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: Louisiana's preparation standards for both middle and secondary school teachers address the instructional shifts associated with
college- and career-readiness standards toward building content knowledge and
vocabulary through careful reading of informational and literary texts.
The state's new literacy competencies require the following:
Praxis Test Requirement www.ets.org Louisiana Administrative Code, Title 28, Bulletin 746, Section 209, 211, 609 Louisiana Teacher Preparation Competencies http://www.louisianabelieves.com/docs/default-source/teaching/teacher-preparation-competencies.pdf?sfvrsn=4
Due to Louisiana's strong policies in this area, no recommendations are provided.
Louisiana was helpful in providing NCTQ with facts necessary for this analysis.
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.