A position statement of the Keystone State Reading Association

TEACHER PREPARATION

            KSRA believes that the expertise required of today’s reading specialist can only be achieved through advanced academic preparation at the graduate level.  We concur with the guidelines of the International Reading Association that this preparation should include appropriate clinical experiences and a minimum of 15-24 graduate credit hours in literacy education.  KSRA also believes that all academic programs leading to reading specialist certification should continue to adhere to a set of rigorous standards developed jointly by representatives of the Commonwealth and both basic and higher education.  These standards should be revised periodically to reflect the growing knowledge base, and be systematically monitored to assure compliance.          

            KSRA believes that college course work should continue to form the basis for the preparation of teachers of reading, in an allied profession such as special education.  We favor the recommendation of the International Reading Association that preparation for elementary classroom teachers in reading should include at least nine credit hours:  six in core courses and three in related courses (Guidelines for the Specialized Preparation of Reading Professionals.  IRA, 1986).  For secondary classroom teachers, preparation should include a minimum of 3-6 credit hours in reading.  For teachers in allied professions (special educators, school administrators, school psychologists, guidance counselors, and speech teachers/therapists) preparation should include a minimum of 6-9 credit hours in core and related reading courses (IRA, 1986).

            Today’s reading specialist serves many roles and assumes a wide range of responsibilities.  These responsibilities typically include 1) assessing and instructing children with reading difficulties; 2) coordinating special reading instruction with classroom teachers; 3) providing leadership in the development and implementation of school reading programs; 4) coordinating federally-funded Chapter 1 programs; 5) serving on Instructional Support Teams; 6) conducting staff development efforts; 7) working with parents and other members of the community; 8) attending conferences and professional meetings; and 9) advising school administrators.  These responsibilities, and many others, require not only a high level of professional competence, but considerable knowledge of a very rapidly expanding field of study.  Indeed, it could be argued that the knowledge base of literacy education has grown more in the past twenty years than in any other area of education.

            In the months and years to come, as local districts attempt to implement the new regulations, school administrators will turn to reading specialists for their particular knowledge and expertise.  That knowledge and expertise must continue to be available.  KSRA strongly supports the continuation and upgrading of the current teacher preparation process for reading professionals.  We advocate a process that 1) recognizes the special contributions and requirements of the position of reading specialist; 2) requires rigorous collegiate study at the graduate level; 3) is monitored and evaluated by the Commonwealth, with input from both basic and higher education; and 4) results in a professional certificate, endorsement, or license beyond that required for teaching in the regular classroom.

            KSRA supports the recommendations of the Pennsylvania Association of Colleges and Teacher Educators for creative and workable ways of improving 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 that there is room for improvement in the certification process but supports only those changes which will lead to the development of even stronger, more qualified reading professionals.  We believe the future educational well-being of Pennsylvania citizens literally depends upon it.

                                                                                                                Revised 4/95