{"id":196,"date":"2015-09-27T22:10:11","date_gmt":"2015-09-28T02:10:11","guid":{"rendered":"http:\/\/umaine.edu\/maineliteracy\/?page_id=187"},"modified":"2020-06-15T08:47:58","modified_gmt":"2020-06-15T12:47:58","slug":"literacy-coaches","status":"publish","type":"page","link":"https:\/\/umaine.edu\/maineliteracy\/maine-partners-in-comprehensive-literacy-mpcl\/literacy-coaches\/","title":{"rendered":"Literacy Coaches"},"content":{"rendered":"

\"MPCL<\/p>\n

An essential element of the MPCL model is the training of literacy coaches. 91福利 is a NECHE-accredited university, where teachers can enroll in a specialized program of study and earn a certificate as a school-based literacy coach.<\/p>\n

The program of study meets the 2017 International Literacy Association (ILA) Standards for the Preparation of Literacy Professionals in seven critical areas: (1) foundational knowledge; (2) curriculum and instruction; (3) assessment and evaluation; (4) diversity and equity; (5) learners and literacy environment; (6) professional learning and leadership; and (7) practicum\/clinical experiences.<\/p>\n

Standard 1. Foundational Knowledge<\/strong>
\nCandidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.<\/p>\n

Standard 2. Curriculum and Instruction<\/strong>
\nCandidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.<\/p>\n

Standard 3. Assessment and Evaluation<\/strong>
\nCandidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.<\/p>\n

Standard 4. Diversity and Equity<\/strong>
\nCandidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students’ identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.<\/p>\n

Standard 5. Learners and Literacy Environment<\/strong>
\nCandidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.<\/p>\n

Standard 6. Professional Learning and Leadership<\/strong>
\nCandidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.<\/p>\n

Standard 7. Practicum\/Clinical Experiences<\/strong>
\nCandidates apply theory and best practice in multiple supervised practicum\/clinical experiences.<\/p>\n

Using a cognitive apprenticeship model, school-based literacy coaches work in a school or system setting during their training year. The MPCL Trainer conducts school visits during the training year to observe and support the coach in all aspects of the coaching role.<\/p>\n

\"MPCLWho is the MPCL <\/b>school-based<\/i><\/b> literacy coach?<\/b><\/p>\n

Criteria for Selecting a School-based Literacy Coach<\/b><\/p>\n

A teacher applying for the Maine Partnerships in Comprehensive Literacy school-based literacy coach internship must have:<\/span><\/p>\n