KEY COMPONENTS FOR CERTIFICATION FOR TEACHERS OF READING

HIGH STANDARDS OF CERTIFICATION FOR TEACHERS OF READING (K-3) AND CONTENT AREA TEACHERS (4-12) THAT ADVANCE TEACHER KNOWLEDGE AND SKILL.

The Goal: Every teacher must become a teacher of reading, writing, and language.

THREE Levels of Reading Teacher Certification

  • A passing score on this examination earns the teaching candidate a Teacher of Reading Certification.
  • The state board must require teaching candidates to successfully complete the required assessment prior to being granted an initial license.
  • A person who has completed an approved teacher preparation program but has not successfully completed the skills Basic or Advanced Reading Instruction Competence Teaching Assessment or the teacher of reading/teaching specialists Advanced Reading Instruction Competence Teaching Assessment shall not obtain a waiver or provisional license.

Teachers of Reading Teachers of grades K-3 Advanced Reading Instruction Competence Teaching Assessment Certified by the state and hereby defined as a highly skilled expert in foundational reading and writing development; reading and writing literacy; and speaking, listening, and language skills.
Teaching Specialists Teach ELL, Title I, or Special Education in grades K-12 Advanced Reading Instruction Competence Teaching Assessment Certified by the state and hereby defined as a highly skilled expert in foundational reading and writing development; reading and writing literacy; and, speaking, listening, and language skills, along with the specialty licensure English Language Learners, Title I, and Special Education in grades K-12.
Content Area Teachers Grades 4-12 subject teachers who are licensed by the state in their area of expertise Basic Reading Instruction Teaching Assessment These teachers are required to have knowledge in the foundations of reading, writing, language, speaking and listening development, comprehension, and integration of knowledge

Program Requirements for Teachers of Reading

Must include, at a minimum, instruction in ten areas of foundational reading instruction:

1. Foundational concepts of oral and written language learning 2. Knowledge of the structure of language 3. Knowledge of SEEDS community and learning disorders 4. Interpretation and administration of assessments for planning instruction 5. Structured language teaching of phonology
6. Structured language teaching of phonics and word recognition 7. Structured language teaching of fluent, automatic reading of text 8. Structured language teaching of vocabulary 9. Structured language teaching of text comprehension 10. Structured language teaching of handwriting, spelling, and written composition


Reporting Requirements

Basic Reading Instruction Competence Teaching Assessment Advanced Reading Instruction Competence Teaching Assessment

The school districts, schools, and charter schools shall report annually to the state on:

1. The total number of teaching candidates during the most recent school year taking the test;

2. The number who achieve a qualifying score on the examination(s);

3. The number who do not achieve a qualifying score on the examination(s);

4. The distribution of all candidates' scores;

5. The number of candidates who have taken the examination(s) at least once before; and

6. The number of candidates who have taken the examination(s) at least once before and achieved a qualifying score.

The school districts, schools, and charter schools shall report annually to the state on:

1. The total number of teachers of reading/teaching specialists taking the test;

2. The number who achieve a qualifying score on the examination(s);

3. The number who do not achieve a qualifying score on the examination(s);

4. The distribution of all candidates' scores;

5. The number of candidates who have taken the examination(s) at least once before; and

6. The number of candidates who have taken the examination(s) at least once before and achieved a qualifying score.

The Board of Teaching shall publicly report annually:

1. The number of first-time passage rates;

2. The overall passage rates tied to specific institutions of higher education for initial and professional license candidates and to individual districts for out-of-state hires.

The Board of Teaching shall publicly report annually:

1. The number of first-time passage rates;

2. The overall passage rates tied to specific institutions of higher education for initial and professional license candidates and to individual districts for out-of-state hires.


ADVANCED

ADVANCED Reading Instruction Competence Teaching Assessment

Requirements

  • At least 100 multiple-choice questions
  • Having been previously administered in another state for over five years
  • The following make-up of questions:

32% Multiple Choice Reading processes and development portion that includes in depth the understanding of the connections among listening, speaking, reading, and writing; phonological and phonemic awareness; concepts of print and the alphabetic principle; the role of phonics knowledge in reading development; other word analysis skills and strategies; the development of vocabulary knowledge and skills; skills and strategies for comprehending literary/imaginative texts; and skills and strategies for comprehending expository and content-area texts.
16% Multiple Choice Reading assessment portion that includes the understanding of test construction and the interpretation of test results; characteristics and uses of formal and informal reading and writing assessments; the role of assessment in promoting reading and writing development; and the screening and diagnosis of reading difficulties and disabilities.
16% Multiple Choice Reading instruction portion that includes the understanding of research-based instructional strategies, programs, and methodologies for promoting early reading and writing development; research-based instructional strategies, programs, and methodologies for consolidating and expending reading, writing, and spelling skills; the differentiation of reading instruction to meet the needs of individual students; and characteristics and uses of reading resources, materials, and technologies.
16% Multiple Choice Professional knowledge portion about the role of teachers that includes the understanding of the interpretation, evaluation, and application of reading research; the multiple roles of the candidate's prospective position in planning and implementing reading instruction in collaboration with other members of the school community; and the understanding of the role of professional development in promoting the effectiveness of the candidate's and other educators' prospective positions.
20% Open Response Questions
(Minimum of 2 questions)
This section shall cover the integration of knowledge and understanding portion that includes the required knowledge of organized, developed analyses on topics related to reading processes and development, reading assessment, reading instruction, and/or the professional knowledge and roles of the teachers of reading, Special Education teachers, Title I reading teachers, and ELL reading specialists (as appropriate to the candidate).

The passing score for the Advanced Exam shall not be lower than 85% of the total possible points.

The Department of Public Instruction, in consultation with an oversight panel consisting of persons with demonstrated mastery of the knowledge set forth, shall select the Advanced Exam and make a practice exam available by a specific date.


BASIC

BASIC Reading Instruction Competence Teaching Assessment

Note: If this Basic Exam is embedded in a comprehensive, multi-subject licensure exam, there shall be a separate passing score for the reading portion of the exam.

Requirements

  • At least 100 multiple-choice questions
  • Having been previously administered in another state for over five years
  • The following make-up of questions:

35% Multiple Choice The foundations of reading portion covering the understanding of phonological and phonemic awareness, the understanding of concepts of print and the alphabetic principle, the role of phonics in promoting reading development, and the understanding of word analysis skills and strategies.
27% Multiple Choice The development of reading comprehension portion covering the understanding of vocabulary development, the understanding of how to apply reading comprehension skills and strategies to imaginative/literary texts, and the understanding of how to apply reading comprehension skills and strategies to informational/expository texts.
18% Multiple Choice The reading assessment and instruction portion covering the understanding of formal and informal methods for assessing reading development and the understanding of multiple approaches to reading instruction.
20% Open Response Questions
(Minimum of 2 questions)
This section shall cover the integration of knowledge and understanding portion that includes the required knowledge of organized, developed analyses on topics related to foundations of reading development, development of reading comprehension, and/or reading assessment and instruction.

The passing score for the Basic Exam shall not be lower than 75% of the total possible points or 85% of the total possible points for prospective Special Education teachers, reading teachers, and reading specialists.

The Department of Public Instruction, in consultation with an oversight panel consisting of persons with demonstrated mastery of the knowledge set forth, shall select the Basic Exam and make a practice exam available by a specific date.

Executive Summary

KEY COMPONENTS

ROADMAP AND SPECIFICS

MODEL LEGISLATION LANGUAGE