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Candidates have knowledge of the literacy processes and know how to apply the results of evidence-based literacy research (qualitative and quantitative) to instructional practices. Literacy is defined as:
Candidates demonstrate knowledge of the assessment/instruction cycle (data analysis, universal screening, diagnostic, progress monitoring, formative, summative), and how to use a variety of assessment tools and practices to plan and evaluate evidence-based literacy instruction.
Candidates have knowledge of a wide range of instructional practices, approaches, methods, and curriculum materials to support literacy instruction.
Candidates foster literacy development by using instructional practices, curriculum materials and the appropriate use of assessments to create a literate environment.
Candidates view professional development as a career-long effort and responsibility.
Candidates demonstrate a deep understanding of the pedagogical knowledge and practice specific to the teaching of literacy.