California Reading and Literacy Leadership Specialist Credential

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California Reading and Literacy Leadership Specialist Credential (Tier 2 advanced authorization for teachers pursuing leadership roles at school or district level, assisting and supporting classroom teachers in appropriate assessment and instruction of reading and writing for all students across all grade levels)

The Reading Added Authorization (RLAA) prepares individuals to take a leadership role at the school site and emphasizes work with students who experience difficulties with reading. RLAA teachers assist and support other classroom teachers, assess student progress, and monitor student achievement while providing instruction and intervention. They also play a consultative role in materials and program selection at the district and may take leadership responsibility within the more limited realm of the school site. The RLAA is the first part of a continuum of services to students and teachers in the area of reading and language arts. Teachers completing the Reading RLAA Program are encouraged to continue to earn the RLLSC (program revisions are currently under review by the California Commission on Teacher Credentialing). Teachers at any level, multiple or single subject, Special Ed educators, may take these five courses to be better informed about teaching reading, writing, listening and speaking.

Program Prerequisite

A basic teaching credential is required for application to CTC for the RLAA and the RLLSC.

Reading Certificate Prerequisite

Three years of teaching experience is required for awarding of the RLAA, however it is not necessary to have three years of experience when entering the program.

Block One: Developing a Personal Model of Literacy

Spring

Students take part in an integrated investigation of Literacy Research/Theories/Beliefs/Practices aimed at developing a working understanding and reflective stance for each of these themes through in-depth case studies of English language learners. The breadth and depth of the themes ensure that candidates examine and understand the nature of fluent reading and comprehension, assessment approaches, planning and delivery of reading intervention and instruction, and best practices in assisting classroom teachers of English-only and English language learners. Focused field experiences and assessment that lead to purposeful reading instruction permeate this block.

EDRL 521A - Language Development in First and Second Languages Unit(s): 3
EDRL 522 - Assessment and Teaching in Reading and Language Arts Unit(s): 3
On-Campus Reading and Writing Clinic

Summer

Public school students attend SSU for reading improvement and enrichment in a supervised clinical setting. Certificate candidates assess and teach these students, deepening knowledge of reading and language arts assessment, intervention, and instructional strategies, in collaboration with, and under the supervision of, clinical faculty, University faculty, and Reading and Language Arts Specialist candidates.

EDRL 527A - Clinical Field Experience in Reading and Language Arts Unit(s): 3-6 (3 Unit(s) Required)

Block Two: Developing a Professional Model of Literacy

Fall

Investigation of research/theories/beliefs/practices in teaching reading and writing, designed to produce a professional knowledge base for each of these themes. Candidates develop a comprehensive set of strategies for promoting fluent reading and comprehension, planning and delivery of literature-based reading curriculum, and assessment-based intervention and instruction. Candidates are prepared for literacy and language arts leadership roles at the school level.

EDRL 524 - Literature and Literacy Unit(s): 3
EDCT 552 - Educational Technology Praxis Unit(s): 3