Administrative Rules of Montana
Department 10 - EDUCATION
Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS
Subchapter 10.58.5 - Teaching Areas: Specific Standards
Rule 10.58.521 - READING SPECIALISTS K-12
Universal Citation: MT Admin Rules 10.58.521
Current through Register Vol. 18, September 20, 2024
(1) The program requires that successful candidates:
(a)
demonstrate knowledge of major theoretical, conceptual, historical, and
evidence-based foundations of literacy and language, the ways in which they
interrelate, their correlation to the Montana Content Standards, and the role
of the reading/literacy specialist in schools. Successful candidates
demonstrate knowledge of the following:
(i)
components of reading development, including, but not limited to, concepts of
print, phonological awareness, phonics, word recognition, fluency, vocabulary,
and comprehension throughout the grades and their relationship with other
aspects of literacy;
(ii) aspects
of writing development and writing processes, including, but not limited to,
revising and audience, and writing foundational skills, including, but not
limited to, spelling sentence construction and word processing and their
relationship with other aspects of literacy;
(iii) components of language, including, but
not limited to, language acquisition, structure of language, conventions of
standard English, vocabulary acquisition and use, speaking, listening, viewing,
and visually representing and their relationship with other aspects of
literacy; and
(iv) knowledge and
awareness of the distinct and unique cultural heritage of American Indians and
tribes in Montana;
(b)
create and engage their students in literacy practices that develop awareness,
understanding, respect, and a valuing of differences in our society by:
(i) recognizing, understanding, and valuing
the forms of diversity that exist in society and their importance in learning
to read and write;
(ii) using a
literacy curriculum and engaging in instructional practices that positively
impact students' knowledge, beliefs, and engagement with the features of
diversity; and
(iii) developing and
implementing strategies to advocate for equality of educational opportunity and
to develop the full educational potential of each student;
(c) use foundational knowledge to design
literacy curricula to meet the unique needs of learners by:
(i) designing, selecting, critiquing,
adapting, and evaluating evidence-based literacy curricula that meet the needs
of all learners;
(ii) designing,
selecting, adapting, teaching, and evaluating evidence-based instructional
approaches, using both informational and narrative texts to meet the literacy
needs of whole class and groups of students in the academic disciplines and
other subject areas, and when learning to read, write, listen, speak, view, or
visually represent;
(iii)
selecting, adapting, teaching, and evaluating evidence-based, supplemental, and
intervention approaches and programs while using instruction that is explicit,
intense, and provides adequate scaffolding to meet the literacy needs of
individual and small groups of students, especially those who experience
difficulty with reading and writing; and
(iv) demonstrating the ability to collaborate
with school-based educators in developing, implementing, and evaluating
literacy instructional practices and curriculum;
(d) understand, select, and use valid,
reliable, fair, and appropriate assessment tools to screen, diagnose, and
measure student literacy achievement; inform instruction and evaluate
interventions; assist teachers in their understanding and use of assessment
results; and advocate for appropriate literacy practices to relevant
stakeholders by:
(i) understanding the
purposes, attributes, formats, strengths/limitations (including, but not
limited to, validity, reliability, inherent language and culture, and dialect),
and influences of various types of tools in a comprehensive literacy and
language assessment system and applying that knowledge when using assessment
tools;
(ii) collaborating with
colleagues to administer, interpret, and use for decision making student
assessment, instruction, intervention, and evaluation for individuals and
groups of students;
(iii)
participating in and leading professional learning experiences to assist
teachers in selecting, administering, analyzing, interpreting assessments, and
using results for instructional decision making in classrooms and schools;
and
(iv) using both written and
oral communication to explain assessment results and advocate for appropriate
literacy and language practices to a variety of stakeholders, including
students, administrators, teachers, other educators, and
parents/guardians;
(e)
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; and foster a positive climate that supports a literacy-rich
learning environment by:
(i) consulting with
families and colleagues to meet the developmental needs of all
learners;
(ii) collaborating with
school personnel and providing opportunities for student choice and engagement
with a variety of print and digital materials to engage and motivate all
learners;
(iii) integrating digital
technologies into their literacy instruction in appropriate, safe, and
effective ways and assisting colleagues in these efforts; and
(iv) facilitating efforts to foster a
positive climate that supports the physical and social dimensions of a
literacy-rich learning environment, including knowledge of routines, grouping
structures, student voice, and social interactions;
(f) demonstrate ability to be reflective
literacy professionals who critically analyze and synthesize research, policy,
and promising practices; work collaboratively with individuals and groups of
colleagues; demonstrate their coaching skills; and advocate on behalf of
students and families by:
(i) reflecting on
their work, belonging to professional organizations, and as critical consumers
of research, policy, and practices, sharing findings with colleagues and other
stakeholders;
(ii) designing,
facilitating, and leading professional learning experiences for groups
including, but not limited to, data team meetings, professional learning
communities, grade-level teams, academic department teams, and workshops while
using collaborative data collection, analysis, and decision-making
processes;
(iii) using their
knowledge of adult learning to support teacher inquiry and reflectivity through
coaching tools and processes including, but not limited to, modeling, problem
solving, observation feedback cycles, and coteaching in their work with
teachers; and
(iv) facilitating and
working with teachers and other school leaders to advocate on behalf of
students and families, for effective literacy programs, practices, and
policies.
AUTH: 20-2-114, MCA; IMP: 20-2-121, MCA
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