Secondary Teacher Preparation Policy
The state should ensure that new middle school and secondary teachers are fully prepared for the instructional shifts related to literacy associated with college-and career-readiness standards. This goal was reorganized in 2017.
Informational Texts: The District of Columbia's preparation standards and tests for all middle and secondary school teachers do not address the instructional shifts associated
with college- and career-readiness standards toward building content
and vocabulary through careful reading of informational and literary
Literacy Skills: The District of Columbia has no requirements for the preparation of middle or secondary school teachers that address the incorporation of literacy skills into the core content areas.
DCMR 5-A 1601 and 1602 http://www.dcregs.dc.gov/Gateway/RuleHome.aspx?RuleNumber=5-E1601 Subject Area Proposals https://osse.dc.gov/service/guidance-preparing-subject-area-program-proposals
Ensure that middle and secondary school teachers are prepared to meet the instructional requirements of college- and career-readiness standards for students.
Incorporate informational text of increasing complexity into classroom instruction.
The District of Columbia should specifically address the instructional shifts toward building content knowledge and vocabulary through increasingly complex informational texts and careful reading of informational and literary texts associated with the state's college- and career-readiness standards for students. The District may consider addressing these shifts either through testing frameworks in tests taken by all middle or secondary teachers regardless of subject area (such as a teaching methods test), or through teacher preparation standards.
Incorporate literacy skills as an integral part of every subject.
The District of Columbia should ensure that teacher preparation standards include literacy skills and using text to build content knowledge in history/social studies, science, technical subjects, and the arts to ensure that middle and secondary school students are capable of accessing varied information about the world around them.
The District of Columbia recognized the factual accuracy of this analysis. Additionally, the state noted that the secondary Biology, Chemistry and General Science program proposals include literacy as one of the indicators in the Nature of Science standard. The Secondary Math program proposal requires teacher candidates to communicate their mathematical thinking orally and in writing to peers, faculty, and others. The English Language Arts program proposal specifically mentions the use of literacy and reading in its standards and indicators.
3C: Adolescent Literary
The state should ensure that all middle and secondary teachers are sufficiently prepared for the ways that college- and career-readiness standards affect instruction in all subject areas. Specifically,
States must ensure that middle school and secondary teacher preparation programs prepare teachers to incorporate complex text into instruction and student practice. These are critical years of schooling when far too many students fall through the cracks.
With that said, college- and career-readiness standards are influencing significant shifts in literacy instruction.
College- and career-readiness standards for K-12 students adopted by nearly all states require from teachers a different focus on literacy integrated into all subject areas. The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts, and build knowledge and vocabulary through content-rich texts. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, states must also attend to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards.