Literacy Specialist Program Certificate Expectations

Literacy is a core value embedded in societies and relates to academic performance, professional career, and citizenship. At UT, we support educators who strive to make a difference in their learners’ lives and future careers. Thus, we work with educators and administrators to enhance their understanding of how reading and writing develop, and on ways to support learners from the initial stages of reading, spelling, writing, and thinking acquisition to later stages of critical thinking through technology, writing, while promoting self-regulation, motivation, and a growth mindset.

Core Courses	Name	Description
REED 529	Assessment and Instruction with Emergent Learners PreK-2 (3 hours)	Assessment and Instruction: theory and practice in emergent literacy. Focus on the development of early reading and writing, on assessment, and differentiated, evidence-based instruction of learners from preschool through second grade. Artifact: Diagnostic Assessment Report and Case study (K to 2)
REED 537	Assessment and Instruction with Elementary Learners (3-5) (3 hours)	Assessment purposes, Pedagogy, and Instruction in grades 3 to 5. Focus on assessment and instruction of advanced decoding, spelling, writing, and reading comprehension for elementary learners in grades 3 to 5. Artifact: Diagnostic Assessment Report and Case study (3 to 5)
REED 540	Assessment and Instruction: theory and practice in emergent literacy. Focus on the development of early reading and writing, on assessment, and differentiated, evidence-based instruction of learners from preschool through second grade. Artifact: Diagnostic Assessment Report and Case Study (K to 2)	Methods of teaching all secondary students to successfully engage in literacy processes. Artifact: Unit Plan
SPED 516	Effective Instruction for Students with Learning Disabilities and Other Academic Difficulties (3 hours)	Determining and implementing best practices in assessment and instruction, both remediation and accommodation strategies, for students with learning disabilities, including dyslexia, and other academic difficulties. Understanding and applying high-leverage evidence-based practices, strategy-based instruction, assessment, and progress monitoring, and data-based decision-making. Artifact: Program Plam
REED 605	Determining and implementing best practices in assessment and instruction, both remediation and accommodation strategies, for students with learning disabilities, including dyslexia, and other academic difficulties. Understanding and applying high-leverage evidence-based practices, strategy-based instruction, assessment, progress monitoring, and data-based decision-making. Artifact: Program Plan	Analyzing school literacy needs, developing effective professional development, and coaching adult learners. Artifacts: Needs Assessment, Professional Development Plan, and Coaching

Clinical Experiences

A key component of all teacher preparation programs is clinical experiences, which involve the time a candidate spends in real-world classrooms and educational settings. The Bailey Graduation School of Education (BGSE) is committed to providing diverse experiences for Literacy Specialists in Pre-K-12 schools. 

Clinical experiences provided by the LSP pathway include LSP Clinical Practice. The following is a breakdown of these components and the expectation of the LSP.

• You will need to conduct the observations necessary to complete the Practicum Experiences forms during your plan time and/or other times that you do not have student supervision duties. If you encounter difficulty, please contact your UT advisor for assistance. 
• You must complete all practicum experiences by the end of the LSP program. Plan accordingly. 
• Ask your school administrators for suggestions about classrooms you should observe in order to complete these Practicum Experiences. Create a plan of classroom observations that will benefit your development as a Literacy Specialist. 
• Gain permission to observe from the classroom teacher prior to showing up to observe their class. This is common teaching courtesy. 
• Be an unobtrusive presence in the classroom if you are observing. 
• Thank the classroom teacher who allowed you to observe their class or work with their student. 

ProCADS and Ethics