School of Education Conceptual Framework
National Council for Accreditation of Teacher Education  - NCATE
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Educational Background: Degrees, Major, Dates, Institutions


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Professional Positions & Employment History
 

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Professional Affiliations & Extra-Curricular Interests

Include memberships in professional organizations, conferences you have attended, staff development workshops you have participated in, and your particular extra-curricula interests and areas of expertise.

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Toward a Philosophy of Teaching English
NCTE/NCATE Standards & MATRIX: Initial Programs for Middle/Junior High and Senior High School English Language Arts Teaching

Standards

Evidence: performance data, experiences, courses

1.0 Structure of the Basic Program
Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers; as a result, the candidate will

[POSSIBLE SOURCES FOR
YOUR EVIDENCE]

1.1 Complete a program of study with a clear conceptual framework that reflects a strong integration of content, current theory, and practice in ELA;

[Your current certification
program]

1.2 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;

[Field observations and student teaching requirements]

2.0 Attitudes for English Language Arts
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, the candidate will learn to

2.1 Create and sustain an inclusive and supportive learning environment in which all students can engage in learning;

[EDSE 0300E, EDUC 0600G]

2.2 Use ELA extensively and creatively to help their students become more familiar with their own and others' cultures;

[EDSE 0300E, EDUC 0600G]

2.3 Use the results of reflective practice not only to adapt instruction and behavior to assist all students to learn but also to design a well-conceived plan for professional development that features collaboration with the academic community, professional organizations, and others;

[EDSE 1100E, 0300E, EDUC 0600G,
NCTE membership, thesis mini-conference, ePf]

2.4 Design and implement instruction and assessment that assist students in developing habits of critical thinking;

[EDSE 0300E, 1100E,
EDUC 0600G]

2.5 Make meaningful and creative connections between the ELA curriculum and developments in culture, society, and education;

[EDSE 0300E, 1100E,
EDUC 0600G]

2.6 Plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily learning of their students;

[EDSE 0300E, EDUC 0600G]

3.0 Candidate ELA Knowledge
Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings.

3.1 Candidates demonstrate knowledge of, and skills in the use of, the English language; as a result, the candidate will learn to

3.1.1 Integrate their knowledge of students' language acquisition and development into instruction and assessment designed to enhance their students’ learning;

[ENGL 4400E]

3.1.2 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;

[EDSE 0300E]

3.1.3 Use both theory and practice in helping students understand the impact of cultural, economic, political, and social environments on language;

[ENGL 4400E]

3.1.4 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;

[ENGL 4400E]

3.1.5 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;

[ENGL 4400E]

3.1.6 Incorporate an in-depth knowledge of English grammars into teaching skills that empower students to compose and to respond effectively to written, oral, and other texts;

[ENGL 4400E]

3.1.7 Demonstrate an in-depth knowledge of semantics, syntax, morphology, and phonology through their own effective use of language and integrate that knowledge into teaching their students to use oral and written language effectively.

[ENGL 4400E]

3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy; as a result, the candidate will learn to

3.2.1 Create opportunities and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing;

[EDSE 1100E]

3.2.2 Create opportunities and develop strategies for enabling students to demonstrate how they integrate writing, speaking, and observing in their own learning processes;

[EDSE 1100E]

3.2.3 Demonstrate a variety of ways to teach students composing processes that result in their creating various forms of oral, visual, and written literacy;

[EDSE 1100E]

3.2.4 Engage students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes;

[EDSE 1100E]

3.2.5 Use a variety of ways to assist students in creating and critiquing a wide range of print and nonprint texts for multiple purposes and help students understand the relationship between symbols and meaning.

[EDSE 1100E]

3.3 Candidates demonstrate their knowledge of reading processes; as a result, the candidate will learn to

3.3.1 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;

[EDSE 1202E]

3.3.2 Use a wide range of approaches for helping students to draw upon their past experiences, sociocultural backgrounds, interests, capabilities, and understandings to make meaning of texts;

[EDSE 1202E]

3.3.3 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.

[EDSE 1202E]

3.4 Candidates demonstrate knowledge of different composing processes; as a result, the candidate will learn to

3.4.1 Develop in their students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding;

[EDSE 1500E]

3.4.2 Teach students to make appropriate selections from different forms of written discourse for a variety of audiences and purposes and to assess the effectiveness of their products in influencing thought and action;

[EDSE 1500E]

3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature; as a result, the candidate will demonstrate an in-depth knowledge of, and an ability to use, varied teaching applications for

[for each subcategory, list English courses taken as part of your undergraduate and graduate programs]

3.5.1 Works representing a broad historical and contemporary spectrum of United States, British, and world, including non-Western, literature;

[EDSE 1100E]

3.5.2 Works from a wide variety of genres and cultures, works by female authors, and works by authors of color;

[EDSE 1100E]

3.5.3 Numerous works specifically written for older children and younger adults;

[EDSE 1100E]

3.5.4 A range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches.

[EDSE 1100E]

3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture; as a result, the candidate will learn to

3.6.1 Understand media’s influence on culture and people’s actions and communication, reflecting that knowledge not only in their own work but also in their teaching;

[EDSE 0300E]

3.6.2 Use a variety of approaches for teaching students how to construct meaning from media and nonprint texts and integrate learning opportunities into classroom experiences that promote composing and responding to such texts;

[EDSE 0300E]

3.6.3 Help students compose and respond to film, video, graphic, photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their learning.

[EDSE 0300E]

3.7 Candidates demonstrate knowledge of research theory and findings in English language arts; as a result, the candidate will learn to

3.7.1 Reflect on their own teaching performances in light of research on, and theories of, how students compose and respond to text and make adjustments in their teaching as appropriate;

[EDSE 0200I]

3.7.2 Use teacher-researcher models of classroom inquiry to analyze their own teaching practices so they can better understand what enables students to speak, listen, write, read, enact, and view effectively in varying learning situations.

[EDSE 0200I]

4.0 Pedagogy for English Language Arts
Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching; as a result, the candidate will learn to

4.1 Understand the purposes and characteristics of different kinds 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;

[EDSE 1100E, 0300E, EDUC 0600G]

4.2 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;

[EDSE 1100E, 0300E, EDUC 0600G]

4.3 Work with teachers in other content areas to help students connect important ideas, concepts, and skills within ELA with similar ones in other disciplines;

[EDSE 1100E, 0300E, EDUC 0600G]

4.4 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, culture, gender, and ability;

[EDSE 1100E, 0300E, EDUC 0600G]

4.5 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;

[EDSE 1100E, 0300E, EDUC 0600G]

4.6 Engage students in critical analysis of different media and communications technologies and their effect on students’ learning;

[EDSE 1100E, 0300E, EDUC 0600G]

4.7 Integrate throughout the ELA curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication;

[EDSE 1100E, 0300E, EDUC 0600G]

4.8 Engage students in discovering their personal response to texts and ways to connect such responses to other larger meanings and critical stances;

[EDSE 1100E, 0300E, EDUC 0600G]

4.9 Demonstrate how reading comprehension strategies are flexible for making and monitoring meaning in both print and nonprint texts and teach a wide variety of such strategies to all students;

[EDSE 1100E, 0300E, EDUC 0600G]

4.10 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 students are assessed.

[EDSE 1100E, 0300E, 1300E; EDUC 0600G]

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Links for English Teachers 

  • The National Council of Teachers of English - www.ncte.org
    A professional association of educators in English studies, literacy, and language arts.
  • New York State English Council - http://www.nysecteach.org
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School of Education Conceptual Framework  

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National Council for Accreditation of Teacher Education  - NCATE

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Last updated on: February 14, 2008