Learning Goals & Objectives
Learning Goal 1
Candidates in the literacy program will demonstrate content, pedagogical, and professional knowledge necessary for successful performance in their field.
- Demonstrate understanding of 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.
- Demonstrate understanding of the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
- Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
- Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
Learning Goal 2
Candidates in the literacy program will demonstrate professional skills and dispositions necessary for successful performance in their field.
- Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
- Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections
- 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.
Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction
- Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Learning Goal 3
Candidates in the literacy program will demonstrate willingness to use their skills to benefit and serve society. Within the contexts of their work, candidates promote authentic learning, social and emotional development, and a commitment to social justice in environments that foster respect for diversity and the dignity of all.
- Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity
Develop and implement strategies to advocate for equity.
- 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.
Learning Goal 4
Candidates in the literacy program will demonstrate self-reflection as a habit of mind, continuously assessing and refining their professional practice as they construct a rich repertoire of research-based knowledge, skills, and attitudes for effective performance ensuring that all students and/or clients have optimal opportunities to learn and grow.
- Demonstrate understanding of the role of professional judgment and practical knowledge for improving all students’ reading development and achievement
- Demonstrate understanding of the types of assessments and their purposes, strengths, and limitations.
- Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes
Learning Goal 5
Candidates in the literacy program will become adept at applying their acquired knowledge in the process of evaluating their own professional performance and decision-making with respect to its impact on students and/or clients, organizations, and the wider community.
- Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
- Demonstrate understanding of and influence local, state, or national policy decisions.
- Use assessment information to plan and evaluate instruction.
Communicate assessment results and implications to a variety of audiences.