ERIC Number: ED488976
Record Type: Non-Journal
Publication Date: 2004
Standards for Reading Professionals--Revised 2003. A Reference for the Preparation of Educators in the United States, Developed by the Professional Standards and Ethics Committee of the International Reading Association
International Reading Association (NJ3)
"Standards for Reading Professionals--Revised 2003 [Standards 2003]" provides criteria for developing and evaluating preparation programs for reading professionals. These standards answer the question, "What should new reading professionals know and be able to do?" The focus is on candidate performance and emphasizes the knowledge and skills of candidates as they complete their preparation programs. (These standards do not describe seasoned professionals who would be expected to demonstrate even higher performance levels.) "Standards 2003," a revision of "Standards for Reading Professionals--Revised 1998 [Standards 1998]", summarizes a deliberative process that drew from professional expertise and research in reading and reading instruction. The most important change from the "Standards 1998" is the increased focus on candidate performance. The criteria included in this document are performance based. This change is a response to shifts in the field of education toward a focus on the outcomes of learning rather than inputs. There are five standards: (1) Foundational Knowledge; (2) Instructional Strategies and Curriculum Materials; (3) Assessment, Diagnosis, and Evaluation; (4) Creating a Literate Environment; and (5) Professional Development. (Contains 1 figure.)
Descriptors: Professional Development, Standards, Teacher Education, Reading Instruction, Evaluation Criteria, Pedagogical Content Knowledge, Teaching Methods, Curriculum, Evaluation Methods, Reading Teachers, Ethics
International Reading Association, Headquarters Office, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323 (Toll Free); Fax: 302-731-1057.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.