teacher preparation: the reading teacher 4-12 · national competency-based teacher standards...

Teacher Preparation:

The Reading Teacher

4-12

Teacher Preparation:

The Reading Teacher

4-12Nemah N. Hermosa, PhDNemah N. Hermosa, PhDNemah N. Hermosa, PhD

University of the Philippines

Nemah N. Hermosa, PhD

University of the Philippines

2011 RAP Annual Convention, 6-8 April 2011, Bayview

Hotel

• Frameworks

• Standards

• Knowledge base• Knowledge base

National Competency-

Based Teacher

Standards (NCBTS)An integrated theoretical

framework that defines the

different dimensions of

effective teaching (DepEd, 2008)

Teaching is

facilitating

learning, & the

qualities of good

NCBTS

Teacher

knowledge is

essentially

complex and qualities of good

teaching are

defined in terms

of whether

students learn or

not.

complex and

problematic;

applicability

varies across

learners and

contexts.

Teaching involves

reflective &

flexible

application of

NCBTS

Effective teaching

is determined

within the limits

and opportunities application of

technical

knowledge that

best bring about

student learning.

and opportunities

found in the

learning

environment.

DOMAINS

NCBTS

STRANDSSTRANDS

INDICATORS

Understand reading and

writing development, and

believe all children can

read and write

Continually assess Continually assess

children’s individual

progress and relate

reading instruction to

children’s previous

experiences

Know a variety of ways to

teach reading, when to

use each method, and

how to combine the

methods into an effective

instructional program

Offer a variety of materials

and texts for children to

read

Use flexible grouping

strategies to tailor

instruction to individual

students

Are good reading

“coaches” (provide help

strategically

International Reading Association

STANDARDS FOR READING

PROFESSIONALS (2010)

Foundational

Knowledge

STANDARD 1

Theoretical and evidence-based

foundations of reading and writing

processes and instruction

Knowledge




Curriculum &

instruction

STANDARD 2

Instructional approaches, materials,

and an integrated, comprehensive,

balanced curriculum to support

student learning in reading and

writing

instruction




Assessment &

evaluation

STANDARD 3

A variety of assessment tools and

practices to plan and evaluate

effective reading and writing

instruction

evaluation




DiversitySTANDARD 4

Literacy practices that develop

awareness, understanding, respect,

and a valuing of differences in our

society

Diversity




Literate

environment

STANDARD 5

Environment that fosters reading and

writing by integrating foundational

knowledge, instructional practices,

approaches, and methods, curriculum

materials and the appropriate use of

assessments

environment




Professional

learning &

STANDARD 6

Professional learning and

leadership as a career-long effort

and responsibility

learning &

leadership



PROFESSIONALS (2010)Education Support Personnel

Pre-K & Elem Classroom Teacher

Middle/HS Content Classroom Teacher

Middle/HS Reading Classroom Teacher

Reading Specialist/Literacy Coach

Teacher Educator

Administrator



PROFESSIONALS (2010)ROLE STANDARD 1:

Foundational Knowledge

Middle/HS

Reading

Read the scholarship of the

reading profession and Reading

Classroom

Teacher

reading profession and

recognize the theoretical

knowledge base about the

reading and writing of

adolescents.



PROFESSIONALS (2010)ROLE STANDARD 2:

Curriculum & Instruction

Middle/HS

Reading

Implement and evaluate content

area instruction in each of the Reading

Classroom

Teacher

area instruction in each of the

following elements: vocabulary

meaning, comprehension,

writing, motivation, and critical

thinking.


STANDARDS FOR READING PROFESSIONALS

(2010)

ROLE STANDARD 3:

Assessment & Evaluation

Middle/HS

Reading

Demonstrate an understanding

of established purposes for Reading

Classroom

Teacher

of established purposes for

assessing student performance,

including tools for screening,

diagnosis, progress monitoring,

and measuring outcomes.



(2010)

ROLE STANDARD 4:

Diversity

Middle/HS

Reading

Demonstrate an understanding of the

relationship between first- and

Reading

Classroom

Teacher

second-language acquisition and

literacy development.

Advocate for change in societal

practices and institutional structures

that are inherently biased or

prejudiced against certain groups.



(2010)

ROLE STANDARD 5:

Literate Environment

Middle/HS

Reading

Arrange their classrooms to

provide easy access to books, Reading

Classroom

Teacher

provide easy access to books,

other instructional materials, and

specific areas designed for a

variety of individual, small-group,

and whole-class activities.



(2010)

ROLE STANDARD 6:

Professional Learning &

Leadership

Middle/HS Demonstrate an awareness of

the factors that influence adult Middle/HS

Reading

Classroom

Teacher

the factors that influence adult

learning, organizational change,

professional development, and

school culture.

http://www.reading.org/General/Current

Standards 2010http://www.reading.org/General/Current

Research/Standards/ProfessionalStand

ards2010.aspx

Reading teacher education

in the 21st century

“What your

grandmother’s

teacher didn’t teacher didn’t

know that your

granddaughter’s

teacher should”(Pearson, 2000)

Students Change: Middle Grades

Nature/Role of Texts

• Reading subordinated to disciplines

• Learning from text

Language Comprehension

• Specialized vocabulary

Word Recognition

• Discipline specific reading practices

Fluency

Students Change: Secondary

GradesNature/Role of Texts

• Reading subordinated to disciplines

• Expertise in learning from text

• Expertise in producing discipline-

specific textspecific text

Language Comprehension

• Specialized vocabulary

Word Recognition

• Discipline specific reading practices

Fluency

Students Change: Developmental

Changes in the Reading System


in the 21st century

Declarative

knowledgeknowledge

Solid foundation of disciplinary knowledge

relevant to success as a teacher


in the 21st century

Situated, can-do

procedural procedural

knowledgeProcedural knowledge required to function

effectively in a relatively simple situation or a

highly scaffolded situation with support from a

mentor


in the 21st century

Stable procedural

knowledgeknowledge

Procedural knowledge needed to function

under “normal circumstances”


in the 21st century

Expert adaptive Expert adaptive

knowledge

Knowledge needed to deal with a full array of

instructional challenges


in the 21st century

Reflective, organized,

analyzed knowledgeanalyzed knowledge

Experience to analyze and evaluate what is

useful or not, well-founded or not

Master Teacher

Experienced

Novice

Apprentice

Progressive

differentiation(Snow et al, 2005)

Preservice

How different

types of

knowledge may be

distributed at

various points in a

teacher’s career

Some implications

• Provide necessary content in

teacher preparation

• Address the ideal as well as

the day-to-day realities of

classrooms

Some implications

• Continue to support DepEd’s

continuing professional

development programs for

reading teachersreading teachers

• Research agenda on teacher

quality and preparation

programs

THANK

YOU!YOU!

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