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Excerpt from THE REVISED SCHOOL CODE

Section 1531 (4) of the Michigan School Code 1976 PA 451 (MCL 380.1531).

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

Michigan Required Advanced Reading Course of Study for

All Provisionally Certified Teachers

(As of April 14, 2006 PA 118 effective July 1, 2007 amends MCL 380-1531)

 

 

Submitted by:_David M. Myton, Ph.D__Chair, SOE                 

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    Lake Superior State University        

Address:  __650 W. Easterday, Sault Sainte Marie, MI  49783___

                                                                                                                            

"BOTH"Certification Level (Circle appropriate level(s)):

Elementary            Secondary              Bot

 


 Based on reviewer comment we have now posted an expanded version of this matrix which clarifies and extends the descriptions of the course assignments and evidence of student learning.  Please  reference the EXPANDED MATRIX: (posted May 29, 2007)


                  

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.

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

Elementary Certification

Secondary Certification

Interest Inventories

What motivates students?  How can teachers engage students for learning?

Research and discuss children’s learning; the influence of language, identity, inquiry, observation, creating agency, transfer and flexibility

 

Design and administer interest inventory

Discussion and creation of inventory, checklists, and/or interview

 

Written administered copy included in case study portfolio with reflection

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

Discussion of appropriate visual and auditory assessment procedures and scoring

 

Administration of appropriate assessment with case study observation

 

Videotape of lesson with written transcript and analysis

Language expression and processing screening

How can teachers help students who express and process language in diverse ways?

Understand students need opportunities to integrate the use of the six language arts: reading, writing, listening, speaking, viewing, and visually representing

 

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

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

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

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

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

 

 Written reports of research projects and reputable journal articles.

 

Class discussions with student samples

 

Videotape of lesson with written transcript and analysis

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

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.

Assessment strategies

How can teachers assess students in formal and informal ways that promote instruction?

 

 Use informal observations to discover problems with fluency, accuracy, comprehension, vocabulary, retention, prior knowledge

 

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

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.

 Know how language choices advance and constrain people

 

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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Lake Superior State University

School of Education – Crawford Hall

650 W. Easterday Ave.   Sault Sainte Marie , MI   49783

(906) 635-2811  Fax: (906) 635-7565  http://education.lssu.edu