Excerpt from THE REVISED SCHOOL
CODE
Section 1531 (4) of the
The People of the State of
Michigan enact: (4) Except as
otherwise provided in this act, the superintendent of public instruction shall
only issue a teaching certificate to a person who has met the elementary or
secondary, as applicable, reading credit requirements established under
superintendent of public instruction rule. If a person holds a teaching
certificate, then beginning July 1, 2007,
notwithstanding any rule to the contrary, the superintendent of public
instruction shall not renew the person's provisional teaching certificate or
advance the person's certification to professional certification unless the
person, during the first 6 years of his or her employment in classroom
teaching, successfully completes at
least a 3-credit course of study with appropriate field experiences in the
diagnosis and remediation of reading disabilities and differentiated
instruction. To
meet this requirement, the course of study should include the following
elements, as determined by the department to be appropriate for the person's
certification level and endorsements: interest inventories, English language
learning screening, visual and auditory discrimination tools, language
expression and processing screening, phonemics, phonics, vocabulary, fluency,
comprehension, spelling and writing assessment tools, and instructional
strategies
All Provisionally
Certified Teachers
(As of
Submitted
by:_
Contact
information: email:__dmyton@LSSU.edu
_
phone: _(906) 635-2811__
Course of Study Includes :
_EDUC624_Reading:
Research & Methodologies
(3 semester credits)_
(course number(s) and title(s))
Amanda McCabe Assist Prof. Reading
Institution
Name
Address: __650 W. Easterday,
Certification Level (Circle
appropriate level(s)):
Elementary
Secondary
Both
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The
teacher preparation institution must complete a reflective review of the
required minimum 3 credit course of study which must be available in a single three credit course and may be offered across several
courses (equal to a minimum of 3 credits). The teacher preparation institution
will not make this required 3 credit course of study a reason to require a
masters program of teachers. |
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Assessment, Instruction and
Field Experiences for the following areas: Possible
Focus Question (s) |
Examples
of How Standard can be met (Teaching/Learning Experiences) |
Assessment/Evidence
of Elements Learned and Applied |
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Elementary
Certification |
Secondary
Certification |
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Interest Inventories What
motivates students? How can
teachers engage students for learning? |
Design and administer interest inventory |
Written administered copy included in case study portfolio with reflection |
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Visual and auditory
discrimination How can
teachers help students learn who see or hear language in diverse ways? |
Articulate the developmental
nature of visual and auditory discrimination on a continuum of developing and
fluent levels and the experiences that support the continuum Discuss, administer and score appropriate visual and auditory assessment |
Administration
of appropriate assessment with case study observation
Videotape
of lesson with written transcript and analysis |
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Language expression and
processing screening How can
teachers help students who express and process language in diverse ways? |
Observe, administer and record appropriate oral language assessments with rubric |
Written
and/or oral presentations of lesson in case study portfolio
Observe
administration of oral language assessment procedures
Score
and discuss appropriate instructional procedures for sample student
Written
documentation of lesson in field experiences
Videotape
of lesson with written transcript and analysis
Written
content area instructional plan |
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English language learning How can
teachers help students learn whose first language is not English? |
Understand the processes of
second language acquisition and the implications for developing oral language,
reading, and writing proficiency for English language learners
Understand the social, cultural
and dynamic nature of language Observe, administer and record appropriate oral language assessments with rubric |
Discussion
of appropriate research-base articles and journals for understanding
acquisition of developing oral language and reading and writing for ELL
students
Discussion
and case example of appropriate assessments
Administration
of appropriate assessment with case study
Videotape
of lesson with written transcript and analysis |
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Phonemics, phonics, fluency How can
teachers help students who have not yet learned basic word recognitions
skills? How and when should
teachers refer students to specialists when they observe problems with
language and fluency? |
Understand the relationships of
phonemics, phonics, word identification, vocabulary building, spelling
patterns, fluency, and comprehension to articulate and discuss current
research issues Implement research-based skills and strategies based on informed instructional procedures |
Written
reports of research projects and reputable journal articles.
