Liberty University
ADVANCED COMPETENCY ASSESSMENT
Reading Specialist (Grades preK-12)
Instructions:
Responses for the Advanced Competency Assessment will be submitted online using the link provided by e-mail.
Please refer to the descriptions below and choose the level that BEST describes the intern’s performance level based
on your observations during the internship and the candidate’s portfolio contents.
Proficient level behaviors describe candidates who are prepared for an entry-level position as a reading specialist.
Proficient level performance, or above, is expected for all interns who successfully complete the program.
Advanced level behaviors describe candidates who demonstrate the understanding and experience for a supervisory-
level position, such as supervising other reading specialists. Advanced level performance is expected in one or more
categories for interns who successfully complete the program.
Developing level behaviors describe candidates who are prepared for an entry-level position as a classroom teacher,
not a reading specialist. Developing level performance is below the expectation for interns who successfully
complete the program. Please provide a comment below for any rating at the Developing level.
READING SPECIALIST COMPETENCIES [Knowledge, Skills, Dispositions]
1 Foundational knowledge, beliefs, and dispositions Candidates have knowledge of the foundations of reading and
writing processes and instruction. As a result, reading specialist/literacy coach candidates:
Advanced = 3 points Proficient = 2 points Developing = 1 point
[Reading specialist supervisor] [Reading specialist candidate] [Classroom teacher candidate]
1.1 Summarize empirical evidence 1.1 Refer to major theories in the RESUBMISSION REQUIRED
related to a wide range of theories; foundational areas as they relate to 1.1 Recognize foundational theories related
conduct and publish research to reading; explain, compare, contrast, and to practices and materials they use in the
contribute to the knowledge base. critique the theories. classroom.
1.2 Articulate specific knowledge bases 1.2 Summarize major reading studies 1.2 Tell how teaching practices relate to
in their particular area of research and and articulate how these studies impacted reading research; recognize historical
study. reading instruction; recount historical antecedents to contemporary methods and
developments in the history of reading. materials.
1.3 Synthesize information across 1.3 Identify, explain, compare, and 1.3 Describe when students are meeting
knowledge of learning theories and contrast the theories and research in the developmental benchmarks; know when to
teaching; explain the connections areas of language development and consult other professionals for guidance.
between theories and practice. learning to read.
1.4 Articulate and synthesize information 1.4 Determine if students are 1.4 List and define the major components
about the major components (phonemic appropriately integrating the components of reading (phonemic awareness, word
awareness, word identification and (phonemic awareness, word identification identification and phonics, vocabulary and
phonics, vocabulary and background and phonics, vocabulary and background background knowledge, fluency,
knowledge, fluency, comprehension knowledge, fluency, comprehension comprehension strategies, and motivation).
strategies, and motivation) and relate to strategies, and motivation) in fluent
instructional practices and materials. reading.
2 Instructional strategies and curriculum materials Candidates use a wide range of instructional practices,
approaches, methods, and curriculum materials to support reading and writing instruction: As a result, reading
specialist/literacy coach candidates:
2.1 Prepare and coach candidates and 2.1 Support classroom teachers and 2.1 Match instructional grouping options to
teachers to use instructional grouping paraprofessional in their use of specific instructional purposes; model and
options; provide the teachers with instructional grouping options; help scaffold procedures so students learn to
opportunities to select, use, and practice teachers select appropriate options; work effectively.
the options. demonstrate the options and explain the
evidence-based rationale for changing
configurations to best meet the needs of
all students.
2.2 Prepare and coach candidates and 2.2 Support classroom teachers and 2.2 Plan for the use of a wide range of
teachers to use a wide range of paraprofessionals in the use of a wide instructional practices, approaches, and
instructional practices, approaches, and range of instructional practices, methods, including technology-based
methods, including technology-based approaches, and methods, including practices; accommodate developmental,
practices; provide strong evidence-based technology-based practices; help teachers cultural, and linguistic differences of
rationales for selecting appropriate select appropriate options and explain the students.
options; provide opportunities for evidence-base for selecting practices to
Advanced Competency Assessment: Reading Specialist
teachers to select, to provide evidence- best meet the needs of all students; and
based rationales for their selections, and demonstrate the options in their own (and
to use and practice a wide range. demonstration) teaching.
2.3 Prepare and coach candidates and 2.3 Support classroom teachers and 2.3 Plan for the use of a wide range of
teachers to use a wide range of paraprofessionals in the use of a wide curriculum materials, guided by evidence-
curriculum materials; provide strong range of curriculum materials; help based rationale for selecting practices to
evidence-based rationales for selecting teachers select appropriate options and best meet the needs of all students
appropriate materials; provide explain the evidence base for selecting
opportunities for teachers to select, to practices to best meet the needs of all
provide evidence-based rationales for students; and demonstrate the options in
their selections, and to use and a wide their own teaching and in demonstration
range of curriculum materials. teaching.
3 Assessment, diagnosis, and evaluation Candidates use a variety of assessment tools and practices to plan and
evaluate effective reading instruction. As a result, reading specialist/literacy coach candidates:
3.1 Prepare and coach candidates and 3.1 Compare and contrast, use, interpret, 3.1 Select and administer appropriate
teachers to administer and interpret and recommend a wide range of formal and informal assessments, including
assessments appropriate for selected assessment tools and practices, ranging technology-based assessments; understand
purposes; interpret and critique technical from standardized tests to informal requirements for technical adequacy of
aspects of assessments; and articulate assessments and technology-based assessments; and interpret the results of
what comprises and effective assessment assessments; demonstrate appropriate use tests and assessments.
plan. of assessments in their practice; and train
classroom teachers to administer and
interpret these assessments.
