English

Program Modules

Overview

Teach Reading Mastery Signature Edition – K

In this module, participants will learn how to teach Reading Mastery Signature Edition – K. The instructional design approach of RMSE K is Direct Instruction (DI) which is designed for students to master the basics of beginning reading. RMSE K is appropriate for students who are placed into RMSE K according to the program placement test.
On completion, participants will know how to present RMSE K lessons, as well as how to engage students using a system based on positive motivation. Leaders who have completed Learn Effective Teaching Essentials, Deliver Direct Instruction and Deliver Effective Teaching modules will be able to support teaching teams in delivering the programs. Teachers and teaching assistants can implement the techniques and practices, which include prereading exercises, work with symbol identification, rhyming, blending, and comprehension.

Learning Intents
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement re-teaching or skipping of direct instruction lessons, based on group mastery data and in collaboration with instruction coach (3.1.08).
  • Review direct instruction student mastery data daily to ensure groups stay at mastery. Implement lesson sequences with fidelity, maintaining student engagement and promoting learning (3.1.09).
  • Review student work daily to ensure all students are at mastery. Implement effective teaching techniques to develop problem solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines (3.2.08).
  • Implement direct and explicit instruction lessons with fidelity. Understand how to group students and maximise instructional time to manage classroom activities (3.4.02 ).
  • Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching. Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.04).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning and make program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program (3.6.06).
  • Implement in-program and out-of-program assessments to evaluate student mastery levels.
  • Review mastery test data to determine individual and group mastery.
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:
Test: Knowledge and skills taught in the lessons
Appraisal: Practical application in practicing knowledge and skills learned in the lessons
Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment
requirements for each module.
Certificate of Attendance: Complete online training and knowledge and skills tests.
Certificate of Participation: Pass knowledge and skills video Appraisal.
Certificate of Achievement: Pass knowledge and skills video Mastery Evaluation.

Teach Reading Mastery Signature Edition – Year 1

In this module, participants learn how to teach Reading Mastery Signature Edition – 1. The instructional design approach of RMSE 1 is Direct Instruction (DI), which is designed for students who have basic decoding and comprehension skills.

RMSE 1 is appropriate for students who completed Reading Mastery Signature Edition K or placed into RMSE 1 according to the program placement test. On completion, participants know how to present RMSE 1 lessons, as well as how to engage students using a system based on positive motivation.

Leaders who have completed Learn Effective Teaching Essentials, Deliver Direct Instruction and Deliver Effective Teaching modules will be able to support teaching teams in delivering the programs. Teachers and teaching assistants can implement the techniques and practices, which include explicit phonics, decoding, vocabulary, story reading, comprehension and spelling activities.

Learning Intents
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and nonverbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement reteaching or skipping of direct instruction lessons based on group mastery data and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintain student engagement and promote learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis
  • during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities.
  • Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:
Test: Knowledge and skills taught in the lessons
Appraisal: Practical application in practicing knowledge and skills learned in the lessons
Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.
Certificate of Attendance: Complete online training and knowledge and skills tests.
Certificate of Participation: Pass knowledge and skills video Appraisal.
Certificate of Achievement: Pass knowledge and skills video Mastery evaluation.

Teach Reading Mastery Signature Edition – Years 2 and 3

Reading Mastery Signature Edition 2–3 is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for RMSE 2–3 and how RMSE 2–3 fits into Reading Mastery Signature Edition Reading programs. They will also learn how to teach all lesson parts, how to correct specific errors, how to conduct mastery tests, how to record assessment data and how to monitor and correct independent work in RMSE 2–3.

Learning Intents
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and nonverbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement reteaching or skipping of direct instruction lessons based on group mastery data and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintain student engagement and promote learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:
Test: Knowledge and skills taught in the lessons
Appraisal: Practical application in practicing knowledge and skills learned in the lessons
Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.
Certificate of Attendance: Complete online training and knowledge and skills tests.
Certificate of Participation: Pass knowledge and skills video Appraisal.
Certificate of Achievement: Pass knowledge and skills video Mastery Evaluation.

Teach Reading Mastery Signature Edition – Years 4 and 5

Reading Mastery Signature Edition 4–5 is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for RMSE 4–5 and how RMSE 4–5 fits into Reading Mastery Signature Edition Reading programs. They will also understand critical teaching points, how to correct specific errors, how to conduct mastery tests, how to record assessment data and how to monitor and correct independent work in RMSE 4–5.

