teacher preparation: the reading teacher 4-12 · national competency-based teacher standards...
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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
NCBTS
NCBTS
NCBTS
NCBTS
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
International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
Curriculum &
instruction
STANDARD 2
Instructional approaches, materials,
and an integrated, comprehensive,
balanced curriculum to support
student learning in reading and
writing
instruction
International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
Assessment &
evaluation
STANDARD 3
A variety of assessment tools and
practices to plan and evaluate
effective reading and writing
instruction
evaluation
International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
DiversitySTANDARD 4
Literacy practices that develop
awareness, understanding, respect,
and a valuing of differences in our
society
Diversity
International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
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
International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
Professional
learning &
STANDARD 6
Professional learning and
leadership as a career-long effort
and responsibility
learning &
leadership
International Reading Association
STANDARDS FOR READING
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
International Reading Association
STANDARDS FOR READING
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.
International Reading Association
STANDARDS FOR READING
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.
International Reading Association
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.
International Reading Association
STANDARDS FOR READING PROFESSIONALS
(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.
International Reading Association
STANDARDS FOR READING PROFESSIONALS
(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.
International Reading Association
STANDARDS FOR READING PROFESSIONALS
(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
Reading teacher education
in the 21st century
Declarative
knowledgeknowledge
Solid foundation of disciplinary knowledge
relevant to success as a teacher
Reading teacher education
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
Reading teacher education
in the 21st century
Stable procedural
knowledgeknowledge
Procedural knowledge needed to function
under “normal circumstances”
Reading teacher education
in the 21st century
Expert adaptive Expert adaptive
knowledge
Knowledge needed to deal with a full array of
instructional challenges
Reading teacher education
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!