STANDARDS CHECKLIST for English Education Majors

NCTE Initial Programs for Middle/Junior High and Senior High School English Language Arts Teaching

Instructions: Each time you get an assignment approved (see “English Evaluation Form”) that satisfies one of the standards below, put a check in the box next to it. This is for you to keep track of your progress through the program.

1.0 Structure of the Basic Program

The institution establishes a specific curriculum for preservice English language arts teachers; as a result, the candidate will

1.1 complete a specific language arts course of study;

1.2 gain knowledge and skills through on-campus and field experiences designed to promote knowledge of theory and practice in English language arts;

1.3 experience modeling of effective pedagogy and attitudes by college/university faculty in both English and education, and by middle/junior high and senior high school supervising teachers.

2.0 Attitudes for English Language Arts

Through modeling, advisement, instruction, related experiences, and assessment, the program promotes and strengthens professional attitudes needed by English language arts teachers; as a result, the candidate will

2.1 demonstrate a respect for the worth and contributions of all learners;

2.2 use the English language arts to help students become familiar with their own and others' cultures;

2.3 engage in reflective practice and pursue continued professional growth and collaboration with colleagues;

2.4 help students develop lifelong habits of critical thinking and judgment;

2.5 take informed stands on issues of professional concern;

2.6 recognize the impact that culture, societal events and issues have on teachers, students, the English language arts curriculum, and education in general;

2.7 promote the arts and humanities in the daily lives of students.

3.0 Knowledge of English Language Arts

The program prepares English language arts teachers who are knowledgeable about language, literature, oral, visual, and written literacy, print and nonprint media, technology, and research theory and findings.

3.1 The program prepares the candidate with knowledge and understanding of the English language; as a result, the candidate will

3.1.1 show an understanding of language acquisition and development;

3.1.2 demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated;

3.1.3 recognize the impact of cultural, economic, political, and social environments upon language;

3.1.4 show a respect for and an understanding of diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles;

3.1.5 show an understanding of the evolution of the English language and the historical influences on its various forms;

3.1.6 demonstrate an understanding of English grammars;

3.1.7 demonstrate an understanding of semantics, syntax, morphology, and phonology;

3.1.8 show the various purposes for which language is used.

3.2 The program prepares the candidate in the practices of oral, visual, and written literacy; as a result, the candidate will

3.2.1 demonstrate the influence of language and visual images on thinking and composing;

3.2.2 use writing, speaking and observing as major forms of inquiry, reflection, and expression;

3.2.3 use the processes of composing to create various forms of oral, visual, and written literacy;

3.2.4 use writing, visual images, and speaking for a variety of purposes and audiences;

3.2.5 apply knowledge of language structure and conventions to creating and critiquing print and non-print texts.

3.3 The program prepares the candidate with knowledge and understanding of reading processes; as a result, the candidate will

3.3.1 demonstrate how to respond to and interpret what is read in different ways;

3.3.2 demonstrate how to discover and create meaning from texts;

3.3.3 use a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

3.4 The program prepares the candidate with knowledge and understanding of different composing processes; as a result, the candidate will

3.4.1 use a wide range of writing strategies to generate meaning and to clarify understanding;

3.4.2 produce different forms of written discourse;

3.4.3 demonstrate how written discourse can influence thought and action.

3.5 The program prepares the candidate with knowledge and understanding of an extensive range of literature; as a result, the candidate will

3.5.1 show knowledge of a broad historical and contemporary spectrum of United States, British, and world literatures, including:

3.5.1.1 works from a range of cultures;

3.5.1.2 works from a range of genres;

3.5.1.3 works by female authors;

3.5.1.4 works by authors of color;

3.5.1.5 works written specifically for older children and young adults;

3.5.1.6 works of literary theory and criticism.

3.6 The program prepares the candidate with knowledge and understanding of the range and influence of print and nonprint media and technology in contemporary culture; as a result, the candidate will

3.6.1 recognize the influence of media on culture and on people's actions and communication;

3.6.2 construct meaning from media and non-print texts;

3.6.3 display an understanding of the role of technology in communication.

3.7 The program prepares the candidate with knowledge and understanding of research theory and findings in English language arts; as a result, the candidate will

3.7.1 use major sources of research and theory (i.e., books, periodicals, reports, proceedings of professional conferences, videotapes, electronic and non-electronic data bases) to understand the relationship between research and practice;

3.7.2 use teacher-researcher models of classroom inquiry

4.0 Pedagogy for English Language Arts

The program enables the candidate to acquire and demonstrate the dispositions and capacities needed to integrate knowledge of English language arts, students, teaching, and practice; as a result, the candidate will

4.1 examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recordings, and software which support the teaching of English language arts;

4.2 design instruction to meet the needs of all students and provide for students' continuous progress and success;

4.3 organize classroom environments and learning experiences that promote effective whole class, small group, and individual work;

4.4 develop interdisciplinary teaching strategies and materials;

4.5 create learning environments which promote respect for and support of individual differences of ethnicity, race, language, culture, gender, and ability;

4.6 incorporate technology and print/non-print media into instruction;

4.7 engage students in discussion for the purposes of interpreting and evaluating ideas presented through oral, written, or visual forms;

4.8 encourage students to respond critically to different media and communications technologies;

4.9 use instruction that promotes understanding of varied uses and purposes for language in communication;

4.10 engage students in making meaning of texts through personal response;

4.11 provide students with appropriate reading strategies that permit access to and understanding of a wide range of print and non-print texts;

4.12 use assessment as an integral part of instruction and learning.

4.12.1 develop and use a variety of formal and informal assessment activities and instruments to evaluate processes and products;

4.12.2 employ a variety of means to interpret and report assessment methods and results to students, administrators, parents, and other audiences.

5.0 Field-Based Experiences in English Language Arts

The program requires field-based experiences which have clearly defined roles and expectations for student teachers, cooperating teachers, and college or university supervisors; as a result, the candidate will

5.1 participate throughout the teacher education program in a sequence of field experiences in English language arts classrooms with certified/licensed, experienced teachers;

5.2 spend at least ten weeks demonstrating the use of effective pedagogy during student-teaching in English language arts classrooms mentored by certified/licensed, experienced teachers and university/college supervisors; as a result, the candidate will

5.2.1 respond to systematic evaluation in order to meet expectations and responsibilities for the student-teaching experience;

5.2.2 participate in professional organizations, conferences, and inservice workshops to continue professional growth;

5.2.3 submit a student-teaching portfolio that provides documentation of reflective practices and teaching/learning processes.