TRANSFORMING COLLEGES OF EDUCATION

EXECUTIVE SUMMARY

Teacher Effectiveness Starts with Effective Preparation Programs:
It is incumbent upon the universities and colleges of education to prepare all teaching professionals to pass new, stringent examinations before being assigned the responsibility of teaching children to read and become subject-matter literate.

Issue:

Approximately one-third of students read on grade level. Often this is due to a lack of teacher preparation in regard to how to teach reading development skills. This must change at the root of the issue: the teacher preparation program. Student achievement can only improve if every teacher becomes a teacher of literacy. Teaching reading literacy is a complex skill that requires specialized training.

Why this is important:

  • Teacher quality is the NUMBER ONE predictor of a student's success.
  • Teachers' impact is additive and cumulative.
  • Up through third grade children learn to read; after third grade they read to learn. However, two-thirds of students leave third grade not reading on grade level, and the gap continues without intervention.

Goals of section:

  • To improve requirements of teacher preparation programs regarding reading instruction to enhance the knowledge of all teachers' ability to teach reading.
  • To incorporate three levels of teacher certification to earn a Teacher of Reading Certification.
  • To require a Basic or Advanced Reading Instruction Competence Teaching Assessment for all teachers.

How to achieve these goals:

  • It is incumbent upon the universities and colleges of education to prepare all teaching professionals with the skills to be reading literacy instructors.
  • Teacher preparation programs must equip their candidates with the knowledge and skills to take responsibility for students' reading development and literacy attainment.
  • Once certified, teachers must adapt their knowledge and evolving experience to the challenges of teaching diverse student populations.

Key points:

Teachers of reading are qualified to ensure that the great majority of students for whom they are responsible will thrive and become fluent readers who can read well, write well, and think well.

Studies indicate that when teacher preparation programs and professional development programs leave out essential reading instruction methods and knowledge, these teachers will not be adequately prepared to teach reading in a way that will provide full literacy to all their students. The implementation of these programs will change that.

Executive Summary

KEY COMPONENTS

ROADMAP AND SPECIFICS

MODEL LEGISLATION LANGUAGE