Essential ELA
Knowledge
Timothy Shanahan
University of Illinois at Chicago
S
I was invited to share…
S Information on what
ALL beginning teachers
should know and be
taught in preservice
preparation
S An explanation of the
disciplinary literacy
concept and its
implications for
preservice preparation
The problem
S Those two concepts are contradictory
S Focusing on the knowledge and practices that all teachers
need to know is sensible for those of you who are
responsible for preparing teachers
S But disciplinary literacy focuses on those aspects of literacy
that are specialized to particular disciplines – it has to do
with those things that make the disciplines different or even
unique
The result
What do teachers need to know?
EVERYTHING
Essential Professional
Knowledge
S Curriculum
S Instruction
S Assessment
S Individual Differences and Development
S Professional Foundations
Literacy and Language
S Foundational Skills
S Reading Comprehension
S Writing
S Oral Language
S Disciplinary Literacy
Essential skills
Curriculum
Foundational
Skills
Reading
Comprehension
Writing
Oral Language
Disciplinary
Literacy
Instruction
Assessment
Individual
Differences &
Development
What should fill the slots?
S Curriculum should be determined by state educational
standards AND research (distinction between
standards and curriculum)
S Instruction should be consistent with substantial
research findings
S Assessment procedures should be reliable, valid,
instructionally appropriate, efficient
Foundational Skills
S CCSS includes print awareness, phonological
awareness, decoding skills, oral reading fluency
S Research studies (NRP, NELP, NLP) have revealed the
value of these skills and how to teach them effectively
Substantial Research Base
S National Reading Panel (2000) reviewed more than 50
studies (Grades K-1 and remedial) showing that
phonemic awareness could be taught and that teaching
it improves reading and spelling progress
S National Early Literacy Panel (2008) reviewed more
than 50 studies showing the relationship of PA to
reading achievement and more than 75 studies (PreKK) showing that phonological awareness could be
taught effectively
Phonological Awareness in
CCSS
S Word separation
S Phoneme segmentation
S Syllabic segmentation
S Phoneme addition
S Phoneme identification
S Phoneme substitution
S Phoneme isolation
S Phoneme deletion
S Phoneme blending
Phonics/Decoding (K-2)
S Reading requires translating print to language
S English is an alphabetic language—the letters represent
the sounds of the words
S Students need to learn how to decode words (that is, to
use the letters and spelling patterns to derive
approximate pronunciations of the words)
Substantial Research Base
S National Reading Panel reviewed 38 studies showing
that explicit phonics instruction improves decoding,
comprehension, and spelling in grade K-2
S National Early Literacy Panel reviewed 75 studies
showing that explicit phonics instruction improves
decoding
S Increasing benefits over 3 years of instruction (K-2)
with long lasting benefits
Phoneme-Grapheme
Correspondences
Phoneme
Word Examples
Common spellings
/p/
pit, spider, stop
p
/b/
bit, brat, bubble
b
/m/
mitt, comb, hymn
m, mb, mn
/t/
tickle mitt, sipped
t, tt, ed
/d/
die, loved
d, ed
/n/
nice, knight, gnat
n, kn, gn
/k/
cup, kite, duck, chorus, folk, quiet
k, c, ck, ch, lk, q
/g/
girl, Pittsburgh
g, gh
/ng/
sing, bank
ng, n
/f/
fluff, sphere, tough, calf
f, ff, ph, lf
/v/
van, dove
v, ve
/s/
sit, pass, science, psychic
s, ss, sc, ps
Phoneme-Grapheme
Correspondence
Phoneme
Word Examples
Common spellings
/z/
zoo, jazz, nose, as, xylophone
z, zz, se, s, x
/th/
thin, breath, ether
th
/th/
this, breathe, either
th
/sh/
shoe, mission, sure, charade, precious,
notion, mission, special
sh, ss, s, ch, sc, ti, si, ci
/zh/
measure, azure
s, z
/ch/
cheap, future, etch
ch, tch
/j/
judge, wage
j, dge, ge
/l/
lamb, call, single
l, ll, le
/r/
reach, wrap, her, fur, stir
r, wr, er/ur/ir
/y/
you, use, feud, onion
y (u, eu), i
/w/
witch, queen
w, (q)u
/wh/
where
wh
/h/
house, whole
h, wh
Phoneme
Phoneme-Grapheme
Correspondence
Word Examples
Common spellings
/ē/
see, these me, eat, key, happy, chief,
either
ee, e__e, -e, ea, ey, -y, ie, ei
/ĭ/
sit, gym
i, y
/ā/
make, rain, play, great, baby, eight, vein,
they
a__e, ai, ay, ea, -y, eigh, ei,
ey
/ě/
bed, breath
e, ea
/ă/
cat
a
/ī/
time, pie, cry, right, rifle
i__e, ie, -y, igh, -i
/ŏ/
fox, swap, palm
o, wa, al
/ŭ/
cup, cover, flood, tough
u, o, oo, ou
/aw/
saw, pause, call, water, brought
aw, au, all, w, ough
/ō/
