Self-Assessment
EDD-Reading and Literacy
Learner Contact Information
Last Name:
First Name:
Middle Initial:
Learner ID:
Street Address:
City:
State:
Phone Number:
E-mail:
Program and Specialization:
Zip
Date Completed:
Upon entering the Reading and Literacy program, all learners must assess their competencies multiple times through the program listed
below. You will complete this assessment during First Course, prior to and at the end of EDD8222, Reading and Literacy Internship. As you
complete this self-assessment, be sure to review the state standards to which each outcome and competency are aligned. Links to the
appropriate state and national standards are embedded at the top of the appropriate column, indicated by underlined red text.
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Submission
Please indicate which submission of your three required self-assessments this document will be by placing and “X” in the corresponding box below.
First Course Submission
Pre-Clinical Practice
Post-Clinical Practice
Submission Instructions*
1. If this is the Pre-Clinical Practice submission, this document must be submitted with your clinical practice application by emailing to
Efaxdocmgmt@capella.edu or faxing to 1.888.227.8492.
2. If this is your First Course or Post-Clinical Practice submission, submit the self-assessment within your courseroom as an assignment.
*Reminder: All three versions of the self-assessment are required artifacts in your e-portfolio.
Directions
Complete this document for each of the specialization competencies (second column), rate yourself by indicating the appropriate level of competency. Include a
brief narrative explanation in the space provided.
3= Distinguished (Learner demonstrates extensive experience and expertise)
2= Proficient (Learner demonstrates some experience and average expertise)
1= Basic (Learner demonstrates limited experience and expertise)
0= Non-Performance (Learner demonstrates zero experience or expertise)
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Reading and
Literacy
Specialization
Outcomes
Reading and Literacy
Specialization
Competencies
Minnesota
Standards for
Teachers of
Reading
(Rule
8710.4725)
1. Instruct through
the use of reading
and literacy
strategies for
student
achievement.
1. Develop children’s fluency
and automaticity in both
oral and silent reading.
A4
2. Develop comprehension
and appreciation in children
of a wide range of children’s,
adolescent, and adult
narratives.
3. Develop children’s
comprehension and learning
from expository texts such
as articles, essays,
textbooks, technical
manuals, and original
documents found in a
variety of disciplines and
content areas in and out of
school.
A5
4. Develop emergent
treading skills in children
such as phonemic
awareness, alphabet
recognition, and
understanding that printed
words convey meaning.
A1
Learner Self
Assessment of
level of
competency
(using 0-3
scale outlined
in the
Directions
section)
(Qualitative) Narrative for experience and expertise
A6
Continue on the next
page
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Reading and
Literacy
Specialization
Outcomes
Reading and Literacy
Specialization
Competencies
Minnesota
Standards for
Teachers of
Reading
(Rule
8710.4725)
5. Develop word recognition
skills in children including
phonics, blending, structural
analysis, and contextual
analysis.
6. Develop in children an
initial sight vocabulary and
an increasingly larger and
more complex vocabulary;
mastering word-learning
strategies such as the use of
context and structural
analysis, and developing
word consciousness.
7. Develop comprehension
strategies such as adjusting
reading approach, activating
background knowledge,
summarizing, generating
questions, constructing
mental representations, and
self-monitoring.
8. Develop children’s
understanding,
remembering, valuing, and
using information gained
from reading in and outside
of school.
A2
Learner Self
Assessment of
level of
competency
(using 0-3
scale outlined
in the
Directions
section)
(Qualitative) Narrative for experience and expertise
A3
A7
A8
Continue on the next
page
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Reading and
Literacy
Specialization
Outcomes
2. Integrate
reading and
literacy
assessments to
improve student
achievement.
Reading and Literacy
Specialization
Competencies
Minnesota
Standards for
Teachers of
Reading
(Rule
8710.4725)
9. Develop in children
higher-order thinking skills
and behaviors such as
thinking independently,
withholding, judgment,
recognizing point of view
and bias, and considering
multiple solutions.
