NCTE = STANDARDS=20 CHECKLIST for English Education Majors
NCTE, the National Council of =
Teachers of=20
English, is the =E2=80=9Clearned society=E2=80=9D for English teachers =
of Middle/Junior High and=20
Senior High School English Language Arts Teaching.
Instructions: Each time = you get an=20 assignment graded that satisfies one of the standards below, put a check = in the=20 box next to it and write the course name and number. Doing so will help = you keep=20 track of your progress through the program. You will gather = artifacts=20 (work samples) that exhibit mastery of knowledge, skills, and = dispositions=20 desirable in a well-qualified English teacher. Represent a variety = of your=20 English Education coursework. Some
artifacts will come from the =
Learning=20
Project and your internships. Some may =
overlap.
1.0 = Structure of the=20 Basic Program
The institution establishes a = specific=20 curriculum for preservice English language arts teachers; as a result, = the=20 candidate will
1.1 complete a=20 specific language arts course of study;
1.2 = gain=20 knowledge and skills through on-campus and field experiences designed to = promote=20 knowledge of theory and practice in English language arts;
1.3 experience=20
modeling of effective pedagogy and attitudes by college/university=20
faculty in both English and education, and by middle/junior high =
and=20
senior high school supervising teachers.
2.0 = Attitudes for=20 English Language Arts
Through modeling, advisement, = instruction,=20 related experiences, and assessment, the program promotes and = strengthens=20 professional attitudes needed by English language arts teachers; as a = result,=20 the candidate will
2.1=20 demonstrate a respect for the worth and contributions of all=20 learners;
2.2 use the=20 English language arts to help students become familiar with their own = and=20 others' cultures;
2.3 engage in=20 reflective practice and pursue continued professional growth and = collaboration=20 with colleagues;
2.4 help=20 students develop lifelong habits of critical thinking and = judgment;
2.5 take=20 informed stands on issues of professional concern;
2.6 recognize=20 the impact that culture, societal events and issues have on teachers, = students,=20 the English language arts curriculum, and education in = general;
2.7 promote=20
the arts and humanities in the daily lives of =
students.
3.0 = Knowledge of English=20 Language Arts
The program prepares English =
language arts=20
teachers who are knowledgeable about language, literature, oral, visual, =
and=20
written literacy, print and nonprint media, technology, and research =
theory and=20
findings.
3.1 The program prepares = the=20 candidate with knowledge and understanding of the English language; as a = result,=20 the candidate will
3.1.1 show an=20 understanding of language acquisition and development;
3.1.2=20 demonstrate how reading, writing, speaking, listening, viewing, and = thinking are=20 interrelated;
3.1.3=20 recognize the impact of cultural, economic, political, and social = environments=20 upon language;
3.1.4 show a=20 respect for and an understanding of diversity in language use, patterns, = and=20 dialects across cultures, ethnic groups, geographic regions, and social=20 roles;
3.1.5 show an=20 understanding of the evolution of the English language and the = historical=20 influences on its various forms;
3.1.6=20 demonstrate an understanding of English grammars;
3.1.7=20 demonstrate an understanding of semantics, syntax, morphology, and=20 phonology;
3.1.8 show=20
the various purposes for which language is =
used.
3.2 The program prepares = the=20 candidate in the practices of oral, visual, and written literacy; as a = result,=20 the candidate will
3.2.1=20 demonstrate the influence of language and visual images on thinking and=20 composing;
3.2.2 use=20 writing, speaking and observing as major forms of inquiry, reflection, = and=20 expression;
3.2.3 use the=20 processes of composing to create various forms of oral, visual, and = written=20 literacy;
3.2.4 use=20 writing, visual images, and speaking for a variety of purposes and=20 audiences;
3.2.5 apply=20
knowledge of language structure and conventions to creating and =
critiquing print=20
and non-print texts.
3.3 The program prepares = the=20 candidate with knowledge and understanding of reading processes; as a = result,=20 the candidate will
3.3.1=20 demonstrate how to respond to and interpret what is read in different=20 ways;
3.3.2=20 demonstrate how to discover and create meaning from texts;
3.3.3 use a=20
wide range of strategies to comprehend, interpret, evaluate, and =
appreciate=20
texts.
