Standard 2 (6): The unit must ensure each program provides effective instruction on research-based practices in reading that enable the candidate to teach reading in the candidate's licensure field.

UED licensure programs include PELSB-approved required courses that meet state licensure standards expecting candidates to know research-based practices in reading within their licensure area. Required courses in each licensure program lay the foundation for candidates to receive research-based practices that address methods of teaching. Teacher candidates in Early Childhood Education, Elementary Education, Special Education and ESL programs take the Foundations of Reading in Urban Grades K-6 (EDU 483) and Methods of Teaching Reading in Urban Grades K-6 (EDU 487) courses which provide candidates with the knowledge, skills and experience to teach reading. On the other hand, teacher candidates in secondary English/Language Arts, Social Studies, Mathematics, and General/Life Science programs take the Literacy Education in Urban Secondary Schools (EDU 400/414/614), and are provided research-based practices in their content areas during content-specific (LAED, MAED, SCED or SSED) methods courses.

In UED we understand the phrase “research-based practices in reading” to mean in general any particular approach, a specific strategy, or an instructional method which has had a documented record of success providing children opportunities to both understand literacy building blocks and expand their use of oral and written language. That is, there is reliable, trustworthy and valid evidence from research to suggest that when this instruction is used with a particular group of children, the children can be expected to make adequate gains in reading achievement.

Research by Spear-Swerling, L. (2018); International Dyslexia Association (2017); Moats, L. C. (2017); Spear-Swerling, L. (2015); McLaughlin, M. (2015); Nelson, N. W. (2013); Archer, A., & Hughes, C. (2011); Good, R. H., & Kaminski, R. A., et al., (2011);  and National Reading Panel (2000) among others support our approaches to instructing teacher candidates how to teach reading in their licensure field.

In the reading foundation and methods’ courses research-based practices are used (e.g., phonics instruction, structured literacy), centered on phonics, phonetic awareness and phonological awareness supported by Universal Design for Learning (UDL) and Response to Intervention (RTI) approaches to instruction that are also shown by research to be effective. Teacher candidates also learn about three multileveled practices—partner reading, collaborative strategic reading, and making words—that promote gains in reading for students from a wide range of achievement levels.

Depth of content offered in these courses require teacher candidates to demonstrate knowledge of assessment, differentiation, RTI and intervention with respect to each component of reading to address the needs of all students, including; (i) English language learners, (ii) Students experiencing difficulty in a particular area of reading, (iii) Students with special needs, (iv) Specific dyslexia work, and (v) Students with advanced skills in one or more areas of reading. Details of the intentional work in elementary reading courses regarding dyslexia is laid out in the table attached in the exhibit 2.6.3.

The following list of 10 research-based best practices posed by Gambrell and Mazzoni (1999) and consistent with findings from Spear-Swerling, L. (2018); International Dyslexia Association (2017); Moats, L. C. (2017); Spear-Swerling, L. (2015); McLaughlin, M. (2015); Nelson, N. W. (2013); Archer, A., & Hughes, C. (2011); Good, R. H., & Kaminski, R. A., et al., (2011); and National Reading Panel (2000) among other researchers is representative of the current state of literacy knowledge and provides an effective summary of the approaches to reading instruction taught to UED teacher candidates:

1. Teach reading for authentic meaning-making literacy experiences for pleasure, to be informed, and to perform a task.
2. Use high-quality literature.
3. Integrate a comprehensive word study/phonics program into reading/writing instruction.
4. Use multiple texts that link and expand concepts.
5. Balance teacher- and student-led discussions.
6. Build a whole-class community that emphasizes important concepts and builds background knowledge.
7. Work with students in small groups while other students read and write about what they have read.
8. Give students plenty of time to read in class.
9. Give students direct instruction in decoding and comprehension strategies that promote independent reading. Balance direct instruction, guided instruction, and independent learning.
10. Use a variety of assessment techniques to inform instruction. (p. 14)

Instructors assigned to teach the Foundations of Reading in Urban Grades K-6 (EDU 483), Methods of Teaching Reading in Urban Grades K-6 (EDU 487) and Literacy Education in Urban Secondary Schools (EDU 400/414/614) courses are qualified to provide effective instruction as reflected in their credentials; they meet PELSB state unit rule credential guidelines as evidence in Standard 24 of this report, and qualifications to teach at Metro State. UED instructors who teach these reading courses have the credentials consistent with expectations detailed in Standard 24:

one of the following:

 (1) the individual:

(a) holds a master's degree or higher in any field and:

i. has at least 18 graduate credits aligned to the content area of instruction;

ii. has completed a dissertation or published peer-reviewed research in the teacher educator's area of instruction; or

iii. has completed a state-approved teacher preparation program aligned to the content area of instruction; and

 (b) has three years of experience as a teacher of record, including at least one year aligned to the scope and content area of instruction;

 (2) the individual:

(a) holds a bachelor's degree in any field;

(b) has completed a state-approved teacher preparation program; and

(c) has seven years of experience as a teacher of record, including at least three years aligned to the scope and content area of instruction.

*With at least one of the components listed in units (a) and (b) aligning to the content area of instruction.

Signature assessments for each course are assessed in TaskStream by the instructors which provides data to programs regarding to what degree instruction on reading methods were effective. The signature assessment in Methods of Teaching Reading in Urban Grades K-6 (EDU 487) course taken by ECE/ELED/SPED candidates focuses on development, instruction, and assessment of reading. It assesses the essential components of reading development and best practices in reading instruction and assessment identified by reading research; as well as how to respond with appropriate, targeted interventions in a timely manner. On the other hand, the Literacy Education in Urban Secondary Schools (EDU 400/414/614) signature assessment is a Literacy Strategy Log in which secondary education candidates need to compile and describe more than two dozen instructional approaches supporting their students’ reading proficiency in their content-area classrooms.

In addition, assignments also consist of developing a lesson plan unit in their content area, classroom observations, and teacher interviews. For example, all secondary majors are required to complete the Literacy in Urban Education Secondary Schools (EDU 414/614) course to gain knowledge, strategies, and skills to efficiently engage urban learners in reading and writing activities aligned to the research of Burke (2013) and Christensen (2009). Preparation in reading is grounded on practical strategies for use across content areas. Teaching ideas are specific to foster student comprehension and based on five steps of explicit instruction: explain, demonstrate, guide, practice, and reflect consistent with the work of McLaughlin (2015). Students learn updated research on culturally diverse learners.

Starting in the fall of 2022, all teacher candidates also complete a questionnaire in TaskStream just before starting student teaching and at the completion of student teaching about the effectiveness of instruction they received related to this component and all other components of Standard 2. Wherever and whenever either candidates’ scores or questionnaire responses point to the need for improvement to ensure instructional effectiveness, these data are used to re-examine course curriculum, assessments and instructional methods to ensure effectiveness.