Standards for Reading Professionals

The International Reading Association’s 2010 Standards for Reading Professionals describes what reading professionals should know and be able to do. The standards describe the literacy process and the teaching proficiencies professionals should possess to effectively apply that knowledge. The following revised Standards for Reading Professionals were adopted by the IRA in 2010, replacing the earlier 2003 revision. With the addition of a new diversity standard, Standards 2010 addresses the urgent need for preparing reading professionals to teach today’s increasingly diverse student population.

INSTRUCTIONS: You are to provide concrete, specific examples from ALL OF your reading & writing program specialization core courses—REOL and ENOL courses ONLY  [and if applicable, your two your reading & writing program specialization elective courses] to address your attainment of the IRA standards. You should review the courses you have had in order to respond fully. Your examples should explain how you have attained these standards in your teaching practice.  If you do not have your own classroom, then draw upon your field experience observations and lessons for your examples. Clear communication requires that you provide sufficient detail to explain the example fully.

Course
 IRA Standard 1: Foundational Knowledge
Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.
 1.1Candidates 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.
EXAMPLE    
 1.2Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
EXAMPLE    
 1.3Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
EXAMPLE    
 
IRA Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
 2.1Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
EXAMPLE    
 2.2Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
EXAMPLE    
 2.3Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
EXAMPLE    

 

IRA Standard 3: Assessment and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.
   3.1Candidates understand types of assessments and their purposes, strengths, and limitations.
EXAMPLE    
 3.2Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
EXAMPLE    
 3.3Candidates use assessment information to plan and evaluate instruction.
EXAMPLE    
 3.4Candidates communicate assessment results and implications to a variety of audiences.
EXAMPLE    
 
IRA 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.
 4.1Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
EXAMPLE    
 4.2Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
EXAMPLE    
   4.3Candidates develop and implement strategies to advocate for equity.
EXAMPLE    
 
IRA 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.
 5.1Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.
EXAMPLE    
 5.2Candidates 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.
EXAMPLE      
 5.3Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
EXAMPLE      
 5.4Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
EXAMPLE      
 
IRA 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.
 6.1Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
EXAMPLE  
 6.2Candidates 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.
EXAMPLE  
 6.3Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
EXAMPLE  
 6.4Candidates understand and influence local, state, or national policy decisions.
EXAMPLE  

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