teacher preparation: the reading teacher 4-12 · national competency-based teacher standards...
TRANSCRIPT
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Teacher Preparation:
The Reading Teacher
4-12
Teacher Preparation:
The Reading Teacher
4-12Nemah N. Hermosa, PhDNemah N. Hermosa, PhDNemah N. Hermosa, PhD
University of the Philippines
Nemah N. Hermosa, PhD
University of the Philippines
2011 RAP Annual Convention, 6-8 April 2011, Bayview
Hotel
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• Frameworks
• Standards
• Knowledge base• Knowledge base
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National Competency-
Based Teacher
Standards (NCBTS)An integrated theoretical
framework that defines the
different dimensions of
effective teaching (DepEd, 2008)
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Teaching is
facilitating
learning, & the
qualities of good
NCBTS
Teacher
knowledge is
essentially
complex and qualities of good
teaching are
defined in terms
of whether
students learn or
not.
complex and
problematic;
applicability
varies across
learners and
contexts.
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Teaching involves
reflective &
flexible
application of
NCBTS
Effective teaching
is determined
within the limits
and opportunities application of
technical
knowledge that
best bring about
student learning.
and opportunities
found in the
learning
environment.
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DOMAINS
NCBTS
STRANDSSTRANDS
INDICATORS
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NCBTS
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NCBTS
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NCBTS
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NCBTS
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Understand reading and
writing development, and
believe all children can
read and write
Continually assess Continually assess
children’s individual
progress and relate
reading instruction to
children’s previous
experiences
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Know a variety of ways to
teach reading, when to
use each method, and
how to combine the
methods into an effective
instructional program
Offer a variety of materials
and texts for children to
read
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Use flexible grouping
strategies to tailor
instruction to individual
students
Are good reading
“coaches” (provide help
strategically
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International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
Foundational
Knowledge
STANDARD 1
Theoretical and evidence-based
foundations of reading and writing
processes and instruction
Knowledge
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International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
Curriculum &
instruction
STANDARD 2
Instructional approaches, materials,
and an integrated, comprehensive,
balanced curriculum to support
student learning in reading and
writing
instruction
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International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
Assessment &
evaluation
STANDARD 3
A variety of assessment tools and
practices to plan and evaluate
effective reading and writing
instruction
evaluation
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International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
DiversitySTANDARD 4
Literacy practices that develop
awareness, understanding, respect,
and a valuing of differences in our
society
Diversity
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International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
Literate
environment
STANDARD 5
Environment that fosters reading and
writing by integrating foundational
knowledge, instructional practices,
approaches, and methods, curriculum
materials and the appropriate use of
assessments
environment
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International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)
Professional
learning &
STANDARD 6
Professional learning and
leadership as a career-long effort
and responsibility
learning &
leadership
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International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)Education Support Personnel
Pre-K & Elem Classroom Teacher
Middle/HS Content Classroom Teacher
Middle/HS Reading Classroom Teacher
Reading Specialist/Literacy Coach
Teacher Educator
Administrator
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International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)ROLE STANDARD 1:
Foundational Knowledge
Middle/HS
Reading
Read the scholarship of the
reading profession and Reading
Classroom
Teacher
reading profession and
recognize the theoretical
knowledge base about the
reading and writing of
adolescents.
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International Reading Association
STANDARDS FOR READING
PROFESSIONALS (2010)ROLE STANDARD 2:
Curriculum & Instruction
Middle/HS
Reading
Implement and evaluate content
area instruction in each of the Reading
Classroom
Teacher
area instruction in each of the
following elements: vocabulary
meaning, comprehension,
writing, motivation, and critical
thinking.
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International Reading Association
STANDARDS FOR READING PROFESSIONALS
(2010)
ROLE STANDARD 3:
Assessment & Evaluation
Middle/HS
Reading
Demonstrate an understanding
of established purposes for Reading
Classroom
Teacher
of established purposes for
assessing student performance,
including tools for screening,
diagnosis, progress monitoring,
and measuring outcomes.
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International Reading Association
STANDARDS FOR READING PROFESSIONALS
(2010)
ROLE STANDARD 4:
Diversity
Middle/HS
Reading
Demonstrate an understanding of the
relationship between first- and
Reading
Classroom
Teacher
second-language acquisition and
literacy development.
Advocate for change in societal
practices and institutional structures
that are inherently biased or
prejudiced against certain groups.
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International Reading Association
STANDARDS FOR READING PROFESSIONALS
(2010)
ROLE STANDARD 5:
Literate Environment
Middle/HS
Reading
Arrange their classrooms to
provide easy access to books, Reading
Classroom
Teacher
provide easy access to books,
other instructional materials, and
specific areas designed for a
variety of individual, small-group,
and whole-class activities.
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International Reading Association
STANDARDS FOR READING PROFESSIONALS
(2010)
ROLE STANDARD 6:
Professional Learning &
Leadership
Middle/HS Demonstrate an awareness of
the factors that influence adult Middle/HS
Reading
Classroom
Teacher
the factors that influence adult
learning, organizational change,
professional development, and
school culture.
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http://www.reading.org/General/Current
Standards 2010http://www.reading.org/General/Current
Research/Standards/ProfessionalStand
ards2010.aspx
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Reading teacher education
in the 21st century
“What your
grandmother’s
teacher didn’t teacher didn’t
know that your
granddaughter’s
teacher should”(Pearson, 2000)
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Students Change: Middle Grades
Nature/Role of Texts
• Reading subordinated to disciplines
• Learning from text
Language Comprehension
• Specialized vocabulary
Word Recognition
• Discipline specific reading practices
Fluency
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Students Change: Secondary
GradesNature/Role of Texts
• Reading subordinated to disciplines
• Expertise in learning from text
• Expertise in producing discipline-
specific textspecific text
Language Comprehension
• Specialized vocabulary
Word Recognition
• Discipline specific reading practices
Fluency
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Students Change: Developmental
Changes in the Reading System
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Reading teacher education
in the 21st century
Declarative
knowledgeknowledge
Solid foundation of disciplinary knowledge
relevant to success as a teacher
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Reading teacher education
in the 21st century
Situated, can-do
procedural procedural
knowledgeProcedural knowledge required to function
effectively in a relatively simple situation or a
highly scaffolded situation with support from a
mentor
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Reading teacher education
in the 21st century
Stable procedural
knowledgeknowledge
Procedural knowledge needed to function
under “normal circumstances”
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Reading teacher education
in the 21st century
Expert adaptive Expert adaptive
knowledge
Knowledge needed to deal with a full array of
instructional challenges
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Reading teacher education
in the 21st century
Reflective, organized,
analyzed knowledgeanalyzed knowledge
Experience to analyze and evaluate what is
useful or not, well-founded or not
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Master Teacher
Experienced
Novice
Apprentice
Progressive
differentiation(Snow et al, 2005)
Preservice
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How different
types of
knowledge may be
distributed at
various points in a
teacher’s career
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Some implications
• Provide necessary content in
teacher preparation
• Address the ideal as well as
the day-to-day realities of
classrooms
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Some implications
• Continue to support DepEd’s
continuing professional
development programs for
reading teachersreading teachers
• Research agenda on teacher
quality and preparation
programs
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THANK
YOU!YOU!