With an emphasis on Literacy Coaching (Currently not receiving applications for this program.)
The Reading and Language Arts Specialist Credential with an emphasis on Literacy Coaching is for those individuals who seek advanced coursework that prepares them to work with students and teachers (K–12) at the district level and in schools. Reading specialists who work at the district level are involved in policy and program decision making. The Credential component can usually be completed in 2 years. All courses are offered during late afternoons and evenings. Course sequence will be determined during conferences with the program director. For further details, see Student Credential Handbook for the Specialist Credential in Reading and Language Arts & the Reading Certificate.
- A basic teaching credential.
- 3 years of successful classroom teaching experience (which may be earned concurrently).
- Completion of a CLAD certificate (or equivalent).
Required Courses (29 units in addition to a preliminary teaching credential)
- READ 223 - Balanced Reading Theory, 3 units
- READ 254 - Reading in the Content Areas, 3 units
- READ 257 - Building Literacy with Multicultural Literature, 3 units
- EDUC 541 - Assessment and Program Planning, 3 units
- READ 255 - Diagnostic Teaching, 3 units
- READ 325 - Early Literacy: Introduction and Assessment Clinic, 4 units
- READ 326 - Later Literacy: Assessment and Instruction Clinic, 4 units
- EDUC 244 - Staff Development and Parent Education, 3 units
- READ 520 - Reading Leadership: Program Design and Practicum (Prerequisite: All courses required for the credential), 3 units
In addition to demonstrating competence with the learning outcomes required for the Reading Certificate, candidates for the Reading and Language Arts Specialist Credential must demonstrate the following learning outcomes:
- An advanced professional perspective about how students learn to read; the structure of the English language, including phonology, morphology, and orthography; relationships between language, spelling, reading, and writing; and psychological and sociolinguistic aspects of reading and writing.
- An advanced professional perspective on how children from a variety of socio-cultural and linguistic backgrounds become proficient readers.
- Integration of theory and practice in advanced clinical experiences.
- Skills and knowledge needed to provide effective leadership in making program, curriculum, instructional, and intervention decisions, and in providing successful staff development to assure the implementation of those decisions.
- Usage of research as a basis for the analysis of programs.
- Advanced understanding and application of effective reading and language arts instruction, intervention, curriculum and program planning.
- Research-based knowledge and in-depth understanding of how students from a variety of socio-cultural and linguistic backgrounds learn to read.