Adolescent Literacy: Indiana

2017 General Teacher Prep Programs Policy

Goal

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.

Meets in part

Analysis of Indiana's policies

Informational Texts: Indiana'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 knowledge and vocabulary through careful reading of informational and literary texts.

Literacy Skills: Indiana's CORE middle-grades and secondary assessments in other content areas also address literacy skills. For example, secondary chemistry teachers must "have a broad and comprehensive understanding of content-specific instruction and assessment in science," which includes the Common Core State Standards for English Language Arts & Literacy in Science and Technical Subjects. Further, they must demonstrate "strategies and resources for promoting students' reading ... in science."

In preparation standards for both middle and secondary teachers, Indiana requires that teachers have:

  • "A broad and comprehensive understanding of content-area and disciplinary literacy skills, and demonstrate the ability to plan and deliver integrated content area reading instruction that is based on student learning standards."
  • "The ability to use evidence-based instructional practices to advance students' recognition, analysis, and use of text structures and features to deepen comprehension, and to develop students' text-based reading skills and their use of comprehension strategies related to the teacher's discipline."
Among the requirements for developing a literacy-rich environment, all middle and secondary teachers are required to have the ability to," use evidence-based instructional practices to develop students' vocabulary and academic language related to content-area reading and writing in the teacher's discipline."

Citation

Recommendations for Indiana

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.
Indiana 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.

State response to our analysis

Indiana recognized the factual accuracy of this analysis; however, this analysis was updated subsequent to the state's review.

How we graded

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,

  • Middle School Preparation: The state should ensure that all new middle and secondary teachers are prepared to incorporate informational texts of increasing complexity into instruction.
  • Secondary Preparation: The state should ensure that all new middle and secondary teachers are prepared to incorporate literacy skills as an integral part of every subject.
Middle School Preparation
One-half of the total goal score is earned based on the following:

  • One-half credit: The state will earn one-half of a point if at least one of the two components is "fully addressed" and one is "partially addressed."
  • One-quarter credit: The state will earn one-quarter of a point if one of the two components is "fully addressed" or two are "partially addressed."
Secondary Preparation
One-half of the total goal score is earned based on the following:

  • One-half credit: The state will earn one-half of a point if at least one of the two components is "fully addressed" and one is "partially addressed."
  • One-quarter credit: The state will earn one-quarter of a point if one of the two components is "fully addressed" or two are "partially addressed."

Research rationale

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.[1] 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.


[1] Student Achievement Partners. (2015). Research supporting the Common Core ELA/literacy shifts and standards. Retrieved from https://achievethecore.org/content/upload/Research%20Supporting%20the%20ELA%20Standards%20and%20Shifts%20Final.pdf