vote, boat, toe, snow, open
o_e. oa, oe, ow, o-
/ŏŏ/
took, put, could
oo, u, ou
/ū/ [ōō]
moo, tube, blue, chew, suit, soup
oo, u_e, ue, ew, ui, ou
Phoneme-Grapheme
Correspondence
Phoneme
Word Examples
Common spellings
/y/ /ū/
use, few, cute
u, ew, u_e
/oi/
boil, boy
oi, oy
/ow/
out, cow
ou, ow
/er/
her, fur, sir
er, ur, ir
/ar/
cart
ar
/or/
sport
or
Consonant Graphemes
Consonant
Grapheme
type
Definition
Examples
Single letters
Single consonant letter can represent a b, d, f, g, h j, k, l, m, , p, r,
consonant phoneme
s, t, v, w, y, z
Doublets
Uses two of the same letter to spell
one consonant phoneme
Digraphs
Two letter combination that stands for th, sh, ch, wh, ph, ng
one phoneme none stands for alone
(sing), gh (cough) [ck]
Trigraphs
Three-letter combination “
-tch -dge
Consonants
in blends
2-3 graphemes with separate sounds
Scr, thr, cl, ft, lk, st (many
more)
Silent letter
combinations
One represents the phoneme, the other kn, wr gn, ps, rh –mb, -lk,
is silent
-mn, -st
Combination
qu
These letters together stand for 2
sounds
ff, ll, ss, zz
quickly
Vowel Graphemes
Consonant
Grapheme
type
Definition
Examples
Single letters
Single vowel letter can represent a
vowel phoneme
cap, hit, gem, clod, muss,
me, no, music
Vowel teams
2-3-4 letters stand for a vowel
head, hook, boat, sigh,
weigh, toil, bout
Vowel-r
combinations
A vowel followed by r, works in
combination with /r/ to make a
unique vowel
car, sport, her, burn, first
Vowelconsonant-e
(Vce)
The vowel-consonant-silent e pattern
is a common spelling for a long sound
gate, eve rude, hope, five
Syllable Patterns
Syllable type
Definition
Examples
Closed
Syllable with short vowel spelled with
a single vowel letter ending in one or
more consonants
dap-ple, hos-tel,
bev-erage
Vowel-C-e
(Magic e)
Syllable with a long vowel spelled
with one vowel + one consonant +
silent e
com-pete, -des-pite
Open
Syllable that ends with a long vowel
sound, spelled with single vowel letter
pro-gram, ta-ble, re-cent
Vowel team
Syllables that use 2-4 letters to spell
the vowel
beau-ti-ful, train-er,
con-geal, spoil-age
Vowel-r (rcontrolled)
Syllable with er, ir, or ur
in-jur-ious, con-sort,
char-ter
Consonant-le
Unaccented final syllable containing a
consonant before /l/ followed by a
silent e
drib-ble, bea-gle, lit-tle
Oral Reading Fluency
S Students need to be able to read text with sufficient
accuracy, speed, and prosody
S Fluency growth continues through 8th grade reading
level
S Fluency is related to reading comprehension
Substantial Research Base
S National Reading Panel identified 16 group studies and
14 single-subject design studies that showed that
fluency instruction during the elementary grades or
with remedial readers led to improved reading
comprehension
CCSS Requirements
S CCSS standards require that teachers develop students
oral reading fluency in grades 1-5
S The teaching of fluency should likely be expanded
beyond that given that fluency continues to develop,
continues to explain substantial variance in reading
comprehension, and because studies show that
substantial numbers of secondary students read
disfluently
Reading Comprehension
S The purpose of reading is to be able to comprehend text
S Improvements in reading comprehension can be derived
from improvements in word reading skills and fluency, but
they also can be obtained from explicit instruction in
comprehension (including word meanings—vocabulary)
S Types of information
S Organization of information (argument, etc.)
S Close reading and scholastic reading
Substantial Research Base
S National Reading Panel reviewed 45 studies showing
the impact of teaching vocabulary on student reading
comprehension
S National Reading Panel identified more than 200
studies on the effectiveness of teaching reading
comprehension strategies (K-12)
CCSS Vocabulary Skills
S Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as
appropriate
S Interpret words and phrases as they are used in a text,
including determining technical, connotative, and
figurative meanings, and analyze how specific word
choices shape meaning or tone.
CCSS Core Standards
Key Ideas and Details:
S CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
S CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
S CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
CCSS Core Standards (cont)
Craft and Structure:
S CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
S CCSS.ELA-LITERACY.CCRA.R.5
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
S CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and
style of a text.
