Transcript MACTE Presentation on Proposed Reading Standards

The Minnesota Board of
Teaching Proposed
Reading Standards
Presentation by
Deborah R. Dillon, University of Minnesota
Gail Jordan, Bethel University
MACTE Conference
October 22, 2008
MN Reading Licensure History
 Pre-2000: 4 reading educator licenses were available.
 2000-2003: No reading licenses were available.
 2001-2002: A reading task force worked with the BOT to create
the current K-12 Teacher of Reading Endorsement, effective
September, 2003.
 Post-2003: 10 institutions were approved to offer the K-12
Teacher of Reading Endorsement programs (as of 1/08).
 2006-2007: Testing Issues re: Reading Specialist Test
 January 12, 2007: Board action to establish the Reading Task Force
Preparation for the Task Force Work
 The Minnesota Academy of Reading
sponsored a series of discussions at Bethel
University in an effort to gain an
understanding of what educational leaders,
practitioners, teacher educators and policy
makers felt were the critical needs in reading
education for Minnesota students. From
those discussions some pressing issues
emerged.
Reading Issues Identified
 There was a consensus that there needed to be
a more comprehensive approach to practices
and policies related to teacher preparation and
professional development for reading.
 The next generation of Minnesota teachers would
likely face more complex issues related to closing
the widening achievement gap, understanding
the needs of ELL learners and designing and
delivering effective interventions.
School Communities
 The discussions also centered on the
expected level of expertise required among
all staff members who would be involved in
aspects of reading instruction.
 The consensus was that there were layers of
expertise required across the multiple roles
including administrators, specialists,
classroom teachers and other stakeholders.
A Trajectory of Learning
 The final consensus was that there needed to
be a comprehensive review of the current
licensure standards in reading for teachers
across all levels and career points.
 An overture was made to the Board of
Teaching to collaborate on a systematic
review of the current standards and propose
any changes that may emerge from such a
review.
Reading: Historical Context
2007: Reading Task Force Efforts
February – April: Task Force, Phase I
 April 19: Report to BOT Advisory Committee
 May 11: Phase I report to BOT
 May – September: Task Force, Phase II
 September 14: Phase II report to the BOT
 Stakeholder input: October 26 & November 8
2008:
 Input used to revise standards; document presented to the
BOT in July 2008; standards passed by BOT
 Sept-Oct. 24th: standards drafted into rule; currently under
review
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Reading Task Force *
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John Alexander
Karen Balmer
Karen Bihrle
Eva Boehm
Terri Christenson
Deborah Dillon
Claire Eckley
Garnet Franklin
JoAnne Glasgow
Carolyn Gwinn
Gail Jordan
Bonnie Houck
John Melick
Amy Smith
Susan Thomson
JoAnn Van Aernum
Groves Academy
MN Board of Teaching
MN Department of Education
MN Reading Association
MN Reading License Coalition
MN Association of Colleges of Teacher Education
International Dyslexia Association
Education Minnesota
MN Association of Colleges of Teacher Education
MN Academy of Reading
MN Academy of Reading
MN Department of Education
MN Department of Education
MN Association of Colleges of Teacher Education
Parent Advocacy Group
MN Board of Teaching
* Note: Several task force members represent more than one stakeholder group.
Task Force Charge
 To develop recommendations addressing the
initial preparation and continued development
of teachers of reading in Minnesota.
Goals for the BOT Reading
Task Force
 Update the 2003 K-12 Teacher of Reading Standards
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Proactively address the changing literacy needs of
Minnesota students and the preparation and continued
professional development of teachers
Provide a strong foundation for, and coherence between
MN standards for preparing and developing teachers in the
area of reading and national standards (e.g., International
Reading Association; NBPTS), Minnesota K-12 student
standards in reading/language arts, and other initiatives
(e.g., draft Minnesota College and Work-Readiness ELA
Expectations--created by the P-16 committee)
Goals for the Reading Task Force -cont.
 Develop a Comprehensive Framework
 Include the professional development needs of K-12 educators
who support students’ reading development and those who
serve as reading leaders
 Develop a seamless set of standards that will follow teachers
throughout their professional careers
 Substantive & Rigorous Requirements
 Outlines the specific knowledge and practices teachers at
various levels of preparation need to be effective educators
who are able to support students’ reading needs
Reading Task Force
Guiding Question
“What knowledge, skills, and practices do
birth to grade 12 preservice teachers (initial
licensure), novice and experienced classroom
teachers (licensure renewal), teachers with
advanced reading knowledge (K-12), and
reading leaders (K-12) need to know and be
able to do to best support the needs of all
readers in their classrooms?”
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Task Force Work
 Initial Licensure
 Early Childhood (Birth – Age 8) License
 Elementary Education License
 Middle School Licenses
 Selected Secondary Licenses
 Licensed Teachers
 Clock Hours: License Renewal
 Advanced Licensure
 Teacher of Reading Endorsement
 NEW: Reading Leader Endorsement
Standards in proposed framework
 Foundational Knowledge
 Instructional Strategies and Materials
 Assessment, Diagnosis, Evaluation and
Intervention (includes language re: a specific clinical
experience linked to coursework)
 Creating a Literate and Motivating
Environment
 Professionalism
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Sample Matrix
Standard 3: Assessment, Diagnosis, Evaluation & Intervention
Competencies
Leveled
Descriptions of
Reading
Professionals
Initial
license
birth age 8
Element 3.2
Ability to
administer
and interpret
selected
assessment
instruments
designed to
identify
students’
proficiencies
and
difficulties
Understand the technical
aspects of administering
selected assessment tools
used in determining
individual student’s reading
performance, instructional
level and reading interests.
