Certification
Standards for the Preparation of all Secondary Teachers
in Reading
Instruction
The
Michigan Definition of Reading, supported by the International Reading
Association, defines reading as “the process of constructing meaning through
the dynamic interaction among the reader’s existing knowledge, the information
suggested by the written language, and the context of the reading
situation.” Preparation of students
seeking initial certification at the elementary and secondary levels should be
based on both this definition and the following premises:
·
The act of reading is critical to learning in all
subject areas.
·
The ultimate goal of reading instruction is to
develop independent, strategic, motivated readers who actively engage in reading
as a lifelong pursuit for a variety of purposes, such as recreation, economic
success, participation in political and social processes, remaining informed,
and continuing to learn.
The
purpose of this document is to serve as a guide for teacher preparation
programs in developing courses, which meet the requirements for initial
certification at the secondary level (three semester hours) and the provisions
of Public Act 497 of 2000.
Advocates
of reading reform claim that student reading problems go undiagnosed and
students fail to achieve their academic potential because teachers are not
adequately trained to recognize reading problems. In response, Public Act 497 of 2000
stipulates that all elementary and secondary teacher candidates complete course
work that includes training in how to recognize students’ reading disorders,
and how to provide instruction and support for students with reading
disorders. Standards 5, 12, and 13
specifically address this legislation.
The
standards in this document are consistent with the English Language Arts
Content Standards and Benchmarks of the Michigan Curriculum Framework
and teacher preparation program standards from the National Council for the
Accreditation of Teacher Education, the International Reading Association, and
the National Council of Teacher of English.
There are 30 standards that are fundamental to the preparation of all
secondary pre-service teachers. These 30
are drawn from the more comprehensive list of 122 state standards for the
preparation of reading teachers (BT endorsement) and reading specialists (BR
endorsement), which are used in the approval of those teacher preparation
programs.
The
reading standards identified in this document are distinguished by variant
levels of proficiency required.
Depending on the roles they play in student learning, teachers need
different levels of understanding. The
three levels of proficiency are identified as follows:
A –
Awareness
The teacher is able to recognize, recall, and reflect on the
existence of different aspects of literacy development and related literacy
teaching strategies. (Discussion of
pertinent topics related to standards is an example of completion of the
awareness level.)
B – Basic
Understanding
The teacher is able to articulate knowledge about literacy
development and related instructional and assessment strategies and is able to
demonstrate and reflect on the use of this knowledge at a fundamental level of
competence acceptable for teaching. (An
example of basic understanding would be to apply the knowledge and assess
results.)
C –
Comprehensive Understanding
The teacher is able to apply broad, in-depth knowledge of
the different aspects of literacy development in a variety of settings. (The ability to apply, reflect,
assess, and discuss outcomes so that future learning is a result.)
Friendly Guide to the Standards for the Required
for All
Secondary Teacher Candidates