N.H. Admin. Code § Ed 508.09

Current through Register No. 50, December 12, 2024

Section Ed 508.09 - Reading and Writing Specialist

(a) A candidate for licensure as a reading and writing specialist for grades K-12 shall meet the following entry level requirements:

(1) At least a master's degree in literacy or a related field;

(2) The general education requirements specified in Ed 505.02;

(3) The professional education requirements specified in Ed 505.03 if applicable; and

(4) Completed at least 3 years of classroom teaching;

(b) A candidate for licensure as a reading and writing specialist for grades K-12 shall have skills, competencies, and knowledge in the following areas:

(1) In the area of knowledge of the theoretical and evidence-based foundations of reading and writing processes and instruction, the ability to:

a. Demonstrate knowledge of cognitive, sociocultural, and diverse linguistic foundations of reading and writing processes and instruction;

b. Demonstrate knowledge of current practices, research, and historical developments in reading and writing;

c. Demonstrate knowledge of language development as it relates to acquisition of reading and writing, the variations related to sociocultural and linguistic diversity, and the basics of second language acquisition;

d. Demonstrate knowledge of the major components of reading instruction and curriculum, including the ability to:

1. Understand the relationship between print and sounds, including phonemic awareness, phonics, and other word identification strategies, and their role in fluent reading;

2. Explain how background knowledge, vocabulary knowledge, text comprehension strategies, and motivation are integrated in reading; and

3. Describe how reading strategies are taught across all content areas, including but not limited to English, ESOL, mathematics, science, and social studies; and

e. Demonstrate knowledge of major components of writing instruction, including the ability to:

1. Demonstrate knowledge of the development of spelling, its instruction, and its relationship to word recognition and word meaning;

2. Demonstrate the knowledge of the mechanics of writing, including punctuation, grammar, spelling, and letter formation;

3. Understand recursive strategies for planning, drafting, revising, and editing writing; and

4. Describe models for integrating writing across the curriculum;

(2) In the area of instructional strategies and curriculum materials in reading and writing, the ability to recognize the importance of, demonstrate, and facilitate professional learning and leadership by:

a. Selecting and implementing instructional approaches and materials that utilize evidence-based rationale, consider student needs, and support classroom teachers and paraeducators in their use of instructional strategies and grouping; and

b. Using a wide range of evidence-based curriculum materials including structured literacy approaches in effective reading and writing instruction for struggling reluctant learners, including those identified through the screening required by RSA 200:59, I as having potential indicators or risk factors of dyslexia and related disorders at different stages of literacy development and from different sociocultural and linguistic backgrounds;

(3) In the area of assessment and evaluation of reading and writing, the ability to:

a. Understand the terminology, processes, and procedures used in formal and informal assessments, including English language learners' proficiency levels;

b. Use a variety of formal and informal assessment tools and practices to plan, evaluate and communicate effective reading and writing instruction by:

1. Supporting the classroom teacher in the assessment of the reading and writing abilities of individual students; and

2. Extending the assessment further to determine proficiencies and difficulties for appropriate services;

c. Use assessment information to plan, evaluate, differentiate, and revise effective instruction that meets the needs of all students, including those identified through the screening required by RSA 200:59, I as having potential indicators or risk factors of dyslexia and related disorders by:

1. Assisting teachers, specialists, and paraeducators in using assessments to plan and implement instruction for all students;

2. Engaging students in using assistive technology to address their needs in learning and communicating; and

3. Collaboratively collecting, analyzing, and using school-wide assessment data to improve school and district literacy instruction and programs;

d. Communicate results of assessments and screenings to a variety of audiences, including students, families, administrators, teachers, specialists, and policymakers; and

e. Demonstrate knowledge of current issues, practices, and policies related to the assessment, evaluation, and instruction of reading and writing;

(4) In the area of creating a literate environment that fosters reading and writing, the ability to:

a. Use students' interests, backgrounds, and abilities in reading and writing, as foundations for the reading and writing program, including the ability to:

1. Assist the classroom teacher in demonstrating a respectful attitude toward all learners and understand the roles of choice, motivation, and scaffolded instructional support in creating positive and supportive environments;

2. Assist the classroom teacher and paraeducator in selecting literature, materials, and activities that match the reading levels and writing development of all students;

3. Demonstrate models of teaching that provide authentic purposes for reading and writing; and

4. Help the classroom teacher to use evidence-based rationale to make and monitor flexible instructional grouping options for students;

b. Select books, technology-based information, and non-print materials representing multiple levels, broad interest, and cultural and linguistic backgrounds;

c. Provide opportunities for learners to write for personal, social, academic, and vocational, or professional purposes;

d. Collaborate with building and district administrators to establish and to manage a literacy budget; and

e. Provide educational opportunities, information, and support for families and the community; and

(5) In the area of viewing professional development as a career-long effort and responsibility, the ability to:

a. Participate in, initiate, implement, and evaluate professional development programs;

b. Support, demonstrate, and assist professional development in the teaching of reading and writing to paraeducators, teachers, and administrators;

c. Engage in collaboration and dialogue with teachers and reading specialists to reflect on teaching practices and improve instruction;

d. Display positive habits related to the candidate's own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors; and

e. Advocate for important professional needs with administrators, school boards, and local, state, and federal policymaking bodies.

N.H. Admin. Code § Ed 508.09

Derived from Volume XL Number 41, Filed October 8, 2020, Proposed by # 13102, Effective 10/5/2020, Expires 10/5/2030.