International Reading Association Standards for Reading
Teachers and Coaches
compared with Alabama Reading Initiative Standards for Reading Teachers and
Coaches
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IRA Standards for reading coaches |
ARI Reading Teachers . . . | ARI Reading Coaches . . . |
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1. Foundational Knowledge 1.1 Know Learning theory, theory related to practice in classroom, and how they relate to theory Explain, compare, contrast and critique. 1.2 Know reading research and histories of reading – summarize! 1.3 Know language development and reading acquisition and variations related to language/cultural diversity 1.4 Knowledge of major components of reading, motivation and how they’re integrated in fluent reading. |
Know how to develop
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Knowledge base not mentioned in Essential Skills document. |
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2.
Instructional Strategies
and Curriculum Materials Use grouping options Use wide range of practices Use wide range of materials in effective instruction for learners of all backgrounds |
-Reading teacher must know how to organize a classroom in ways that maximize instructional time and student learning. -Reading teacher must know how to implement instructional strategies. -Organize flexible and varied groupings to meet students’ needs. -Use instructional materials and activities appropriate for student level of literacy development. |
The Reading Coach must know how to implement school-wide practices that substantially accelerate the learning of struggling readers by promoting specialized reading instruction that is explicit, intensive, accelerated, and provides ample practice Make available student materials that ensure students read at their instructional reading level throughout the school day. Align reading standards, instruction, and measures of learning. Select reading programs based on their compatibility with scientific research. |
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3. Assessment, Diagnosis, and Evaluation – place along developmental continuum, identify strengths and weaknesses Use wide range of tools from individual to standardized group assessments including technology based Use information to plan, evaluate and revise instruction Communicate results effectively to stakeholders. |
Know how to use assessment instruments, procedures, and data for teaching, planning, grouping, pacing, content, materials, and presentation and to identify student difficulties, and adjust instruction to monitor progress. Communicate assessment results with stakeholders, |
Monitor student progress in ways that inform teaching and motivate learners. Assist administrators in organizing literacy leadership teams that review assessment data and develop literacy plans for schools |
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4.
Creating a Literate
Environment Use student’s interests, abilities and backgrounds for reading and writing Use broad supply of many types of materials including technology-based info, and non-print materials Model reading and writing, Motivate learners to be lifelong readers. |
-Organize reading materials for easy access to accommodate students’ various reading levels and interests. -Schedule large amounts of time for daily instruction in reading and related language arts. -Increase indirect vocabulary development through conducting oral language activities, scheduling independent reading time, motivating students’ independent reading, and providing opportunities for students to share their response to independent reading. |
The Reading Coach must be able to cultivate a community of learners that value collaborative problem solving- Influence School Climate and School wide Commitment to 100% Literacy. -Secure commitment of all adults to implement a school wide research-based, comprehensive reading plan that features systematic collection, analysis, and use of student performance data -Provide an essential link among teachers on a grade level or within a department; across grade levels and across departments; and between faculty and administrators. - Create practices that motivate struggling readers and reward their progress. |
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5.
Professional
Development Display positive approach to teaching and reading Pursue development of professional knowledge Work with colleagues to observe evaluate and provide feedback Participate in, initiate, implement, and evaluate professional development. |
Classroom management: Teachers must know how to organize a classroom in ways that maximize instructional time and student learning. - Enable students to use responsible, appropriate, and independent classroom behavior. - Schedule, organize, and manage meaningful learning activities for students who are not working directly with teachers |
The
Reading Coach must know how to facilitate
professional development that results in
improved student reading achievement. Build collaborative, professional relationships among administrators, faculty, and staff. |