CCSS Core Standards (cont)
Integration of Knowledge and Ideas:
S CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.1
S CCSS.ELA-LITERACY.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
S CCSS.ELA-LITERACY.CCRA.R.9
Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the
authors take.
CCSS Core Standards (cont)
Range of Reading and Level of Text Complexity:
S CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational
texts independently and proficiently.
Writing
S Students need to learn to communicate effectively
through writing
S Writing development impacts both writing and reading
Research Base
S Carnegie reviews show how to teach writing effectively
and how to take advantage of the relationship between
writing and reading
S Many effective approaches to teaching writing
S Writing about text is more effective in stimulating
learning than are reading alone, reading and
discussing, and reading and rereading
CCSS Standards
Text Types and Purposes1:
S CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or
texts using valid reasoning and relevant and sufficient evidence.
S CCSS.ELA-LITERACY.CCRA.W.2
Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
S CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event
sequences.
CCSS Standards (cont)
Production and Distribution of Writing:
S CCSS.ELA-LITERACY.CCRA.W.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
S CCSS.ELA-LITERACY.CCRA.W.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
S CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
CCSS Standards (cont)
Research to Build and Present Knowledge:
S CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based
on focused questions, demonstrating understanding of the subject
under investigation.
S CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
S CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
CCSS Standards (cont)
Range of Writing:
S CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Oral language
S Students need to know how to speak and listen
effectively in many different settings (conversation,
group discussion, formal presentation)
S Language skills are related to literacy
CCSS Standards
Comprehension and Collaboration:
S
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
S
CCSS.ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.
S
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
S
CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks
of others.
S
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
S
CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
S
CCSS.ELA-LITERACY.SL.5.3
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CCSS Standards (cont.)
Presentation of Knowledge and Ideas:
S
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically
and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
S
CCSS.ELA-LITERACY.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the development
of main ideas or themes.
S
CCSS.ELA-LITERACY.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English
when appropriate to task and situation. (See grade 5 Language standards
1 and 3 here for specific expectations.)
Disciplinary Literacy
S Literacy skills are specialized
S Disciplines differ in how they develop, communicate, and
evaluate knowledge (as a result they use literacy differently)
S Teachers in social studies, science, and other content areas
are expected to teach the specialized uses of literacy in their
subject matter
Disciplinary Reading (cont.)
S Not the hip new name for content area reading
S Each discipline possesses its own language, purposes, and ways
of using text that students should be inducted into
S There are special skills and strategies needed for students to
make complete sense of texts from the disciplines
S As students begin to confront these kinds of texts (especially in
middle school and high school), instruction must facilitate their
understanding of what it means to read disciplinary texts
Sources of Disciplinary Literacy
S Studies that compare expert readers with novices
(Bazerman, 1985; Geisler, 1994; Wineburg, 1991, etc.)
S Functional linguistics analyses of the unique practices
in creating, disseminating, evaluating knowledge
(Fang, 2004; Halliday, 1998; Schleppegrell, 2004, etc.)
History Reading (Wineburg)
S Sourcing: considering the author and author perspective
S Contextualizing: placing the document/info within its
historical period and place
S Corroboration: evaluating information across sources
Increasing Specialization of Literacy
Disciplinary
Literacy
Intermediate Literacy
Basic Literacy
Specialization Examples
S Specialized skills and activities
S Idea is to consider the learning demands of a subject matter
S Example: textbook use
Science -
Essential
History -
Antithetical
Literature -
Irrelevant
Chemistry Note-taking
Substances
Properties
Processes
Interactions
Atomic
Expression
Content area reading:
Vocabulary
S Focus is on memorization techniques: make
connections among concepts, construct graphic
organizers, brainstorm, semantic maps, word sorts, rate
knowledge of words, analyze semantic features of
words, categorize or map words, develop synonym
webs,
Disciplinary literacy:
Vocabulary
S Focus is on specialized nature of vocabulary of the
subjects
S Science: Greek and Latin roots (precise, dense, stable
meanings that are recoverable)
S History: metaphorical terms, words/terms with a
political point of view
Math Reading
S Goal: arrive at “truth”
S Importance of “close reading” an intensive
consideration of every word in the text
S Rereading a major strategy
S Heavy emphasis on error detection
S Precision of understanding essential
Chemistry Reading
S Text provides knowledge that allows prediction of how
the world works
S Full understanding needed of experiments or processes
S Close connections among prose, graphs, charts,
formulas (alternative representations of constructs an
essential aspect of chemistry text)
S Major reading strategies include corroboration and
transformation
History Reading
S History is interpretative, and authors and sourcing are
central in interpretation (consideration of bias and
perspective)
S Often seems narrative without purpose and argument
without explicit claims (need to see history as argument
based on partial evidence; narratives are more than
facts)
S Single texts are problematic (no corroboration)
Character Change Chart
What is main character like at
the beginning of the story?
