KEY COMPONENTS for TRANSFORMING COLLEGES OF EDUCATION

The Goal: 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.

Teacher Preparation Programs

Institutes of Higher Educations' (IHE) teacher preparation programs must:
1. Follow procedures to attract, prepare, support, remediate, and advance high-quality teaching candidates 2. Ensure that professors instructing teaching candidates are knowledgeable in scientifically-based reading, writing, literacy, language, speaking, and listening acquisition knowledge 3. Develop, retain, and advance high-quality teachers
Understanding the forms of evidenced-based reading instruction required for students to reach their potential and the development of these programs must be the charge of all teacher preparation programs, professional development programs, and school-wide programs.
Teachers must be trained in the following effective methods for achieving student reading literacy proficiency:
1. Teaching complex data-validated reading development and reading and writing literacy strategies to a diverse student population 2. Screening, assessment, and data instruments to direct and advance student literacy skills 3. Foundational data-validated reading instruction in the classroom
4. SEEDS community reading instruction in general education 5. Multitier systems of supports and classroom implementation strategies 6. Student accommodations to assess knowledge attainment
It is incumbent that universities and colleges of education prepare all teaching professionals to pass new, stringent examinations before being assigned the responsibility of teaching children to read and become subject-matter literate.
Scientifically discredited notions of reading acquisition and instructional practices that are incompatible with science or inhibit student progress, such as using picture and context cues for decoding rather than self-monitoring and comprehension shall not be promoted in teacher preparation programs.

Every teacher can be trained to become a teacher of reading literacy, writing, and language-in every subject.

Practicum for all teachers of reading certification shall include:

  • Lesson planning
  • Supervised practice both in teaching foundational reading instruction to whole classrooms and in delivering intervention to individuals or small groups of SEEDS.

In addition, practicum for reading specialists-Special Education teachers, Title I instructors, and ELL instructors-shall include:

  • Documenting student progress with formal and informal assessments
  • Completing an educational assessment of a student with a suspected reading disability who needs diagnostic assessment for Special Education support services.

Executive Summary

KEY COMPONENTS

ROADMAP AND SPECIFICS

MODEL LEGISLATION LANGUAGE