Ala. Admin. Code r. 290-3-3-.45.01

Current through Register Vol. 43, No. 1, October 31, 2024

Section 290-3-3-.45.01 - Reading Specialist (Grades P-12)

(1) Rationale. The reading specialist is an advocate for school-wide literacy. The reading specialist has a depth of knowledge about the reading process and working with adult learners as partners. She or he serves as the catalyst for developing effective reading practices in a school or school system by equipping colleagues to use best practices, materials, and strategies to promote improvement in reading comprehension and the love and value of reading among all students. Alabama standards for the preparation of reading specialists are aligned with standards from the International Reading Association and State initiatives for reading.

(2)Unconditional Admission to a Reading Specialist Program.

(a) Requirements for unconditional admission to the Class A reading specialist program shall include one of the following:

1. A valid bachelor's-level professional educator certificate in early childhood education, elementary education, or collaborative special education teacher (K-6) and two full years of full-time classroom teaching experience; cur

2. A valid bachelor's-level professional educator certificate in any area of education, two full years of full-time classroom teaching experience, and a passing score on the Praxis II Teaching Reading test validated for use in Alabama.

(b) If an individual is unconditionally admitted to an Alabama Class A program based on a valid bachelor' s- or valid master's-level professional educator certificate from another state, completes a Class A program, and subsequently applies for Alabama certification at the Class A level, then the individual must hold at least Class B certification before applying for Class A certification.

(3)Program Curriculum.

(a) Foundational Knowledge. Candidates understand the theoretical and evidence-based foundation of reading and writing processes and instruction. Prior to program completion, prospective reading specialists shall demonstrate that they:

1. Understand 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.

2. Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

3. Understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.

4. Understand the components and expectations of the Alabama Reading Initiative related to effective early reading instructional practices, effective reading instruction for all students, intervention instruction for struggling readers, and strategies for motivating accomplished readers.

(b)Curriculum and Instruction. Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Prior to program completion, prospective reading specialists shall demonstrate that they:

1. Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.

2. Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.

3. Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

(c)Assessment and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. Prior to program completion, prospective reading specialists shall demonstrate that they:

1. Understand types of assessments and their purposes, strengths, and limitations.

2. Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.

3. Use assessment information to plan and evaluate instruction.

4. Communicate assessment results and implications to a variety of audiences.

(d)Diversity. Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in society. Prior to program completion, prospective reading specialists shall demonstrate that they:

1. Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.

2. Use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs, and engagement with the features of diversity.

3. Develop and implement strategies to advocate for equity.

(e)Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. Prior to program completion, prospective reading specialists shall demonstrate that they:

1. Design the physical environment to optimize students' use of traditional print, digital, and online resources in reading and writing instruction.

2. 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.

3. Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).

4. Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

(f)Professional Learning and Leadership. Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. Prior to program completion, prospective reading specialists shall demonstrate that they:

1. Use foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

2. 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.

3. Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

4. Understand and influence local, state, or national policy decisions.

(4)Requirements for Certification as a Reading Specialist. Readiness to serve as reading specialist shall include:

(a) An official transcript from a regionally accredited institution documenting an earned master's degree.

(b) A survey of special education course is required unless that course was taken for prior level certification. [See Rule 290-3-3-.01(51)] . An individual who completed a survey of special education course prior to meeting requirements for unconditional admission to a Class A program July 1, 2017, and thereafter, must take a course focused primarily on one of the following categories: methods of accommodating instruction to meet the needs of students with exceptionalities in inclusive settings, multicultural education, teaching English language learners, rural education, or urban education. A course used to meet this requirement for one level of certification may not be used to meet the requirement for a higher level of certification.

(c) Satisfactory completion of a State-approved program with a minimum GPA of 3.0 on all courses in the Alabama State Board of Education approved educator reparation program. Effective for candidates unconditionally admitted to a Class A reading specialist program July 1, 2017, and thereafter, satisfactory completion of a State-approved program with a minimum GPA of 3.25 on all courses in the Alabama State Board of Education approved program.

(d) Competence to serve as a reading specialist as demonstrated in an internship of at least 300 clock hours that complies with Rule 290-3-3-.42(5) (d).

(e) A valid Class B Professional Educator Certificate in a teaching field.

(5)Testing for Certification as a Reading Specialist.

Applicants for initial certification as a reading specialist through the completion of a Class A program must meet the Praxis II requirements of the Alabama Educator Certification Assessment Program (AECAP) as a precondition of certification.

(6)Faculty Qualifications for a Reading Specialist Program. The faculty specialist for the reading specialist program shall possess an earned doctorate in reading. Additional information is provided in Rule 290-3-3-.01(33). The faculty specialist shall be currently involved in conducting research related to learning to read and the teaching of reading; shall understand the Alabama Reading Initiative (ARI); shall teach courses required in the program; and shall advise candidates seeking certification through program completion.

Ala. Admin. Code r. 290-3-3-.45.01

New Rule: Filed December 9, 1999; effective January 13, 2000. Amended: Filed March 14, 2002; effective April 18, 2 002. Repealed and New Rule: Filed September 11, 2003; effective October 16, 2003. Repealed and New Rule: Filed July 13, 2004; effective August 17, 2004. Repealed and New Rule: April 14, 2005; effective May 19, 2005. Repealed and New Rule: Filed August 6, 2007; effective September 10, 2007. Repealed and New Rule: Filed August 3, 2009; effective September 7, 2009; operative October 1, 2009. Amended: Filed June 15, 2012; effective July 20, 2012.

Amended by Alabama Administrative Monthly Volume XXXIII, Issue No. 11, August 31, 2015, eff. 9/17/2015.

Amended by Alabama Administrative Monthly Volume XXXVI, Issue No. 12, September 28, 2018, eff. 10/28/2018; operative 6/1/2019.

Author: Dr. Eric G. Mackey

Statutory Authority:Code of Ala. 1975, §§ 16-3-16, 16-23-14.