Elementary Teacher Preparation in Reading
Instruction: Michigan
Delivering Well Prepared Teachers Policy
Analysis of Michigan's policies
Michigan does not require teacher candidates to pass an assessment that measures knowledge of scientifically based reading instruction prior to certification or at any point thereafter.
In its standards for elementary teacher preparation
programs, Michigan does require programs to address the science of reading.
Further, the state requires elementary candidates to take six credit hours of
reading instruction.
Elementary teacher candidates must be prepared for the key instructional shifts related to literacy that differentiate college- and career-readiness standards from their predecessors. Elementary teachers in Michigan are required to pass the Michigan Test for Teacher Certification (MTTC) general elementary content test, which addresses expository texts but does not include 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.
Michigan's reading standards for elementary teachers articulate that all candidates must "promote the integration of language arts in all content areas."
Regarding struggling readers, the state's standards require elementary teacher candidates to "recognize how differences among learners influence their literacy development and implement programs to address the strengths and needs of individual learners...."
Recommendations for Michigan
Require all teacher candidates who teach elementary grades to pass a rigorous assessment in the science of reading instruction.
Although Michigan's testing framework and standards address expository texts, they fail to capture the major instructional shifts of college- and career-readiness standards. The state is therefore encouraged to strengthen its teacher preparation requirements and ensure that all elementary candidates have the ability to adequately incorporate complex informational text 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, Michigan should expand on its existing standard that generically requires teachers to "promote the integration of language arts in all content areas" and require teachers to include literacy skills and using text to build content knowledge in history/social studies, science, technical subjects and the arts.
Support struggling readers.
Michigan should articulate specific requirements ensuring that elementary teachers are prepared to intervene and support students who are struggling. The early elementary grades are an especially important time to address reading deficiencies before students fall behind.
State response to our analysis
Michigan was helpful in providing NCTQ with facts that enhanced this analysis.
The state added that multiple NCTQ recommendations under Goal 1-C have also been recommended by a Third Grade Reading Workgroup. Michigan indicated that although specific statutes and regulatory actions have not yet been taken in response to these recommendations, the Michigan Department of Education regards this report as a blueprint for action. Recommendation from this workgroup include:
- Changing the Michigan Test for Teacher Certification "to predictively measure teaching skills and basic content knowledge and vocabulary necessary for teachers" specifically in the area of teaching reading to PreK-3 age students
- Implementing "diagnostic-driven instruction and interventions" with the PreK-3 age group
- Increasing the required number of credit hours in reading instruction in initial teacher preparation from six to 12, which affords the possibility of more in-depth preparation in the areas identified by NCTQ as particularly effective in supporting children’s mastery of CCSS
-
Michigan
Select another topic
Delivering Well Prepared Teachers
- Admission into Teacher Preparation
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Early Childhood
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science and Social Studies
- Special Education Teacher Preparation
- Special Education Preparation in Reading
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountability
Expanding the Pool of Teachers
Identifying Effective Teachers
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Tenure
- Licensure Advancement
- Equitable Distribution
Retaining Effective Teachers
Exiting Ineffective Teachers
Pensions
Research rationale
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.