Class
discussions and administrative practice with student samples
Videotape
of lesson with written transcript and analysis |
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Vocabulary How can
teachers help students learn the language of the content areas? |
Present a variety of strategies
for learning content-area vocabulary; including word study Use strategies for conceptual development including graphic organizers, context clues and reference tools including dictionary, thesaurus, and electronic sources |
Written
reports of research projects and reputable journal articles
Class
discussions and administrative practice with student samples
Videotape
of lesson with written transcript and analysis |
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Comprehension How can
teachers help students comprehend what they are learning? |
Understand the characteristics
of texts and how textual aids enhance comprehension (such as pictures, graphs,
charts, italics)
Use comprehension strategies
that support interactions with a variety of texts (before, during, and after
reading) including structure and genre to enhance understanding
Understand the importance of
having students respond in a variety of ways to texts
Understand how to utilize a
variety of ways to promote comprehension of texts within the content areas to
connect prior knowledge with new information
Recognize elements of fiction
and non-fiction, including imaginative, narrative, and expository texts
Model a variety of questioning
strategies |
Class
discussions with student samples
Videotape
of lesson with written transcript and analysis |
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Spelling, writing What specific
symbol sound knowledge do students need to become independent writers? How can teachers help students improve
their writing and spelling? |
Guide students understanding in
refining spelling knowledge through reading and writing
Understand the developmental
stages of spelling and writing (including spelling inventory)
Understand the nature of the
writing process including teaching prewriting, drafting, revising, editing,
and publishing
Discuss current research on
teaching spelling and writing (include rubrics, assessment) Provide appropriate scaffolding strategies |
Written
reports of research projects and reputable journal articles
Class
discussions with student samples for scoring
Documentation
of writing included in case study portfolio
Documentation
of spelling sample included in case study portfolio
Videotape
of lesson with written transcript and analysis |
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Instructional strategies How can
teachers implement instructional strategies that help students develop
learning strategies? |
Read professional journals,
publications, texts
Participate in class discussions
Understand how theories and
research have influenced literacy education and practices for differentiating
instruction of all students
Recognize and provide
differentiated instruction for students with reading disorders
Use appropriate grouping
procedures, content area reading strategies, reading tasks, and assessment
Recognize and facilitate the
value of learning through genuine inquiry and utilize strategies for fostering
student inquiry and communication
Teach students to organize and
interpret data to draw inferences and synthesize information for contingent
instruction Assist students in selecting appropriate resources to support and present conclusions |
Written
reports of research projects and reputable journal articles.
Class
discussions with video taped or live student samples
Written
and oral presentations of case study portfolio
Sharing
during group discussions. Lesson plans developed that show accommodations. |
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Assessment strategies How can
teachers assess students in formal and informal ways that promote
instruction? |
Select appropriate literacy
assessments to inform instruction
Use assessment practices based
on learning theories and aligned with literacy goals, curriculum standards,
and instruction that reflect high expectations for all students |
Written
reports of research projects and reputable journal articles
Administration,
scoring and using assessment to inform instruction with case study student
Classroom
opportunities to observe, administer and score appropriate informal assessment |
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The law
also mandates that teachers need to apply
“appropriate field experiences” in light of these
topics. As a result, learners
will need to demonstrate appropriate application of these topics in a
classroom setting. |
Select appropriate instructional
materials to facilitate learning
Understand the impact of
physical, perceptual, emotional, social, cultural, environmental, and
intellectual factors on learning, language development, reading acquisition,
and comprehension Advocate for appropriate intervention and support services and work in coordination with specialists to modify curriculum, instruction, assessment and follow-up |
Written
reflective report included in case study portfolio of observations and
instruction Written transcript of video recording and analysis of contingencies of instruction in 3 domains with case study student(s) |
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