Program Overview:
Please be reminded that completion of the Reading Endorsement serves as one of the four pathways to meet the Georgia Early Literacy Act legislative requirement for K-3 teachers!
Thank you for your interest in the CSRA RESA K-12 Reading Endorsement Program! The purpose of the CSRA RESA Reading Endorsement is to prepare candidates to meet the reading needs of all students in the classroom. The curriculum is built upon current research and research-based practices that enable teachers to engage students in the vital, dynamic, and interactive process of constructing meaning from text. This program is structured to provide candidates with a solid understanding of the theory and practice of quality reading instruction as well as an understanding of the nature of the reading process, the reading initiatives, and the correction reading difficulties. Candidates also learn strategies to connect reading and writing to improve students' overall performance in literacy. Candidates learn how to evaluate school needs, organize reading instruction, and provide effective professional development in reading. The Reading Endorsement Program offered by CSRA RESA is a significant and an essential component in the help, training, and support teachers and administrators in member systems receive to meet the reading needs of their students.
Program Handbook (includes program assignments, responsibilities, and policies)
Please Note: All rights and ownership of materials or products, tangible or intangible, of this endorsement program are the property of CSRA RESA and may not be used or reproduced without written approval from our agency.
Eligibility:
1. Eligibility Requirements:
(a) To be eligible for the professional Reading Endorsement, the applicant must hold a level four (4) or higher renewable professional certificate in any teaching, service or leadership field and complete other requirements outlined in GaPSC Rule 505-2-.14 ENDORSEMENTS.
(b) To be eligible for the Five-Year Induction Reading Endorsement, the applicant must hold a level four (4) or higher Five-Year Induction certificate in any teaching field and complete other requirements outlined in GaPSC Rule 505-2-.14 ENDORSEMENTS.
2. Currently employed by a Georgia school system
3. Recommendation from a building-level and district administrator
Endorsement Details:
When:
Cost:
Member: $1200 per person
Non-Member: $1400 per person
Courses:
The Reading Endorsement is comprised of three 50-hour courses that must be completed in the following sequence:
Course 1 Bridging Foundations Between Decoding and Fluent Reading and Writing for Diverse Learners – 50 Hours: Bridging Foundations Between Decoding and Fluent Reading and Writing for Diverse Learners emphasizes the traditions, theories, practices, and developments in literacy that have evolved from an extensive history of research and practice. Through this course, candidates will examine how particular theories of literacy impact the practices of teaching reading and writing in the classroom and will become familiar with the components of a strong reading program.
Course 2 Deep Reading Interventions for Diverse Learners – 50 Hours: Deep Reading Interventions for Diverse Learners will explore types of reading problems, diagnostics and problem solving associated with each of the five big ideas of reading. Candidates will administer reading assessments and use results to develop literacy instruction. This course includes a 20-hour practicum.
Course 3 Moving Learning through Reading and Writing for Diverse Learners – 50 Hours: Moving Learning through Reading and Writing for Diversity extends competencies developed during the first and second courses of the reading endorsement. Candidates will extend and expand knowledge of reading and writing problems in the classroom and will implement principles, practices, and applications of reading and writing instruction across the content areas. Through a focus on current research, issues, and approaches to literacy instruction, candidates will develop and implement strategies for meeting the needs of learners through differentiated classroom practices.
Program Textbooks:
Books and materials are included in regional cohorts. School Systems hosting in-district cohorts will be responsible for purchasing books and materials.
Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2020). Word study: For phonics, spelling, and vocabulary instruction (7th ed.). Pearson.
Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy: Implementing practices that work best to accelerate student learning – Grades K-12. Corwin.
Gelzheiser, L. M., Scanlon, D. M., Hallgren-Flynn, L., & Connors, P. (2019). Comprehensive reading intervention in grades 3-8: Fostering word learning, comprehension, and motivation. The Guilford Press.