3.2 Prepare and coach candidates and 3.2 Support the classroom teacher in the 3.2 Analyze results to place students along
teachers to place students along a assessment of individual students; and a developmental continuum; recognize
developmental continuum, with extend the assessment to further determine variability in reading levels; identify
preparation grounded in research. proficiencies and difficulties for students’ proficiencies and difficulties;
appropriate services. recognize need for referrals.
3.3 Prepare and coach candidates and 3.3 Assist the classroom teacher in using 3.3 Analyze results to plan, evaluate, and
teachers to use assessments to plan and assessment to plan instruction for all revise effective instruction for all students
revise effective instruction for all students; use in-depth assessment within an assessment/evaluation/instruction
students within an assessment information to plan individual instruction cycle.
instruction cycle; acknowledge and for struggling readers; collaborate with
understand the research supporting other education professionals to
different perspectives regarding implement appropriate reading instruction
assessment and instruction. for individual students; and collect,
analyze, and use school-wide assessment
data to implement and revise school
reading programs.
3.4 Prepare and coach candidates and 3.4 Communicate assessment information 3.4 Interpret a student’s reading profile
teachers to communicate for various to various audiences for both from assessments and communicate the
audiences (policymakers, public accountability and instructional purposes results.
officials, community members, (policymakers, public officials,
classroom teachers, and parents). community members, clinical specialists,
school psychologists, social workers,
classroom teachers, and parents).
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, reading specialist/literacy coach candidates:
4.1 Prepare and coach candidates and 4.1 Assist the classroom teacher and 4.1 Use information about children’s
teachers in gathering information relevant paraprofessional in selecting materials interests, reading abilities and backgrounds
to creating a literate environment; that match the reading levels, interests, to select materials and help students select
demonstrate how to level materials; and cultural and linguistic background of materials that match their needs.
assess the cultural and linguistic students.
appropriateness and match to student
interest; develop plans and use
technology to enhance these processes.
4.2 Prepare and coach candidates and 4.2 Assist the classroom teacher in 4.2 Select books, technology-based
teachers in selecting books, technology- selecting books, technology-based information and nonprint materials
based information, and nonprint materials information, and nonprint materials representing multiple levels, broad interests,
representing multiple levels, broad representing multiple levels, broad and cultural and linguistic backgrounds.
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Advanced Competency Assessment: Reading Specialist
interests, and cultural and linguistic interests, and cultural and linguistic
backgrounds. backgrounds.
4.3 Prepare and coach candidates and 4.3 Demonstrate and model reading and 4.3 Model and share with students the use
teachers to model and share the use of writing for real purposes in daily of reading and writing for real purposes in
reading and writing for real purposes in interactions with students and education daily life; use think-alouds to demonstrate
daily interactions with students and professionals; assist teachers and good reading and writing strategies.
education professionals; demonstrate the paraprofessionals to model reading and
process of think-alouds; model how to writing as valued lifelong activities.
read aloud enthusiastically and fluently.
4.4 Prepare and coach candidates and 4.4 Use methods to effectively revise 4.4 Plan and implement instruction that
teachers to use effective motivational instructional plans to motivate all motivates readers intrinsically and
reading techniques. students; assist classroom teachers in extrinsically motivate students. They
designing programs that will intrinsically demonstrate these techniques and they can
and extrinsically motivate students; articulate the research base that grounds
demonstrate these techniques and their practice.
articulate the research base that grounds
their practice.
5 Professional development
Candidates view professional development as a career-long effort and responsibility. As a result, reading
specialist/literacy coach candidates:
5.1 Articulate the research base related 5.1 Articulate the theories related to the 5.1 Ensure that all individuals project
to the connections between teacher connections between teacher dispositions ethical and caring attitudes in the
dispositions and student achievement. and student achievement. classroom..
5.2 Read, compare, and contrast articles 5.2 Conduct professional study groups for 5.2 Identify specific questions related to
in professional journals and other paraprofessionals and teachers; assist knowledge, skills, and dispositions related
publications; regularly participate in classroom teachers and paraprofessionals to the individual’s teaching of reading and
professional conferences; conduct in identifying, planning, and writing.
research and write for appropriate implementing personal professional
purposes; prepare and coach candidates development plans; advocate to advance
and teachers to conduct teacher action the professional research base to expand
research. knowledge-based practices.
5.3 Read related studies and use 5.3 Positively and constructively provide 5.3 Actively engage in collaboration and
reflection to actively engage in dialogue an evaluation of their own or others’ dialogue with other teachers and reading
with other professionals in observation, teaching practices; assist classroom specialists to obtain recommendations and
evaluation, and feedback activities. teachers and paraprofessionals as they advice on teaching practices and ideas.
strive to improve their practice.
5.4 Prepare and coach the reading 5.4 Exhibit leadership skills in 5.4 Do not exhibit leadership skills in
specialist to plan, implements and professional development; plan, professional development.
evaluate professional development implement, and evaluate professional
efforts at the grade, school, district, and development efforts at the grade, school,
state level; also participate in district, and/or state level; describe the
professional development through the characteristics of sound professional
national level. development programs; and articulate the
evidence base that grounds their practice.
Final grade recommended for internship:
A = Strongly recommended for reading specialist position
B = Recommended for a reading specialist position
C = Conditional recommendation for reading specialist position
D = Not recommended for licensure or reading specialist position
F = Not recommended for licensure or reading specialist position
Comments for any rating(s) at the Developing level:
Other comments:
Based on IRA Standards
www.reading.org
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