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: North Carolina'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: North Carolina's rubric for teacher candidate evaluation addresses incorporating literacy into all content areas. It requires middle and secondary school teachers to "incorporate literacy instruction within the content area or discipline," and to be ranked proficient, candidates must be able to "integrate effective literacy instruction throughout the curriculum and across content areas to enhance students' learning."
Praxis Test Requirement www.ets.org NC Board of Education Policy Manual, LICN-001; -003 Teacher Candidate Evaluation Rubric http://www.ncpublicschools.org/docs/ihe/edprep/teacher/pre-service-teacher-rubric.pdf
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.
North Carolina 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 state 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 tests), or through teacher preparation standards.
North Carolina recognized the factual accuracy of 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.