3 NCTE/NCATE STANDARDS for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 ELA Candidate Program Structure Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 1.1 1.2 1.3 Complete a program without a clear conceptual framework and with little specific attention to ELA; Explore little theory and current practice related to English language arts in their preparation and meet only limited performance requirements in field experiences, including less than 10 weeks of student teaching; Work with college, university, and school faculty in English and education who demonstrate through the courses they teach and their professional development activities that they are not current in their content Complete a program of reflecting a frame-work that encompasses both the content and practice appropriate for ELA teachers; Explore both theory and practice in their ELA preparation and meet performance requirements in a range of field experiences, including a minimum of ten weeks of student teaching in ELA classrooms, that are supervised and assessed as a part of the overall preparation program by ELA licensed teachers; Work with college, university, and school faculty in English and education who demonstrate through the courses they and their professional development activities that they are current in their Complete a program of study with a clear conceptual framework that reflects a strong integration of content, current theory, and practice in ELA; Explore a strong blend of theory and practice in their ELA preparation with evidence of completing assessed performances in fully supervised field experiences that reflect a variety of settings and student populations and which include more than 10 weeks of student teaching in classrooms with ELA licensed teachers; Work with college, university, and school faculty in English and education who collaborate on a regular basis to strengthen their teaching, develop curriculum, and pursue
1.4 knowledge and in their practice of effective pedagogy and attitudes appropriate to preparing ELA teachers; Perform within a program that bases decisions about candidate’s continuation and completion of the program on unclear performance assessments and without the benefit of a systematic candidate performance assessment system; content knowledge and in their practice of effective pedagogy and attitudes appropriate to preparing ELA teachers; Meet performance criteria within an assessment system that assesses candidates' performances at appropriate transition points throughout the ELA program; knowledge in the pedagogy, and attitudes appropriate to the preparation of ELA teachers; Meet performance benchmarks and/or gateways within an ELA program assessment system that regularly evaluates candidate performances by using multiple forms of assessment which demonstrate validity and reliability and which are common to all candidates. 2.0 ELA Candidate Attitudes Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 2.1 2.2 2.3 Show little evidence of creating an inclusive and supportive learning environment in which all students can engage in learning; Show little evidence in using ELA for helping their students to become familiar with their own and others’ cultures; Demonstrate inconsistency in reflective practice and seldom pursue professional growth and collaboration with colleagues and involvement Create an inclusive and supportive learning environment in which all students can engage in learning; Use ELA to help students become familiar with their own and others’ cultures; Demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates; Create and sustain an inclusive and supportive learning environment in all students can engage in learning; Use ELA extensively and creatively to help their students become more familiar with their own and others' cultures; Use the results of reflective practice not only to adapt instruction and behavior to assist all students to learn but also to design a
3.1.2 3.1.3 3.1.4 3.1.5 3.1.6 Demonstrate little of how reading, writing, speaking, listening, viewing, and thinking are interrelated areas of the ELA experience; Demonstrate little knowledge of how to recognize the impact of cultural, economic, political, and social environments on language; Show a lack of respect for, and little knowledge of, diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles; Demonstrate little knowledge of the evolution of the English language and the historical influences on its various forms; Exhibit a lack of knowledge of English grammars and application to teaching; Demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated in their own learning and in their students’ learning of ELA; Demonstrate an awareness in their teaching of the impact of cultural, economic, political, and social environments on language; Know and respect diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social and show attention to accommodating such diversity in their teaching; Demonstrate knowledge of the evolution of the English language and the historical influences on its various forms and use this knowledge in their teaching; Use their knowledge of English grammars in teaching students both oral and written forms of the language; enhance their students’ learning; Design, implement, and assess instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA; Use both theory and practice in helping students under-stand the impact of cultural, economic, political, and social environments on language; Show extensive knowledge of how and why language varies and changes in different regions, across different cultural groups, and across different time periods and incorporate that knowledge into classroom instruction and assessment that acknowledge and show consistent respect for language diversity; Demonstrate in-depth knowledge of the evolution of the English language and historical influences on its forms and how to integrate this knowledge into student learning; Incorporate an in-depth knowledge of English grammars into teaching skills that empower students to compose and to respond
