A position statement of the Keystone State Reading Association

CERTIFICATION OF TEACHERS OF READING

            The Keystone State Reading Association favors a certification process which recognizes the need for rigor, quality and high standards in the preparation of teachers of reading.  We believe that this process should emphasize the role of teacher preparation institutions by requiring college coursework, clinical experiences and both knowledge and performance assessments that lead to the highest levels of professional competence.  We believe that the role of the Commonwealth in the certification process should be to collaborate with both higher and basic education constituencies to establish quality standards for the certification of reading professionals and to evaluate and monitor these standards on a regular basis.  

            KSRA is in favor of the continuation of a separate certification for the reading specialist.  We believe that the reading specialist certification has served the schools of the Commonwealth well in the past and is essential for the success of our schools in the future.

            In some Pennsylvania school districts, reading professionals are called upon to supervise and administer a district-wide literacy program.  In this case, responsibilities may include such things as development of curriculum, attainment of resources through budget processes and grant applications, evaluation of teachers and programs, and consultation and planning with other school administrators.  KSRA believes that these responsibilities require additional advanced training and the continuation of a separate certification for reading supervisors.  We are opposed to the suggestion of requiring only a general supervisory certificate for individuals who perform a supervisory role in a district-wide literacy program.  We support the recommendation of the International Reading Association that reading supervisory personnel be required to complete a minimum of 3-6 credit hours in supervision and administration courses and 3-6 credit hours in specialized reading courses beyond those required of the reading specialist.

            KSRA supports the recommendations of the Pennsylvania Association of Colleges and Teacher Educators for creative and workable ways to improve the teacher education program review process.  The recommendations outlined in section 14 of Chapter 49, Approval of Institutions, as well as the proposed 7-tiered assessment plan for the long-term professional development of teachers are both consistent with the current practice of requiring a separate certification for the reading specialist.  KSRA acknowledges there is room for improvement in the certification process, but we support only those changes which will lead to the development of even stronger, more qualified reading professionals.  We believe the future educational well-being of the citizens of Pennsylvania literally depends upon it.

                                                                                                                                                                                                                                                            1992  REVISED 4/95

©2008 Keystone State Reading Association

Last Modified 07/17/2008    Website Coordinator: Eric C. MacDonald