Update on Required Teaching Licenses for Persons Engaged in Reading Instruction
| To: | Superintendents of Schools and Other Interested Parties |
| From: | Mitchell Chester, Ed.D.
Commissioner of Elementary and Secondary Education |
| Date: | September 16, 2008 |
The purpose of this memorandum is to respond to questions that have been raised regarding the appropriate license for educators providing intensive reading interventions or other responsibilities beyond those of a general classroom teacher. This update is a summary of guidance issued by the Department of Elementary and Secondary Education over the past five years and does not represent new policy. Please share this memorandum with your staff.- Requirements for licensed teachers who deliver recognized intensive reading interventions or tutorial programs that require training in a specific reading methodology.
These include but are not limited to the following programs: - Reading Recovery
- Wilson Reading Program and Wilson Fundations
- Orton-Gillingham
- Project READ
- Other intensive reading interventions (e.g., Early Reading Intervention, Language!, and Corrective Reading)
Since licensed teachers implementing these structured programs generally do so in a tutorial session format (i.e., working with only one student or a few students at a time) and have been trained in the use of a very prescribed methodology, a Massachusetts Department of Elementary and Secondary Education teacher license is acceptable for performing this function for those educators who have obtained the appropriate training. However, it is preferable to have licensed reading specialists providing intensive interventions for struggling readers. - The Reading Specialist License is required for educators who have a broad range of responsibilities for reading curriculum, instruction, assessment, and coaching (e.g., Title I reading programs, Reading First, and the John Silber Early Reading Initiative) including providing intensive interventions and tutorial instruction as described in #1 above.
These responsibilities include, but are not limited to: - Literacy coaching;
- Literacy leadership on the implementation of tiered systems of curriculum delivery including the selection and use of core instructional programs and supplemental and intensive interventions;
- Oversight and/or administration of screening, diagnostic, or outcomes reading assessments, data analysis, and use of data to inform instructional practices;
- Professional development on reading research and instruction at the school and district levels; and
- Intensive interventions for struggling readers.
Teachers performing the above activities are considered to be employed in the role of a reading specialist and thus must have a Massachusetts Department of Elementary and Secondary Education's Reading Specialist license. Generally, this requires completion of an approved program leading towards the reading specialist license, a passing score on the Massachusetts Reading Specialist Licensure Test, a passing score on the Massachusetts Communication and Literacy test, possession of at least an Initial teaching license, and at least one year of teaching experience under the prerequisite license. Barring exceptional circumstances, all staff employed to perform the responsibilities of a reading specialist should hold a Massachusetts Reading Specialist license. However, if a district has made a good-faith effort to hire a teacher who holds a Reading Specialist license and is unable to find one then the district may seek a waiver from the Department of Elementary and Secondary Education. Information regarding waivers can be found by visiting: http://www.doe.mass.edu/educators/waiver_setup.html. If you have any questions regarding this memorandum, please contact Cheryl Liebling at cliebling@doe.mass.edu or (781) 338-6225.
Last Updated: October 10, 2008
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