and research
a"out factors that
contri"ute to reading
success (e.g., social,
cognitive, and physical.)
%s a teacher, you begin to reali(e that many students have several
factors that impact their education. .ome factors include social,
cognitive, economics, and physical factors that are outside of the
classroom. The teacher needs to ma#e sure they try and meet all the
needs of the students.
%s a specialist, $ will help the classroom teacher meet the demands of
her students. $f she needs help with getting boo#s to a child, then $
will ma#e sure that the child gets boo#s in their home. $f it is a social
thing, then $ will meet with the child and ma#e a buddy group to help
the child find friends he/she can relate to and wor# with. $ will be the
teachers go to person/
Inform other educators
a"out major theories of
reading and writing
processes, components, and
development with
supporting research
evidence, including
information a"out the
relationship "etween the
culture and native
language of #nglish
learners as a support
system in the learning to
read and write in #nglish.
%s a classroom teacher, you have to ma#e sure that you are meeting
everyone*s needs. +ou have to loo# at the research for reading and
writing and go with what is going to wor# for your student. 0a#e sure
that your classroom is rich with multi-cultural material and that each
child feels safe in your classroom.
%s a reading specialist, it is my "ob to provide resources for the teacher
and student. $ will need to again stay up-to-date with the latest
information and resources, so that $ can forward that onto my co-
wor#ers.
.1 !nderstand the historically shared #nowledge of the profession and changes over time in the
perceptions of reading and writing development, processes, and components.
Interpret and summarize
historically shared
$nowledge (e.g.,
instructional strategies and
theories) that addresses the
needs of all readers.
2epending on how long someone has been teaching, ,best practices-
for reading will continue to change. +ou have to stay on your toes and
ma#e sure you are using what the research says wor#s. +ou want to
ma#e sure that as a teacher you use a variety of teaching styles and
techni'ues that will benefit the students.
%s a reading specialist, $ will ma#e sure that $ am up-to-date on what
is best for the students. 3hat wor#s for on student/teacher may not
wor# with someone else. $ will need to ma#e sure that $ am geared
with a variety of strategies to use for different needs.
Inform educators and
others a"out the
historically shared
$nowledge "ase in reading
and writing and its role in
reading education.
%s a reading specialist, $ will need to be able to give the teachers a
variety of strategies that may wor# in their classrooms. $ will use the
theories and strategies to demonstrate what may wor# and what may
be wrong with the lesson or instruction to the students.
.4 !nderstand the role of professional "udgment and practical #nowledge for improving all students*
reading development and achievement.
%odel fair&mindedness,
empathy, and ethical
"ehavior when teaching
students and wor$ing with
other professionals.
%s a teacher, $ believe that children can have bad days and good days.
$f they ma#e a mista#e, then $ allow them to learn from it and improve
their day. $ want them to #now, that it*s o# if they mess up, but they
must fi&/reflect on how they will ma#e it better ne&t time.
The golden rule is, ,Treat others how you want to be treated,- and that
is how $ will be as a reading specialist. 5very student and adult will be
allowed to participate in all activities and discussions that $ have.
5veryone will feel welcomed and safe to as# for help when needed.
+ou want the teachers to feel li#e you are part of their team.
'ommunicate the
importance of fair&
mindedness, empathy, and
ethical "ehavior in literacy
instruction and
professional "ehavior.
%s a teacher, the students #now from the beginning that $ am fair, but $
mean what $ say. $ will always wor# with a student if they are willing
to wor# with me. $ don*t ever want a student to feel li#e they are
worthy enough to do something.
%s a reading specialist, $ will share my ideas with my cowor#ers and
all it is important for their students to see the fairness in their teachers
instruction and support. $ will remind them that you don*t ever want a
child to feel li#e they aren*t good enough because every child is.
Standard 2. (urriculu and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced
curriculum to support student learning in reading and writing.
Evidence that deonstrates co!etence a" include# $ut it not liited to# the following*Reading
S!ecialist&'iterac" (oach (andidates)
1. !se foundational #nowledge to design or implement an integrated, comprehensive, and balanced
curriculum
emonstrate an
understanding of the
research and literature that
undergirds the reading and
writing curriculum
instruction for all pre&(&)*
students.
evelop and implement the
curriculum to meet the
specific needs of students
who struggle with reading.
+upport teachers and other
personnel in the design,
implementation, and
evaluations of the reading
and writing curriculum for
all students.
,or$ with teachers and
other personnel in
developing a literacy
curriculum that has vertical
and horizontal alignment
across pre&(&)*.
1.1 !se appropriate and varied instructional approaches, including those that develop word recognition,
language comprehension, strategic #nowledge, and reading-writing connections.
