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(1) The program requires that successful candidates:

(a) understand the theoretical and evidence-based foundations of reading and writing processes and instruction as outlined in the Montana Content Standards, including:

(i) understanding of the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components;

(ii) understanding of the role of analyzing data and adjusting instruction for improving all studentsꞌ reading development and achievement in order to meet the needs of individual learners; and

(iii) demonstrating knowledge and awareness of the distinct and unique cultural heritage of American Indians and tribes in Montana;

(b) create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society by:

(i) recognizing, understanding, and valuing the forms of diversity that exist in society and their importance in learning to read and write;

(ii) using a literacy curriculum and engaging in instructional practices that positively impact studentsꞌ knowledge, beliefs, and engagement with the features of diversity; and

(iii) developing and implementing strategies to advocate for equity;

(c) use instructional approaches, materials, and an integrated comprehensive, balanced curriculum to support student learning in reading and writing by:

(i) utilizing foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum;

(ii) utilizing appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading/writing connections, including the use of appropriate technology; and

(iii) utilizing a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources;

(d) use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction by:

(i) understanding types of assessments and their purposes, strengths, and limitations;

(ii) selecting, developing, administering, and interpreting assessments, both traditional print and electronic, in order to make decisions based on data; and

(iii) using assessment information to plan, evaluate, reflect on, and adjust instruction;

(e) create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments by:

(i) designing the physical environment to optimize studentsꞌ use of traditional print, digital, and online resources in reading and writing instruction;

(ii) designing a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize studentsꞌ opportunities for learning to read and write; and

(iii) utilizing routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).

History: 20-2-114, MCA; IMP, 20-2-121, MCA; NEW, 1979 MAR p. 492, Eff. 5/25/79; AMD, 1984 MAR p. 831, Eff. 5/18/84; AMD, 1989 MAR p. 397, Eff. 3/31/89; AMD, 1994 MAR p. 2722, Eff. 10/14/94; AMD, 2000 MAR p. 2406, Eff. 9/8/00; AMD, 2007 MAR p. 190, Eff. 2/9/07; AMD, 2014 MAR p. 2936, Eff. 7/1/15.

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