10. Incorporate writing
strategies and practices to
advance reading
development and learning
from text.
11. Encourage reading
widely and independently
for learning, understanding,
and enjoyment.
12. Apply instructional and
informational technologies
and electronic resources to
support literacy.
1. Use best practice in
individual and group reading
assessment.
A9
Learner Self
Assessment of
level of
competency
(using 0-3
scale outlined
in the
Directions
section)
(Qualitative) Narrative for experience and expertise
A10
A11
C8
B1 and B5
Continue on the next
page
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Reading and
Literacy
Specialization
Outcomes
Reading and Literacy
Specialization
Competencies
Minnesota
Standards for
Teachers of
Reading (Rule
8710.4725)
3. Plan and
implement a
comprehensive
reading and
literacy curriculum
based on informed
analysis of data.
1. Select best practice
strategies, materials, and
instruction for students
with a wide range of
reading background and
skills ranging from
students in need of early
intervention or
remediation to students
with exceptionally
advanced reading skills
and needs.
C1 and B2
2. Analyze appropriate
educational principles
relevant to the physical,
social, emotional, moral,
and cognitive
development of children,
preadolescents, and
adolescents.
B3
3. Use sound principles of
analysis and evaluation of
individual and group
reading assessment data.
C3
4. Use sound principles in
assessing, analyzing, and
evaluating reading
curriculum.
C5
Learner Self
Assessment of
level of
competency
(using 0-3
scale outlined
in the
Directions
section)
(Qualitative) Narrative for experience and expertise
Continue on the next
page
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Reading and
Literacy
Specialization
Outcomes
Reading and Literacy
Specialization
Competencies
Minnesota
Standards for
Teachers of
Reading (Rule
8710.4725)
4. Integrate
research and
theory in practice.
1. Analyze the role and
alignment of district,
school, and department
missions and goals in
reading program planning
as well as current state
and federal legislation as
it relates to reading.
2. Apply fiscal, budgetary,
and purchasing practices
for operating a
comprehensive reading
program.
B4
Learner Self
Assessment of
level of
competency
(using 0-3
scale outlined
in the
Directions
section)
(Qualitative) Narrative for experience and expertise
C2 and C7
Continue on the next
page
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Reading and
Literacy
Specialization
Outcomes
Reading and Literacy
Specialization
Competencies
Minnesota
Standards for
Teachers of
Reading (Rule
8710.4725)
5. Collaborate for
the improvement
of reading and
literacy.
1. Advise and strategize
implementing reading
curricular and
instructional decisions
based on informed
analysis of date.
C6
2. Communicate applied
current knowledge and
research-based best
practices in reading
education at the
elementary, middle, and
high school levels to
colleagues and the wider
community.
C4
3. Develop curriculum,
strategies, and materials
based on the knowledge
that reading is the process
of constructing meaning
through the interaction of
the reader’s existing
knowledge, the
information suggested by
the written language, and
the reading context.
C9 and C10
Learner Self
Assessment of
level of
competency
(using 0-3
scale outlined
in the
Directions
section)
(Qualitative) Narrative for experience and expertise
Continue on the next
page
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Reading and
Literacy
Specialization
Outcomes
Reading and Literacy
Specialization
Competencies
Minnesota
Standards for
Teachers of
Reading (Rule
8710.4725)
Learner Self
Assessment of
level of
competency
(using 0-3
scale outlined
in the
Directions
section)
(Qualitative) Narrative for experience and expertise
4. Apply the standards of
effective practice in
teaching students reading
through a variety of
ongoing clinical
experiences with
elementary, middle, and
high school students
within a range of
educational programming
models.
5. Provide and model
instructional strategies to
improve student reading
across the curriculum.
6. Provide professional
development that
supports supplementing
and improving reading
instruction and
curriculum.
7. Analyze available
resources from
professional organizations
whose mission is the
improvement of literacy.
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