3.4 The program prepares = the=20 candidate with knowledge and understanding of different composing = processes; as=20 a result, the candidate will
3.4.1 use a=20 wide range of writing strategies to generate meaning and to clarify=20 understanding;
3.4.2 produce=20 different forms of written discourse;
3.4.3=20
demonstrate how written discourse can influence thought and=20
action.
3.5 The program prepares = the=20 candidate with knowledge and understanding of an extensive range of = literature;=20 as a result, the candidate will
3.5.1 show knowledge of a = broad=20 historical and contemporary spectrum of United States, British, and = world=20 literatures, including:
3.5.1.1 works=20 from a range of cultures;
3.5.1.2 works=20 from a range of genres;
3.5.1.3 works=20 by female authors;
3.5.1.4 works=20 by authors of color;
3.5.1.5 works=20 written specifically for older children and young adults;
3.5.1.6 works=20
of literary theory and criticism.
3.6 The program prepares = the=20 candidate with knowledge and understanding of the range and influence of = print=20 and nonprint media and technology in contemporary culture; as a result, = the=20 candidate will
3.6.1=20 recognize the influence of media on culture and on people's actions and=20 communication;
3.6.2=20 construct meaning from media and non-print texts;
3.6.3 display=20
an understanding of the role of technology in=20
communication.
3.7 The program prepares = the=20 candidate with knowledge and understanding of research theory and = findings in=20 English language arts; as a result, the candidate will
3.7.1 use=20 major sources of research and theory (i.e., books, periodicals, reports, = proceedings of professional conferences, videotapes, electronic and=20 non-electronic data bases) to understand the relationship between = research and=20 practice;
3.7.2 use=20
teacher-researcher models of classroom=20
inquiry
4.0 = Pedagogy for English=20 Language Arts
The program enables the = candidate to acquire=20 and demonstrate the dispositions and capacities needed to integrate = knowledge of=20 English language arts, students, teaching, and practice; as a result, = the=20 candidate will
4.1 examine,=20 evaluate, and select resources, such as textbooks, other print = materials, video,=20 film, recordings, and software which support the teaching of English = language=20 arts;
4.2 design=20 instruction to meet the needs of all students and provide for students'=20 continuous progress and success;
4.3 = organize=20 classroom environments and learning experiences that promote effective = whole=20 class, small group, and individual work;
4.4 develop=20 interdisciplinary teaching strategies and materials;
4.5 create=20 learning environments which promote respect for and support of = individual=20 differences of ethnicity, race, language, culture, gender, and=20 ability;
4.6=20 incorporate technology and print/non-print media into = instruction;
4.7 engage=20 students in discussion for the purposes of interpreting and evaluating = ideas=20 presented through oral, written, or visual forms;
4.8 encourage=20 students to respond critically to different media and communications=20 technologies;
4.9 use=20 instruction that promotes understanding of varied uses and purposes for = language=20 in communication;
4.10 engage=20 students in making meaning of texts through personal = response;
4.11 provide=20 students with appropriate reading strategies that permit access to and=20 understanding of a wide range of print and non-print texts;
4.12 use=20 assessment as an integral part of instruction and learning.
4.12.1=20 develop and use a variety of formal and informal assessment activities = and=20 instruments to evaluate processes and products;
4.12.2 employ=20
a variety of means to interpret and report assessment methods and =
results to=20
students, administrators, parents, and other =
audiences.
5.0 = Field-Based=20 Experiences in English Language Arts
The program requires field-based = experiences=20 which have clearly defined roles and expectations for student teachers,=20 cooperating teachers, and college or university supervisors; as a = result, the=20 candidate will
5.1=20
participate throughout the teacher education program in a sequence of =
field=20
experiences in English language arts classrooms with certified/licensed, =
experienced teachers;
5.2 spend at least ten = weeks=20 demonstrating the use of effective pedagogy during student-teaching in = English=20 language arts classrooms mentored by certified/licensed, experienced = teachers=20 and university/college supervisors; as a result, the candidate = will
5.2.1 respond=20 to systematic evaluation in order to meet expectations and = responsibilities for=20 the student-teaching experience;
5.2.2=20 participate in professional organizations, conferences, and inservice = workshops=20 to continue professional growth;
5.2.3 submit=20
a student-teaching portfolio that provides documentation of reflective =
practices=20
and teaching/learning=20
processes.