Knowledge of current state literacy standards for pupils in grades pre-K-3.
o Experience implementing an instructional delivery model based on frequent use of
formative, screening, and diagnostic tools, known as a multi-tiered system of support, to
determine individual progress for pupils in grades pre-K to 5 so that pupils are reading
at grade level by the end of grade 3.
o Experience in the use of data from diagnostic tools to determine the necessary
additional supports and interventions needed by individual pupils in grades pre-K to 5
in order to be reading at grade level.
o Experience as a successful pre-K-5 classroom teacher.
o Experience working with adults and applying adult learning principles to support
professional growth and collaboration.
o Sufficient knowledge of scientifically based reading research, special expertise in
quality reading instruction and infusing reading strategies into content area instruction.
o A minimum of a valid Michigan teaching certificate, a bachelor's degree, and advanced
coursework in reading or has completed professional development in evidence-based
literacy core instructional strategies (e.g., LETRS)
o Completed, or currently making progress towards completing LETRS training.
o Experience with appropriate instructional technology practices and implementation at
the pre-K-5 level.
o Ability to support all pre-K-5 teachers in alignment with the K-12 Literacy and Dyslexia
Law (MCL: 380.1280f).