-se instructional
approaches supported "y
literature and research for
the following areas.
concepts of print, phonemic
awareness, phonics,
voca"ulary,
comprehension, fluency,
critical thin$ing,
motivation, and writing.
/rovide appropriate in&
depth instruction for all
readers and writers,
especially those who
struggle with reading and
writing.
+upport classroom teachers
and education support
personnel to implement
instructional approaches
for all students.
As needed, adapt
instructional materials and
approaches to meet the
language&proficiency needs
of #nglish learners and
students who struggle to
learn to read and write.
1.4 !se a wide range of te&ts 6e.g., narrative, e&pository, and poetry7 from traditional print, digital, and
online resources.
emonstrate $nowledge of
and a critical stance
toward a wide variety of
quality traditional print,
digital, and online
resources.
+upport classroom teachers
in "uilding and using a
quality, accessi"le
classroom li"rary and
materials collection that
meets the specific needs
and a"ilities of all learners.
0ead colla"orative school
efforts to evaluate, select,
and use a variety of
instructional materials to
meet the specific needs and
a"ilities of all learners.
Standard +. Assessent and Evaluation.
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading
instruction.
Evidence that deonstrates co!etence a" include# $ut is not liited to# the following*Reading
S!ecialist&'iterac" (oach (andidates)
4. !nderstand types of assessment and their purposes, strengths, and limitations.
emonstrate an
understanding of the
literature and research
related to assessments and
their uses and misuses.
emonstrate and
understanding of
esta"lished purposes for
assessing the performance
of all readers, including
tools for screening,
diagnosing, progress
monitoring, and measuring
outcomes.
!ecognize the "asic
technical adequacy of
assessments (e.g.,
relia"ility, content, and
construct validity.)
#xplain district and state
assessment framewor$s,
proficiency standards, and
student "enchmar$s.)
4.1 .elect, develop, administer, and interpret assessments, both traditional print and electronic, for
specific purposes.
Administer and interpret
appropriate assessments
for students, especially
those who struggle with
reading and writing.
'olla"orate with and
provide support to all
teachers in the analysis of
data, using the assessment
results of all students.
0ead school wide or larger
scale analyses to select
assessment tools that
provide a systematic
framewor$ for assessing
the reading, writing, and
language growth of all
students.
4.4 !se assessment information to plan and evaluate instruction.
-se multiple data sources
to analyze individual
readers1 performance and
to plan instruction and
intervention.
Analyze and use
assessment data to examine
the effectiveness of specific
intervention practices and
students1 responses to
instruction.
0ead teachers in analyzing
and using classroom,
individual, grade&level, or
school wide assessment
data to ma$e instructional
decisions.
/lan and evaluate
professional development
initiatives using assessment
data.
4.8 Communicate
assessment results and
implications to a variety of
audiences.
Analyze and report
assessment results to a
variety of appropriate
audiences for relevant
implications, instructional
purposes, and
accounta"ility.
emonstrate the a"ility to
communicate results of
assessments to various
audiences.
Standard ,. -iversit"
Candidates create and engage their students in literacy practices that develop awareness, understanding,
respect, and a valuing of differences in our society.
Evidence that deonstrates co!etence a" include# $ut is not liited to# the following*Reading
S!ecialist&'iterac" (oach (andidates)
8. 9ecogni(e, understand, and value the forms of diversity that e&ist in society and their importance in
learning to read and write.
emonstrate an
understanding of the ways
in which diversity
influences the reading and
writing development of
students, especially those
with reading and writing.
Assist teachers in
developing reading and
writing instruction that is
responsive to diversity.
Assist teachers in
understanding the
relationship "etween first&
and second&language
acquisition and literacy
development.
#ngage the school
community in
conversations a"out
research on diversity and
how diversity impacts
reading and writing
development.
8.1 !se a literacy curriculum and engage in instructional practices that positively impact students*
#nowledge, beliefs, and engagement with the features of diversity.
/rovide differentiated
instruction and
instructional materials,
including traditional print,
digital, and online
resources that capitalize on
diversity.
+upport classroom teachers
in providing differentiated
instruction and developing
students as agents of their
own literacy learning.
+upport and lead other
educators to recognize
their own cultures in order
to teach in ways that are
response to students1
diverse "ac$grounds.
'olla"orate with others to
"uild strong home&to&
school and school&to&home
literacy connections.
/rovide support and
leadership to educators,
parents and guardians,
students, and other
mem"ers of the school
community to valuing the
contri"utions of diverse
people and traditions to
literacy learning.
8.4 2evelop and implement strategies to advocate for e'uity.
/rovide students with
linguistic, academic, and
cultural experiences that
lin$ their communities with
the school.
