Delivering Well Prepared Teachers Policy
The state should ensure that new elementary teachers know the science of reading instruction and are prepared for the instructional shifts related to literacy associated with college-and career-readiness standards.
Tennessee requires all elementary teacher candidates to pass the Praxis Teaching Reading: Elementary Education (5203) test as a condition of initial licensure. Although the test framework contains the five instructional components of scientifically based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension, they are addressed much less explicitly than in the Praxis Teaching Reading: Elementary Education (5204) test.
New legislation in Tennessee allows teachers to delay passage of content and pedagogy tests if they possess a bachelor's degree in a core content area.
In its reading standards pertaining to what elementary and middle school teachers must know, Tennessee also requires teacher preparation programs to address the science of reading.
Elementary teacher candidates must be prepared for the key instructional shifts related to literacy that differentiate college- and career-readiness standards from their predecessors. The Praxis Teaching Reading: Elementary Education test—under the heading "reading comprehension strategies across text types"—requires teachers to know "how to select and use a variety of informational, descriptive, and persuasive materials at appropriate reading levels to promote students' comprehension of nonfiction, including content-area texts." The reading and language arts subtest of the Elementary Education: Content Knowledge test includes some of the instructional shifts toward building content knowledge and vocabulary through careful reading of informational and literary texts associated with these standards. However, although the framework now addresses complex texts, it does so only in the context of measuring text complexity, and it does not address how to also incorporate increasingly complex texts into instruction.
Further, in its standards for elementary teachers, Tennessee requires that candidates "teach reading within the context of every subject area in such manner as to build vocabulary, background knowledge and strong comprehension strategies."
The state's Teaching Reading: Elementary Education test addresses the needs of struggling readers by requiring candidates to know "how diagnostic reading data are used to differentiate instruction to address the needs of students with difficulties." Teacher preparation standards also require candidates to be able to "differentiate good readers from poor readers in light of those characteristics and apply that knowledge to effective intervention strategies for all readers."
Tennessee has also passed legislation defining dyslexia as a "specific learning disability" and requiring K-12 educators to receive training for teaching students with dyslexia "using appropriate scientific research and brain-based multisensory intervention methods and strategies."
Praxis Testing Requirements www.ets.org Tennessee Educator Preparation Policy http://tn.gov/assets/entities/education/attachments/epp_policy.pdf Tennessee Code Annotated, Section 49-6-3004(c)(1)
Monitor new reading assessment to ensure adequacy and rigor.
Tennessee should monitor its assessment to make sure it is a rigorous and appropriate measure of teachers' knowledge of and skill in scientifically based early reading instruction, as the track record of Praxis assessments in this regard is mixed at best. Specifically, Tennessee should re-evaluate its use of the Praxis Teaching Reading (5203) assessment. A more rigorous and appropriate measure of teachers' knowledge of and skill in scientifically based early reading instruction is the Praxis Teaching Reading (5204) assessment.
Ensure that new elementary teachers are prepared to incorporate informational text of increasing complexity into classroom instruction.
Although the revised Praxis II Content Knowledge test is a step in the right direction, this assessment still does not adequately capture all the major instructional shifts of college- and career-readiness standards—and it fails to provide subscores for each core content area. Tennessee is therefore encouraged to strengthen its teacher preparation requirements and ensure that all candidates who teach the elementary grades have the ability to address the use of informational texts as well as incorporate complex informational texts into classroom instruction.
Ensure that new elementary teachers are prepared to incorporate literacy skills as an integral part of every subject.
To ensure that elementary students are capable of accessing varied information about the world around them, Tennessee should also—either through testing frameworks or teacher standards—include literacy skills and using text to build content knowledge in history/social studies, science, technical subjects and the arts.
Tennessee recognized the factual accuracy of this analysis, however this analysis was update subsequent to the state's review. The state added that it is in the initial stages of convening a task force to support
in the development of new reading standards to replace the existing standards.
At a minimum, these standards will be required to be implemented into all
PreK-K, PreK-3, K-5 and 6-8 licensure programs.
Reading science has
identified five components of effective instruction.
Teaching children to read is the most important task teachers undertake. Over the past 60 years, scientists from many fields have worked to determine how people learn to read and why some struggle. This science of reading has led to breakthroughs that can dramatically reduce the number of children destined to become functionally illiterate or barely literate adults. By routinely applying in the classroom the lessons learned from the scientific findings, most reading failure can be avoided. Estimates indicate that the current failure rate of 20 to 30 percent could be reduced to 2 to 10 percent.
Scientific research has shown that there are five essential components of effective reading instruction: explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension. Many states' policies still do not reflect the strong research consensus in reading instruction that has emerged over the last few decades. Many teacher preparation programs resist teaching scientifically based reading instruction. NCTQ's reports on teacher preparation, beginning with What Education Schools Aren't Teaching about Reading and What Elementary Teachers Aren't Learning in 2006 and continuing through the Teacher Prep Review in 2013 and 2014, have consistently found the overwhelming majority of teacher preparation programs across the country do not train teachers in the science of reading. Whether through standards or coursework requirements, states must direct programs to provide this critical training. But relying on programs alone is insufficient; states must only grant a license to new elementary teachers who can demonstrate they have the knowledge and skills to teach children to read.
Most current reading tests do not offer assurance that teachers know the science of reading.
A growing number of states, such as Massachusetts, Connecticut and Virginia, require strong, stand-alone assessments entirely focused on the science of reading. Other states rely on either pedagogy tests or content tests that include items on reading instruction. However, since reading instruction is addressed only in one small part of most of these tests, it is often not necessary to know the science of reading to pass. States need to make sure that a teacher candidate cannot pass a test that purportedly covers reading instruction without knowing the critical material.
College- and career-readiness standards require significant shifts in literacy instruction.
College- and career-readiness standards for K-12 students adopted by nearly all states require from a 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 text. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, few states have attended 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.
Elementary Teacher Preparation in Reading Instruction: Supporting Research
For evidence on what new teachers are not learning about reading instruction, see NCTQ, "What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning" 2006) at:http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf.
For problems with existing reading tests, see S. Stotsky, "Why American Students Do Not Learn to Read Very Well: The Unintended Consequences of Title II and Teacher Testing," Third Education Group Review, Vol. 2, No. 2, 2006; and D. W. Rigden, Report on Licensure Alignment with the Essential Components of Effective Reading Instruction (Washington, D.C.: Reading First Teacher Education Network, 2006).
For information on where states set passing scores on elementary level content tests for teacher licensing across the U.S., see chart on p. 13 of NCTQ "Recommendations for the Reauthorization of the Elementary and Secondary Education Act, Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers," (2011).
For an extensive summary of the research base supporting the instructional shifts associated with college- and career-readiness standards, see "Research Supporting the Common Core ELA Literacy Shifts and Standards" available from Student Achievement Partners.