Reading Teacher (Grades K–12) Subtest 1
Subarea III: Literate and Professional Environment
0007
Understand how to create and maintain a literate environment in the classroom and school.
- understanding the importance of and strategies for using students' interests; reading abilities; and cognitive, cultural, or linguistic backgrounds as foundations for the reading program and for promoting all students' ongoing development in reading and writing
- understanding the importance of and strategies for promoting a shared vision that all students can develop effective literacy skills
- demonstrating knowledge of key components of an effective reading program (e.g., explicit instruction, guided practice, independent reading, read-aloud, text discussions, opportunities for response, reading and writing across the curriculum), and recognizing effective strategies and organizational structures for fostering these components both in the classroom and schoolwide
- demonstrating knowledge of the importance of motivation and engagement in reading and strategies for creating and maintaining a motivating, culturally responsive, and literate classroom and school environment by providing authentic, engaging reasons to read and write, by using literature and other texts to engage students in dialogue, critical thinking, and reflection around issues that are important to them (e.g., social justice, school culture)
- applying knowledge of ways to promote students' critical literacy skills (e.g., encouraging students to question what they are reading and to analyze texts from multiple viewpoints or perspectives)
- demonstrating knowledge of strategies for integrating technology into reading instruction to create and maintain an environment that emphasizes both conventional and new literacies, including digital literacy, and ensures equity of access to technology for all students
- understanding the importance of and strategies for facilitating home–school connections that support students' literacy development
0008
Understand the role of the reading professional, including how to foster ongoing professional development in literacy.
- applying knowledge of strategies for serving as a role model to colleagues (e.g., displaying positive attitudes toward literacy in the school and district, actively engaging in effective reading and writing practices)
- applying knowledge of strategies for promoting and facilitating ongoing self-reflection related to teaching and student learning in the area of literacy
- applying knowledge of strategies for keeping well-informed in the field of reading (e.g., through professional publications, organizations, and conferences) and for sharing up-to-date knowledge of literacy development with colleagues
- applying knowledge of effective ways to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners
- applying knowledge of strategies for collaborating with and providing guidance for colleagues who seek support for classroom instruction in literacy, including applying knowledge of effective coaching practices (e.g., how to provide constructive feedback on instructional practice, how to encourage colleagues' self-reflection)
- applying knowledge of ways to consult with and advocate on behalf of teachers, students, families, and communities to promote effective literacy practices and policies in the school
- applying knowledge of strategies for engaging in, initiating, implementing, and evaluating professional development programs in the field of reading, including actively seeking opportunities to participate in learning communities and professional organizations in the field and working collaboratively with administrators and/or district leadership to promote sustainable literacy initiatives and systems of support
- demonstrating knowledge of current state and federal legislation related to the field of reading
- demonstrating knowledge of methods for creating and advocating for inclusive and affirming classroom and school environments
View Cart