The Implication Of The National Board Certification On Reading Instruction

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

In the state of South Carolina, the high school English standards contain six parts: inquiry-based literacy, reading literary text, reading informational text, writing, communication, and disciplinary literacy. The South Carolina Common Core Reading Standards (2015) explicitly state for students in high school “Reading, writing, communicating, thinking critically, and performing in meaningful, relevant ways within and across disciplines are essential practices for accessing and deeply understanding content (pp. 107).” Additionally, these standards, if followed by the classroom teacher, creates students who are college and career ready by challenging them to participate in interdisciplinary study and curriculum integration through real-world

In chapter seven of Pathways to the Common Core by Lucy Calkins, Mary Ehrenworth, and Christopher Lehman (2012), the authors explain that teachers often dismiss the Common Core writing standards as unrealistically high demands for their students, but clarify that through examination of the standard in a horizontal fashion, the standards are ultimately realistic and attainable. Calkins, Ehrenworth, and Lehman encourage teachers to begin with reading the kindergarten standards (no matter which grade level you teach) and look at the trajectory through next grade levels. The chapter continues by explaining that viewing the standards in this fashion and collaborating with teachers across grade levels will not only create a more realistic view of the standard, but allow students to meet the learning objectives through smaller steps across each grade level (Calkins, Ehrenworth & Lehman, 2012).

Over all, her work has been cited 440 times in other scholarly works. Considered a reliable source among her peers, her writing consists of analyzing what is hot and not in common core literacy standards, the utilization of pattern books in the classroom, reading techniques for mentally or physically disabled students, utilizing Pinterest as a tool in developing content knowledge, and diagnostic and correction of reading habits. Additionally, in 2007 Grote-Garcia contributed to a scholarly article on professional resources. Furthermore, several of her articles have been published Literacy Today. The submission process for Literacy Today simply involves an individual submitting a question, pitch, or article to the provided email on their website on Literacy Today’s website (December). Overall, Stephanie Grote-Garcia’s professional opinion is that educators need to stay on top of the hottest trends in literacy development and comprehension building in the classroom (Google Scholar). This includes the utilization of pattern books, reevaluating common core’s literacy impact on struggling readers, and developing a student’s knowledge base in struggling readers. Throughout all the material that she has contributed to, all possess the common thread of developing literacy skills in students.

Our focus was determined by The School Improvement Team (SIT) based on recommendations from the Comprehensive Needs Assessment (CNA) provided by the North Carolina Department of Public Instruction (NCDPI) and shared in part A of AAPSL. Literacy skills is the focus and the improvement of literacy skills is our instructional aim in order to improve English II EOC scores. Therefore, instruction that is relevant and rigorous will be used to improve testing.

The Trenton Public School District is committed to making sure that students develop content mastery and apply literacy skills in order to be ready for college and career. One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. All students must be able to read text with comprehension and collaborate about text in discussions and questions and answers.

Comparably, the National Board for Professional Teaching Standards (NBPTS) contends the best way to bring about improvement and impact the learning outcomes of every student, is to improve teaching. The 63 board panel mostly consisting of teachers that volunteer and operate a national system that assesses and grants national board certification to eligible teachers. The board certification is a demanding and detailed undertaking. There is a four part written assessment to determine the content area knowledge of national board candidates. The scripted assessment is compiled in a written portfolio. The electronic six part assessment exercise can be taken at an assessment center in the national board candidate’s state (NBPTS, 2013).

The shared book reading program is a teacher-directed literacy program designed to allow the educator the opportunity to model developing comprehension, alphabetics, and general reading achievement skills. The program aligns with the CCSS in that is focuses on the development of comprehension, alphabetics, and general reading skills. Furthermore, the program’s flexible design allows the teacher to utlize formative assessment to create targeted lessons focused on group and individual achievement (Common Core State Standards Initiative, 2012).. Additionally, teachers are encouraged to use open-ended questions as well as student’s background knowledge to engage leaners during the lesson. The program encourages the use of quality trade literature

The Trenton Public School District is committed to making sure that students develop content mastery and apply literacy skills in order to be ready for college and career. One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. All students must be able to read text with comprehension and collaborate about text in discussions and questions and answers.

In reading competency 2, Facilitate Learner Development and Socialization, it mentions about the various learning styles of students, as well as specific learning and teaching methods being utilized for diverse learners. By providing instructional methods fit to diverse learners need will results in an effective educational outcome for the students.

The inception of the CT Core Standards ([NGA & CCSSO], 2010) has presented an added dimension of complexity to the task of raising student literacy achievement, and has simultaneously influenced both student learning and the professional learning of educators (Wendt, 2013). A recent nationwide study (n = 3,000) of the implementation of the Common Core State Standards (aka CT Core Standards) found that most teachers feel ill-prepared to implement the new literacy standards, especially with high-needs students (National Center for Literacy Education, 2014). On a scale of 1-5 in which teachers were asked to rank their understanding of the standards, 55% ranked themselves as “not prepared.” Further, less than 25% felt confident in

Grade 4 Literacy and Math assessment samples are based on the Common Core State Standards (CCSS). These samples offer a bird’s eye view of the comprehensive expectations that have been set for student academic performance in preparation for college and careers. For instance, students are asked to engage in reading both literary and informational text followed by answering arduous questions that demonstrate their critical thinking abilities. The sample items mirrored skills taught under the CCSS under the standards of Reading Literature (RL), Reading Informational text (RI) and Writing (W). There were samples of Narrative Writing Tasks, Research Tasks, and Literary Analysis Tasks in literacy. Sample tasks connected to standards such as RL/RI. 4.1 and 4.10 in which 4th grade students need to read a grade appropriate, complex anchor text which serves as a main source to respond to. Students are asked to answer multiple choice questions along with open-ended and performance-based tasks/writings where they use their skills and knowledge to

The purpose and process of teaching literacy to young children should first start off with assessing the child to see what they know and where they need improvement. In addition to give effective literacy instruction in early childcare as an educator you must provide the pre-K and Kindergarten children with developmentally appropriate practices and strategies an environment and conducive setting, materials and tools should be readily assessable. Furthermore by ensuring that the proper tools and materials are assessable it allows the children to have an enhanced experience, and social support that encourage DAP and early forms of reading and writing to assist the children in development and cognition of literacy. There are eight specific useful

The district has about twenty-four thousand students and employees three thousand educational professionals. For the purposes of this assignment the place and the participants in which the PD would occurs and be for will all take place at Jane Long Elementary for only the campus staff. The campus has approximately 538 students in grade pre-kinder thru sixth and 36 staff member. The targeted population of the study is regular classroom teachers, two reading interventionist, one special education teacher, and administration. The content of the professional development will focus on the ability to utilized iStation as an assessment piece for determining students reading levels and plan lessons with specific targeted reading interventions strategies for students who don’t meet either tier 1 or tier 2 criteria. The personnel in charge of delivering the content and continuing PD is the reading department who is to be composed of three district ELAR instructional coaches, one director of reading, and a reading data specialist. The administration team of the campus will insure that ongoing training is conducted

The National Association for the Education of Young Children issued guidelines for developmentally appropriate practices. The framework is based on the constructivist approach; children should be in control of their learning, should be active participants, and will develop mentally, physically, and socially as they explore objects. Aspects of literacy should be integrated into all parts of the curriculum, content should be relevant, meaningful, and interesting, and the environment should be rich in oral language and print. Assessments should be ongoing and authentic and material used and activities engaged in should be direct and concrete. Teachers of younger students must be able to balance these developmentally appropriate teaching methods with current academic standardized expectations.