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: Wisconsin requires the Foundations of Reading assessment for all of its middle school teachers.
This assessment requires teachers to "understand how to apply reading comprehension skills and strategies to informational/expository texts." The framework then offers an extensive list of examples for achieving this competency. However, secondary teachers are not required to take this assessment.
Literacy Skills: Wisconsin has no requirements for the preparation of middle or secondary school teachers that address the incorporation of literacy skills into the core content areas.
Praxis Test Requirement www.ets.org Wisconsin Administrative Code PI 34.28, PI 34.29 Foundations of Reading Assessment https://dpi.wi.gov/tepdl/licensing/testing-requirements
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.
Wisconsin is on the right track by requiring the Foundations of Reading test, which addresses knowledge of informational texts; however, the in-depth coverage of the topic is presented as examples. We encourage Wisconsin to require this assessment of its secondary teachers as well. The state should also make certain that its framework includes the major instructional shifts of college- and career-readiness standards, thereby ensuring that all middle school candidates have the ability to adequately incorporate complex informational text into classroom instruction.
Incorporate literacy skills as an integral part of every subject.
Wisconsin 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.
Wisconsin indicated that because of Foundations of Reading Test requirement for Regular Education MC-EA teachers, it meets this goal in part.
For NCTQ's grading rationale please see WEBSITE ADDRESS FOR GRADING RATIONALE.
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.