Learning Intents  
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and nonverbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement reteaching or skipping of direct instruction lessons based on group mastery data and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintain student engagement and promote learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities.
  • Apply classroom practices across all activities by setting clear behavioural expectations, and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:
Test: Knowledge and skills taught in the lessons
Appraisal: Practical application in practicing knowledge and skills learned in the lessons
Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.
Certificate of Attendance: Complete online training and knowledge and skills tests.
Certificate of Participation: Pass knowledge and skills video Appraisal.
Certificate of Achievement: Pass knowledge and skills video Mastery evaluation.

Teach Reading Mastery Signature Edition – Language Arts – K

In this module, participants learn how to teach Reading Mastery Signature Edition Language Arts K.

The instructional design approach of RMSE LA K is direct instruction which is designed for students who need basic language instruction. RMSE LA K is appropriate for students who placed into RMSE LA K according to the program placement test. On completion, participants know how to present RMSE LA K lessons, as well as how to engage students using a system based on positive motivation.

Leaders who have completed Learn Effective Teaching Essentials, Deliver Direct Instruction and Deliver Effective teaching modules will be able to support teaching teams in delivering the programs. Teachers and teaching assistants can implement the techniques and practices, which include sequenced lessons providing students with practice in the language concepts and skills needed to succeed in school.

Learning Intents  
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and nonverbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement reteaching or skipping of direct instruction lessons based on group mastery data and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintain student engagement and promote learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations, and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:

Test: Knowledge and skills taught in the lessons
Appraisal: Practical application in practicing knowledge and skills learned in the lessons

Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment
requirements for each module.
Certificate of Attendance: Complete online training and knowledge and skills tests.
Certificate of Participation: Pass knowledge and skills video Appraisal.
Certificate of Achievement: Pass knowledge and skills video Mastery Evaluation.

Teach Reading Mastery Signature Edition Language Arts 1–2

Reading Mastery Signature Edition Language Arts 1–2 is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for RMSE LA 1–2 and how RMSE LA 1–2 fits into Reading Mastery Signature Edition Language Arts programs. They will also understand critical teaching points, how to correct specific errors, how to conduct mastery tests, how to record assessment data and how to monitor and correct independent work in RMSE LA 1–2.

Learning Intents  
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement re-teaching or skipping of Direct Instruction lessons, based on group mastery data, and in collaboration with instruction coach. Review Direct Instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of effective instruction curricula, as well as in-program mastery tests, to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal, in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:

  • Test: Knowledge and skills taught in the lessons
  • Appraisal: Practical application in practicing knowledge and skills learned in the lessons
  • Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.
Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

  • Certificate of Attendance: Complete online training and knowledge and skills tests.
  • Certificate of Participation: Pass knowledge and skills video Appraisal.
  • Certificate of Achievement: Pass knowledge and skills video Mastery evaluation.

Teach Reading Mastery Signature Edition Language Arts 3–5

Reading Mastery Signature Edition Language Arts 3–5 is a professional learning module for teachers
and teaching assistants. In this module, participants will understand the rationale for RMSE LA 3–5 and how RMSE LA 3–5 fits into Reading Mastery Signature Edition Language Arts programs. They will also understand critical teaching points, how to correct specific errors, how to conduct mastery tests, how to record assessment data and how to monitor and correct independent work in RMSE LA 3–5.

Learning Intents  
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and nonverbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement re-teaching or skipping of direct instruction lessons, based on group mastery data and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities.
  • Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies.
  • Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels.
  • Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:

  • Test: Knowledge and skills taught in the lessons
  • Appraisal: Practical application in practicing knowledge and skills learned in the lessons
  • Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.
Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

  • Certificate of Attendance: Complete online training and knowledge and skills tests.
  • Certificate of Participation: Pass knowledge and skills video Appraisal.
  • Certificate of Achievement: Pass knowledge and skills video Mastery evaluation.

Teach Corrective Reading Decoding A–B1

Corrective Reading Decoding A–B1 is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for using CRD A–B1 and learn the correct pronunciation of sounds in CRD A–B1. They will also learn how to teach exercises, how and when to use the accompanying correction procedures, how to conduct workbook exercises and work checks, how to conduct mastery tests and how to record assessment data and motivate students.

