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T.O.C. by NCDPI & NCATE Standards
 

RE 5100 Exams

Word Study

Case Studies  

Classroom Technology

Research

IRIs

Wordless Picture Book Unit

Children's Literature Reflections

Multigenre Unit

Memoir Assignment

Advanced Learners Lessons

Social Justice Project

NCDPI & NCATE Standards

IRA Standards Alignment
 

Teachers granted the Master's degree license are expected to have demonstrated the following knowledge, skills, and dispositions which are derived from research findings, reports of best practice, and the National Board for Professional Teaching Standards and are aligned with NCATE and IRA standards.

 Indicators:

• Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
• Demonstrate knowledge of reading research and histories of reading.
• Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity.
• Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.

Indicators:

• Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes.
• Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.
• Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.

Standard 3. Assessment, Diagnosis, and Evaluation.  Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.  As a result, candidates:

Indicators:

• Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
• Place students along a developmental continuum and identify students’ proficiencies and difficulties.
• Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students including those at different developmental stages and those from diverse cultural and linguistic backgrounds.
• Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).

 

Standard 4. Creating a Literate Environment.  Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.  As a result, candidates:

Indicators:

• Use students’ interests, reading abilities and backgrounds as foundations for the reading and writing program.
• Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds.
• Model reading and writing enthusiastically as valued life-long activities.
• Motivate learners to be life-long readers.

Standard 5. Professional Development.  Candidates view professional development as a career-long effort and responsibility.  As a result, candidates:

Indicators:

• Display dispositions related to reading and the teaching of reading.
• Continue to pursue the development of professional knowledge and dispositions.
• Work with colleagues to observe, evaluate, and provide feedback on each other’s practice.
• Participate in, initiate, implement, and evaluate professional development programs.

International Reading Association Standards: Alignment