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Initial
license
K-6th
grade
Initial
license
5th - 8th
grade
Initial license
5th - 12th
grade
Initial
licensure 9th
- 12th grade
Understand the
technical aspects of
administering selected
assessment tools used
in determining individual
student’s reading
performance,
instructional level and
reading interests
License
renewal
classroom
teacher K-6th
grade
License
renewal
classroom
teacher 7th 12th grade
Demonstrate ability in
the proper
administration and
interpretation of
appropriate formal and
informal assessments
Reading
Teacher with
advanced
reading
knowledge K-12
Reading
Leader K-12
Demonstrate
expertise in
the
administration
of a wide
variety of
measures
that track
student
progress by
individual, by
class, by
cohort, and
by school.
Expertise in
administerin
g and
interpreting
a wide
variety of
assessment
tools that
identify
student
needs and
proficiencies
Stakeholder Input:
October 26 & November 8, 2007
MN Reading License Coalition
MN Academy of Reading
MN Reading Association
International Dyslexia Association
The Reading Center / Dyslexia Institute of MN
Language Circle / Project Read
MN Association for the Education of Young Children
MN Association of Colleges of Teacher Education
MinneTesol
PACER Center
Parent Advocacy Group
ARC
Title I
Literacy Coalition of Minnesota
MN Department of Education
State Legislature
Steps Completed in the Process
 Task force analysis of stakeholder input (early 2008)
 Identification of challenges
 Proposed resolutions
 Development of recommendations for licensure rules
 Stakeholder input (spring 2008)
 Reading communities
 Broader communities
 Recommendations made to the Board of Teaching
(July 2008); passed by the BOT at their July meeting
Current & Future Steps
 Rulemaking process (initiated in Sept. 2008)
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Generally 12-18 months
MORE stakeholder input
 Rule adoption
 Rule effective date
Early Childhood and Elementary
Preservice Standards
Language for EC and Elementary
Proposed Standards
In developing the language for the proposed standards
we examined
 the current rule related to reading
 current research on emergent literacy and
elementary reading
 the current definition of reading (NRP) that addressed
the 5 components of reading and other definitions of
reading (e.g., RAND Report; NAEP 2009 framework)
 current research in the area of EC and elementary
teacher preparation (e.g., knowledge, pedagogy, and
dispositions)
Template
We developed competencies in each of the domains:
 Foundational Knowledge
 Instructional Strategies and Materials
 Assessment, Diagnosis, Evaluation and
Intervention
 Creating a Literate and Motivating Environment
 Professionalism
Stakeholder Feedback & Next Steps
 We sent the proposed language out for
feedback from the BOT identified stakeholder
groups.
 We revised the language in light of the
feedback.
 The format adopted by the Task Force will
assist institutions in designing effective EC
and elementary reading courses and clinical
experiences.
Presentation on Content
Preservice Standards
How the Subgroup Approached the
Content Standards
 We examined all 5-12, 9-12 and K-12
standards to see what language the current
rule had in place related to reading.
 We reviewed that language to see if there
should be new language added.
 We decided whether to add language from
the new K-6 proposed changes or add the
new language for the 5-12/9-12 licenses (e.g.,
spec. ed; TESOL).
New Language for 5-12 and 9-12
 In developing the language for the proposed
changes we examined current research on
adolescent literacy and high school reform.
 We attempted to have a format that was
consistent with the Early Childhood, K-6
format.
 We developed language that was in keeping
with the current definition of reading that
addressed the 5 components of reading, as
well as other definitions of reading (e.g., RAND
Report).
Application for Each License
 We looked at each licensure area to
determine the relevance of the proposed
language.
 We examined the content of the current
language and eliminated the redundancy.
 We sent the proposed language out for
feedback from the BOT identified stakeholder
groups.
 We revised the language in light of the
feedback.
Current Language
 Each content license that has proposed
changes has competencies in three areas.
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There are competencies that relate to
understanding the aspects of the reading
process that impact readers at the secondary
level.
There are competencies that related to
instructional strategies that support reading
across different content areas.
There are specific competencies related to
that discipline that will impact learning.
Presentation on Graduate Level
Reading Standards
Reading Teacher
 This language will replace the current
language contained in the K-12 Teachers of
Reading license currently offered at the
graduate level in 10 institutions.
 The new language will strengthen the
competencies in the 5 domains.
 The emphasis will be on building level
leadership and instructional duties.
Reading Leader
 There is a new license, the Reading Leader,
that creates another tier of expertise.
 The Reading Leader has more concentrated
competencies in leadership and coaching.
 The license is meant for the reading
professional interested in more district-wide
responsibilities.
 Currently this license is not required for any
specific teaching assignment.
Who will use these standards and
for what purposes?
 Institutions of Higher Education, Teacher Educators
 Teachers (pre-service and in-service)
 Students in degree and licensure programs
 Administrators and school-districts
 Professional Development Coordinators
 Reading Consultants
 Parents
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How Will We Move Forward?
 Leadership and vision are required to lead MN
forward in the area of reading teacher development.
 Minnesota reading leaders and faculty from
institutions across the state are poised to work
collaboratively to develop innovative ways to put
these new standards into practice.
 We will hold a series of co-sponsored faculty work
sessions in ‘08-09 to work on redesigning coursework
and clinical experiences to integrate the new
standards and develop consistency across
institutions; new assessments will also be developed
and some may be shared across institutions.
Concluding Remarks
Respected reading researcher Michael
Pressley (2002) commented “it is hard to be
an effective literacy teacher and difficult to
learn how to become one.” (p. 344)
The proposed MN Reading Standards, and
reading colleagues statewide, acknowledge
this reality and seek solutions to this
challenge.