NOT ACCEPTABLE ACCEPTABLE TARGET 3.3.1 3.3.2 3.3.3 Show limited ability to respond to and interpret what is read; Show a lack of knowledge of ways to discover and create meaning from texts; Use few strategies to comprehend, interpret, evaluate, and appreciate texts; Respond to and interpret, in varied ways, what is read, teaching their students how to do this as well; Discover and create meaning from and guide students in the same processes; Use a wide variety of strategies to comprehend, interpret, evaluate, and appreciate texts and teach those strategies to students; Integrate into their teaching continuous use of carefully designed learning experiences that encourage students to demonstrate their ability to read and respond to a range of texts of varying complexity and difficulty; Use a wide range of approaches for helping students to draw upon their past experiences, sociocultural backgrounds, interests, capabilities, and under-standings to make meaning of texts; Integrate into students' learning experiences a wide variety of strategies to interpret, evaluate, and appreciate texts and assess the effectiveness of such strategies in promoting student learning. Candidates demonstrate knowledge of different composing processes. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 3.4.1 3.4.2 Use a limited number of writing strategies to generate meaning and clarify understanding; Produce a very limited number of forms of written discourse and show little understanding of how written discourse Use a variety of writing strategies to generate meaning and clarify understanding and draw upon that knowledge and skill in their teaching; Produce different forms of written discourse and understand how written discourse can influence thought and action; Develop in their students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding; students to make appropriate selections from different forms of written discourse for a variety of audiences and
can influence thought and action; purposes and to assess the effectiveness of their products in influencing thought and action. Candidates demonstrate knowledge of, and uses for, an extensive of literature. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 3.5.1 3.5.2 3.5.3 3.5.4 Show little knowledge of, or use of, a variety of teaching applications for: representing a broad historical and contemporary spectrum of United States, British, and world, including literature; Works from a wide variety of genres and cultures, works by female authors, and works by authors of color; Numerous works specifically written for older children and younger adults; A range of works of literary theory and criticism; Know and use a variety of teaching applications for: representing a broad historical and contemporary spectrum of United States, British, and world, including literature; Works from a wide variety of genres and cultures, works by female authors, and works by authors of color; Numerous works specifically written for older children and younger adults; A range of works of literary theory and criticism; Demonstrate an knowledge of, and an ability to use, varied teaching applications for: Works representing a broad historical and contemporary spectrum of United States, British, and world, including non-Western, literature; Works from a wide variety of genres and cultures, works by female authors, and works by authors of color; Numerous works specifically written for older children and younger adults; A range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches. Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 3.6.1 Exhibit a lack of understanding of the influence of media on culture and on people’s Understand how can influence constructions of a text’s meaning, and how experiencing various media can enhance students' Understand media’s influence on culture and people’s actions and communication, reflecting that knowledge not only in
ELA Candidate Pedagogy Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 4.1 4.2 4.3 4.4 4.5 Show limited experience in examining, and selecting resources for instruction, such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts; Demonstrate limited ability to design instruction to meet the needs of all students and provide for students’ progress and success; Use few interdisciplinary teaching strategies and materials; Show limited ability to create learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability; Demonstrate limited ability to engage students effectively in discussion for Examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts; Align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work; Integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students; Create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability; Understand the purposes and characteristics of different of curricula and related teaching resources and select or create instructional materials that are consistent with what is currently known about student learning in ELA; Create literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and by providing students with opportunities for feedback and reflection; Work with teachers in other content areas to help students connect important ideas, concepts, and skills within ELA with similar ones in other disciplines; Create opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language,
4.6 4.7 4.8 4.9 4.10 the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms; Show limited ability to enable students to respond critically to different media and communications technologies; Demonstrate infrequent use of instruction that promotes understanding of varied uses and purposes for language in communication; Demonstrate limited ability to engage students in making meaning of texts through personal response; Demonstrate limited ability to provide students with relevant reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts; Use assessment in instruction by: Failing to use formal and informal assessment activities and instruments to evaluate student work; Engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms; Engage students in critical analysis of different media and communications technologies; Engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication; Engage students in making meaning of through personal response; Demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts; Integrate assessment consistently into instruction by: Using a variety of formal and informal assessment activities culture, gender, and ability; Help students to participate in dialogue within a community of learners by making explicit for all students the speech and related behaviors appropriate for conversing about ideas presented through oral, written, and/or visual forms; Engage students in critical analysis of different media and communications technologies and their effect on students’ learning; Integrate throughout the ELA curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication; Engage students in discovering their personal response to texts and ways to connect such responses to other larger meanings and critical stances; Demonstrate how reading comprehension strategies are flexible for making and monitoring meaning in both print and nonprint texts and teach a
Failing to employ a variety of means to interpret and report assessment methods and results to students, administrators, parents, and others; and instruments to evaluate processes and products; Creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences; wide variety of such strategies to all students; Integrate assessment consistently into instruction by: Establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; Interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; Assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; Explaining to students, parents, and others concerned with education how