Teacher shortages and alternative certification programs pose very real challenges in many parts of the United States. However, when certified educators from a college or university are available, it is important to be aware of the instructional approaches their Educator Preparation Programs offer. Establishing communication with local colleges and universities is helpful in order to gather the following information:
- Is the faculty able to articulate differences between a Structured Literacy approach and other literacy practices (e.g., whole language, balanced literacy)? If so, which approach do their courses align with?
- Are the local colleges or universities accredited through the International Dyslexia Association for alignment with the IDA Knowledge and Practice Standards?
- Does the college or university have a recent National Council on Teacher Quality (NCTQ) rating, and do they use texts that are rated exemplary by NCTQ textbook reviews?
- Does your state require that candidates pass a licensure knowledge exam of how to teach reading? The National Council on Teacher Quality’s State Teacher Policy Database reveals what each state requires and whether teachers from alternative programs have to take licensure exams. If a state doesn’t have a high-quality licensing exam, or if a candidate isn’t required to take one, asking interview questions about specific knowledge of evidence-based reading instruction is highly recommended.