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Journal of Texas School Women Executives, Volume III, Issue 1 2014 Appendix Figure 1. Domains, standards, and competencies of MRTs (TEA, 2006). Domain I - Foundations of Reading Knowledge and Instruction, Part I Standard I: The MRT applies knowledge of the interrelated components of reading across all developmental stages, including oral language, phonological awareness, the alphabetic principle, word analysis, fluency, comprehension, vocabulary, written language, and concepts of print, and has expertise in reading instruction at the primary, intermediate/middle, or high school level. Competency 001 – The MRT applies knowledge of oral language skills and development to teach reading. Competency 002 – The MRT applies knowledge of phonological and phonemic awareness skills and development to teach reading. Competency 003 – The MRT applies knowledge of the alphabetic principle to teach reading. Competency 004 – The MRT applies knowledge of word analysis skills and development to teach reading. Domain II - Foundations of Reading Knowledge and Instruction, Part II Standard I: The MRT applies knowledge of the interrelated components of reading across all developmental stages, including oral language, phonological awareness, the alphabetic principle, word analysis, fluency, comprehension, vocabulary, written language, and concepts of print, and has expertise in reading instruction at the primary, intermediate/middle, or high school level. Competency 005 – The MRT applies knowledge of reading fluency at the word and text level to teach reading. Competency 006 – The MRT applies knowledge of vocabulary development and reading comprehension to teach reading. Competency 007 – The MRT applies knowledge of written language and concepts of print to facilitate and promote student literacy. Domain III – Principles of Instructional Design, Delivery, and Assessment in Reading Standard II: The MRT selects and administers appropriate reading assessments on an ongoing basis and uses the results to design, inform, and adjust instruction to promote literacy. Standard III: The MRT designs and implements reading instruction that reflects state content and performance standards and addresses the varied learning needs of all students. Competency 008 – The MRT knows how to design and implement reading instruction that reflects state content and performance standards, addresses the varied learning needs of all students, and is based on converging evidence from research. Competency 009 – The MRT knows how to select and administer appropriate reading assessments on an ongoing basis and uses the results to design, inform, and adjust reading instruction. Domain IV – Reading Instruction and Assessment for Students with Diverse Backgrounds and Needs Standard IV: The MRT applies knowledge of primary and second language acquisition, including the relationship between the development of these two languages, to facilitate and promote literacy. Standard V: The MRT applies knowledge of reading difficulties, dyslexia, and reading disabilities to facilitate and promote literacy. Competency 010 – The MRT applies knowledge of primary and secondary language acquisition, including the relationship between the development of these languages, to facilitate and promote literacy. Competency 011 – The MRT applies knowledge of reading difficulties, dyslexia, and reading disabilities to teach reading. Domain V – Roles of the MRT Standard VI: The MRT facilitates appropriate, research-based reading instruction by communicating and collaborating with educational stakeholders; mentoring, coaching, and consulting with colleagues; providing professional development for faculty; and making decisions based on converging evidence from research. Competency 012 – The MRT knows how to communicate and collaborate with educational stakeholders to facilitate implementation of appropriate, research-based reading instruction. Competency 013 – The MRT knows how to provide professional development through mentoring, coaching, and consultation with colleagues to facilitate implementation of appropriate, research-based reading instruction.

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