Compiled questions and responses from the recent webcast and other inquiries on the new Reading Certificate (Added Authorization) and Reading and Language Arts Specialist Credential.
A technical assistance webcast was held January 31, 2011 for programs transitioning to the revised Reading Specialist program standards. All materials for the webcast can be found at that site or are provided below. Here is the powerpoint for this presentation [PDF].
Reading Certificate (Added Authorization) and Reading Language Arts Specialist Credential Program Standards
On September 30, 2010, the Commission on Teacher Credentialing adopted the revised standards for the Reading Certificate (Added Authorization) and Reading and Language Arts Specialist Credential Program Standards. See below for background on the process of revising these standards.
There are approximately 40 Reading Certificate/Credential programs in California. Each program must determine when it will transition to the revised standards with January 2013 as the deadline for all programs.
The following documents will assist programs in this process:
Reading Certificate (Added Authorization)/Credential Handbook [PDF] (not yet finalized)
Contains Common Standards, Introduction, Program Standards, Panel Member list, and Glossary
This document provides guidance for each accreditation cohort. It has been revised to reflect changes made to the accreditation time schedule because of CTC's decision to postpone site visits in 2012-13. This revised schedule will not, typically, change program assessment dates for transitioning programs. Programs must determine when they plan to transition and the timeline shows when a complete program document will be due to the CTC.
Each program must fill out and return this document to CTC by April 1, 2011 to let us know when it has decided to transition.
Reading Transition Form [PDF]
Each program must fill out and return this document when a transition date has been decided upon and these 2 questions are answered:
- Please describe the process your program engaged in to address the revised standards.
- Describe the changes that your program will be making to your courses and field experiences to address the revised standards. Please also provide your timeline for implementing your newly revised courses and field experiences.
Matrix [MS Word]
This document is a crosswalk between the old standards and the new standards. It contains suggestions for how to use the table.
New Topic Table [MS Word]
This table helps programs locate where new topics in the revised standards can be found.
This document can be adjusted to include the topics or course titles programs will be revising for the new Standards. To assist faculty in preparing program assessment documents, programs can determine which standard segments will be addressed in which courses. Using this template is voluntary.
This document provides assistance in writing your program document. The standards have been segmented into topic areas in a table with a column for your response and links to documentation. Using this template is voluntary.
Program Assessment Sample [MS Word]
This document is an example (from another program) of how a standard segment can be addressed by narrative explanation and links to documentation showing "how," "when," and "where" programs are meeting each part of each standard. Programs can use the document above: Segmented Reading Certificate (Added Authorization)/Credential Standards Narrative Template to address all standard segments in this way.
Background for the Work of the Reading Specialist Advisory Panel
Charge to the panel [PDF]
Reading Panel Members [PDF]
Resources Used by Advisory Panel
Commission adopted Multiple and Single Subject Teacher Preparation Program Standards (2009) [PDF]
- Standard 7A (Preparation to Teach Reading-Language Arts for Multiple Subject Candidates)
- Standard 7B (Preparation to Teach Reading-Language Arts for Single Subject Candidates)
Other resources as appropriate such as current credential requirements and standards used by other states or professional organizations for similar credentials.