Learning intents  
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement re-teaching or skipping of direct instruction lessons, based on group mastery data, and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06). 
Prerequisite
  • Learn Effective Teaching Essentials.
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:

  • Test: Knowledge and skills taught in the lessons.
  • Appraisal: Practical application in practicing knowledge and skills learned in the lessons.
  • Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.
Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

  • Certificate of Attendance: Complete online training and knowledge and skills tests.
  • Certificate of Participation: Pass knowledge and skills video Appraisal.
  • Certificate of Achievement: Pass knowledge and skills video Mastery evaluation.

Teach Corrective Reading Decoding B2-C

Corrective Reading Decoding B2-C is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for using CRD B2-C and the various techniques to engage students. They will also learn how and when to use the accompanying correction procedures, how to conduct workbook exercises and work checks, how to conduct mastery tests and how to record assessment data and motivate students.

Learning Intents  
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement re-teaching or skipping of direct instruction lessons, based on group mastery data and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:

  • Test: Knowledge and skills taught in the lessons
  • Appraisal: Practical application in practicing knowledge and skills learned in the lessons
  • Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.
Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

  • Certificate of Attendance: Complete online training and knowledge and skills tests.
  • Certificate of Participation: Pass knowledge and skills video Appraisal.
  • Certificate of Achievement: Pass knowledge and skills video Mastery Evaluation.

Teach Corrective Reading Comprehension A–B1

Corrective Reading Comprehension A–B1 is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for using CRC A–B1 and the various techniques to engage students. They will also learn how and when to use the accompanying correction procedures, how to conduct workbook exercises and work checks, how to conduct mastery tests and how to record assessment data and motivate students.

Learning Intents  
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and nonverbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement re-teaching or skipping of direct instruction lessons, based on group mastery data and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:
Test: Knowledge and skills taught in the lessons
Appraisal: Practical application in practicing knowledge and skills learned in the lessons
Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.
Certificate of Attendance: Complete online training and knowledge and skills tests.
Certificate of Participation: Pass knowledge and skills video Appraisal.
Certificate of Achievement: Pass knowledge and skills video Mastery Evaluation.

Teach Corrective Reading Comprehension B2–C

Corrective Reading Comprehension B2–C is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for using CRC B2–C and the various techniques to engage students. They will also learn how and when to use the accompanying correction procedures, how to conduct workbook exercises and work checks, how to conduct mastery tests and how to record assessment data and motivate students.

Learning Intents  
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and nonverbal communication strategies to support student engagement during small-group instruction(3.1.05).
  • Implement re-teaching or skipping of direct instruction lessons, based on group mastery data and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:
Test: Knowledge and skills taught in the lessons
Appraisal: Practical application in practicing knowledge and skills learned in the lessons
Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.
Certificate of Attendance: Complete online training and knowledge and skills tests.
Certificate of Participation: Pass knowledge and skills video Appraisal.
Certificate of Achievement: Pass knowledge and skills video Mastery Evaluation.

Teach Spelling Mastery A–F

Spelling Mastery is a professional learning module for teachers and teaching assistants. In this module, participants will understand the core instructional strategies for implementing Spelling Mastery accurately in order to accomplish basic Direct Instruction (DI) teaching techniques. They will also learn different ways to gather data and how to use data to inform instruction.

Learning Intents  
  • Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
  • Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
  • Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
  • Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
  • Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
  • Implement re-teaching or skipping of direct instruction lessons, based on group mastery data, and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
  • Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
  • Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
  • Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
  • Understand the underlying organisational principles of mastery learning programs (3.2.02).
  • Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
  • Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
  • Implement all parts of direct and explicit instruction lessons (3.2.07).
  • Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
  • Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
  • Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
  • Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
  • Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
  • Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
  • Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
  • Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
  • Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).
Prerequisite
  • Learn Effective Teaching Essentials
  • Deliver Direct Instruction.
Duration
  • 12 Lessons.
Assessment

Assessment has three stages:

  • Test: Knowledge and skills taught in the lessons
  • Appraisal: Practical application in practicing knowledge and skills learned in the lessons
  • Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.
Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

  • Certificate of Attendance: Complete online training and knowledge and skills tests.
  • Certificate of Participation: Pass knowledge and skills video Appraisal.
  • Certificate of Achievement: Pass knowledge and skills video Mastery evaluation.

Other Program Modules

Other Professional Learning Modules

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