What is the main character like
at the end of the story? How
has he or she changed?
Crisis
Given this character change, what do you think the author wanted you to learn? ________
________________________________________________________________________
________________________________________________________________________
History Events Chart
TEXT
WHO?
1
Relation:
2
Relation:
3
Relation
4
Main point:
WHAT?
WHERE?
WHEN?
WHY?
History Reading (Fang & Schleppergrell)
S History text constructs time and causation
S Attributes agency (readers need to focus on the reasons
for actions and the outcomes of those actions—
cause/effect)
S Presents judgment and interpretation (argument)
S Often narratives with lack of clear connections to
thesis
History Reading (Fang & Schleppergrell)
S History texts construct meaning about time, place, manner
through “grammatical circumstances”
S Thus, in history, many clauses begin with grammatical
circumstances realized in prepositional phrases and adverbs
S Over the next decade events led to war.
S They gathered in Philadelphia.
S They made enemies by their harsh stands
History Reading (Fang & Schleppergrell)
S History also constructs participants/actors and the
processes that they engaged in to move towards their goals.
History Reading (Fang & Schleppergrel)
Clause
Circumstance
Actor
Process
1
Over the next
decade,
further
events
steadily led
2
Some
colonial
leaders,
such as
Samuel
Adams
favored
3
They
encour-aged conflict
with
British
authorities.
George II
and his
ministers
made
4
At the same
time,
Goal
Circum.
to war
independence from
Britain.
enemies of
many
moderate
Colonists
by their
harsh
stands
Science Reading (Fang & Schleppergrell)
S Technical, abstract, dense, tightly knit language (that
contrasts with interactive, interpersonal style of other
texts or ordinary language)
S Nominalization (turning processes into nouns)
S Suppresses agency (readers need to focus on causation
not intention)
Science Reading (Fang & Schleppergrell)
S Sentence density: unpacking complex nouns
S Experimental verification of Einstein’s explanation of the
photoelectric effect was made 11 years later by the American
physicist Robert Millikan. Every aspect of Einstein’s
interpretation was confirmed, including the direct
proportionality of photon energy to frequency.
Argument in the Disciplines
S Thesis (position)
S Claims that support the thesis
S Evidence that supports the claims (primary & secondary
sources)
S Acknowledgement of counterclaims
S Evidence that rebuts the counterclaims
Argument in the Disciplines
S There are really lots of ways to present an argument (or,
perhaps, there are a wider range of arguments made in the
disciplines—thus a historical narrative or a research report
may be arguments though they don’t follow that formal
structure)
S The biggest difference across disciplines has to do with what
constitutes evidence (how evidence is created), how
evidence is evaluated (is this good evidence?), and how
evidence is communicated (quotes?, graphic information?)
Literacy in History/Social Studies
S
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
S
Analyze in detail a series of events described in a text and the causes that link the events; distinguish
whether earlier events caused later ones or simply preceded them.
S
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
S
Compare the point of view of two or more authors by comparing how they treat the same or similar
historical topics, including which details they include and emphasize in their respective accounts.
S
Interpret the meaning of words and phrases in a text, including how an author uses and refines the
meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10
and No. 51).
S
Evaluate authors’ differing points of view on the same historical event or issue by assessing the
authors’ claims, evidence, and reasoning.
S
Distinguish among fact, opinion, and reasoned judgment in a historical account.
S
Compare and contrast treatments of the same topic in several primary and secondary sources.
S
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other
sources of information.
S
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Literacy in Science/
Technical Subjects
S
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical texts and topics.
S
Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
S
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
S
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements,
or performing technical tasks, attending to special cases or exceptions defined in the text.
S
Analyze the structure of the relationships among concepts in a text, including relationships among
key terms (e.g., force, friction, reaction force, energy).
S
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
S
Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
S
Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
S
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements,
or performing technical tasks; analyze the specific results based on explanations in the text.
S
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Literacy in Literature
S
S
S
S
S
S
S
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and
developed).
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice
of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its
overall structure and meaning as well as its aesthetic impact.
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play
or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least
one play by Shakespeare and one play by an American dramatist.)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works
of American literature, including how two or more texts from the same period treat similar themes or
topics.
Professional Foundations
S Physiological and social influences on language and literacy
S
S
S
S
S
S
S
development
Appreciation of the implications of literacy (e.g., social,
civic, economic)
Respect for students and student language
Nature of research evidence (nature, quality, reliability,
effect size, limitations)
Instructional organization and management
Instructional materials and resources
Professional collaboration
Professional growth opportunities