The mission of the Reading and Language Arts Leadership Specialist Credential Program is to prepare professional reading educators to be competent practitioners and agents for positive personal and social change to ensure that every California learner achieves full and equitable literacy.
All Reading programs are a part of the Professional Literacy Educator Model where candidates use the seminar and narrative essay format to develop the Four Habits of Observation, Reflection, Caring and Excellence.
Student-Centered: Full literacy is the goal for every child. Developmental, research-based knowledge of how children learn is applied to instruction and assessment.
Diversity-Centered: Theories, strategies, behaviors, skills, and attitudes needed to effectively teach learners of differing cultural, ethnic and linguistic backgrounds is fully integrated into instruction.
Field-Centered: Each teacher’s district, school site and classroom offer opportunities to observe and apply knowledge gained through coursework. Course learning is integrated with classroom application, including field visits to outstanding reading/language arts programs and multicultural institutions and settings.
Leadership-Centered: Literacy leaders reflect and model the best attitudes and practices for the community as a whole. Leadership skills in reading/language arts curriculum design, implementation and evaluation with an emphasis on long-term parent and staff development are stressed.
The education of excellent, caring Reading Credential teachers, specialists, and Literacy Coaches must include a wide range of competencies. These competencies, though varied, focus on Literacy Leadership which is at the heart of the program’s vision.
Developing a personal concept of reading/ language arts with a strong, fundamental and current theoretical, research and multicultural base.
- Designing, sustaining, and sharing environments that promote multicultural literacy.
- Viewing and working with students in ways that recognize and build on learning, behavioral, cultural and language strengths.
- Using an array of assessment and program planning principles and skills with individuals, and groups, at classroom; school, district, regional and statewide levels.
- Increasing expertise in the areas of staff development and professional leadership in a variety of contexts.