Advocate for change in
societal practices and
institutional structures that
are inherently "iased or
prejudiced against certain
groups.
emonstrate how issues of
inequity and opportunities
for social justice activism
and resiliency can "e
incorporated into the
literacy curriculum.
'olla"orate with teachers,
parents and guardians, and
administrators to
implement policies and
instructional practices that
promote equity and draw
connections "etween home
and community literacy
and school literacy.
Standard .. 'iterate Environent
Candidates create a literate environment that fosters reading and writing by integrating foundational
#nowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate
use of assessments.
Evidence that deonstrates co!etence a" include# $ut is not liited to# the following*Reading
S!ecialist&'iterac" (oach (andidates)
:. 2esign the physical environment to optimi(e students* use of traditional print, digital, and online
resources in reading and writing instruction.
Arrange instructional areas
to provide easy access to
"oo$s and other
instructional materials for
a variety of individual,
small&group, and whole&
class activities and support
teachers in doing the same.
%odify the arrangements to
accommodate students1
changing needs.
:.1 2esign a social environment that is low-ris#, includes choice, motivation, and scaffolded support to
optimi(e students* opportunities for learning to read and write.
'reate supportive social
environments for all
students, especially those
who struggle with reading
and writing.
%odel for and support
teachers and other
professionals in doing the
same for all students.
'reate supportive
environments where
#nglish learners are
encouraged and given
many opportunities to use
#nglish.
:.4 !se routines to support reading and writing instruction 6e.g., time allocation, transitions from one
activity to another; discussion, and peer feedbac#.7
-nderstand the role of
routines in creating and
maintaining positive
learning environments for
reading and writing
instruction using
traditional print, digital,
and online resources.
'reate effective routines for
all students, especially
those who struggle with
reading and writing.
+upport teachers in doing
the same for all readers.
:.8 !se a variety of classroom configurations 6i.e., whole class, small group, and individual7 to
differentiate instruction.
-se evidence&"ased
grouping practices to meet
the needs of all students,
especially those who
struggle with reading and
writing.
+upport teachers in doing
the same for all students.
-se literature and research
findings a"out adult
learning, organizational
change, professional
development, and school
culture in wor$ing with
Standard /: Professional 'earning and 'eadershi!
Candidates recogni(e the importance of, demonstrate, and facilitate professional learning and
leadership as a career-long effort and responsibility.
Evidence that deonstrates co!etence a" include# $ut is not liited to# the following*
Reading S!ecialist&'iterac" (oach (andidates)
<. 2emonstrate foundational #nowledge of adult learning theories and related research about
organi(ational change, professional development, and school culture.
teachers and other
professionals.
-se $nowledge of students
and teachers to "uild
effective professional
development programs.
-se the research "ase to
assist in "uilding an
effective, school wide
professional development
program.
<.1 2isplay positive dispositions related to their own reading and writing and the teaching of
reading and writing, and pursue the development of individual professional #nowledge and
behaviors.
Articulate the research "ase
related to the connections
among teacher dispositions,
student learning, and the
involvement of parents,
guardians, and the
community.
/romote the value of reading
and writing in and out of
school "y modeling a positive
attitude toward reading and
writing with students,
colleagues, administrators,
and parents and guardians.
2oin and participate in
professional literacy
organizations, symposia,
conferences, and wor$shops.
emonstrate effective
interpersonal,
communication, and
leadership s$ills.
emonstrate effective use of
technology for improving
student learning.
<.4 =articipate in, design, facilitate, lead, and evaluate effective and differentiated professional
development programs.
'olla"orate in planning,
leading, and evaluating
professional development
activities for individuals and
groups of teachers. Activities
may include wor$ing
individually with teachers
(e.g., modeling, co&planning,
co&teaching, and o"serving) or
with groups (e.g., teacher
wor$shops, group meetings,
and online learning.)
emonstrate the a"ility to hold
effective conversations (e.g.,
for planning and reflective
pro"lem solving) with
individuals and groups of
teachers, wor$ colla"oratively
with teachers and
administrators, and facilitate
group meetings.
+upport teachers in their
efforts to use technology in
literacy assessment and
instruction.
<.8 !nderstand and influence local, state, and national policy decisions.
emonstrate an understanding
of local, state, and national
policies that affect reading and
writing instruction.
,rite or assist in writing
proposals that ena"le schools
to o"tain additional funding to
support literacy efforts.
/romote effective
communication and
colla"oration among
sta$eholders, including parents
and guardians, teachers,
administrators, policyma$ers,
and community mem"ers.
Advocate with various groups
(e.g., administrators, school
"oards, and local, state, and
federal policyma$ing "odies)
for needed organizational and
instructional changes to
promote effective literacy
instruction.