Response: Teaching Writing by Respecting Student Ideas - Classroom Q&A With Larry Ferlazzo - Education Week Teacher

Response: Teaching Writing by Respecting Student Ideas - Classroom Q&A With Larry Ferlazzo - Education Week Teacher

ADEPT/NCTE (2012) standard correlation

ADEPT/NCTE (2012) Standard Correlations

ADEPT	NCTE (2012)*
APS 1: Long-range Planning A. The teacher obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instructional planning. B. The teacher establishes appropriate standards-based long-range learning and developmental goals for all students. C. The teacher identifies and sequences instructional units in a manner that facilitates the accomplishment of the long-range goals. D. The teacher develops appropriate processes for evaluating and recording students’ progress and achievement. E. The teacher plans appropriate procedures for managing the classroom.	CP III.E.1, CP III.E3, CP III.E5, CP III.E6, CP IV.E1, CP IV.E3, CP IV.E4, LL V.E1, PKS VI.E1, PKS VI.E2
APS 2: Short-range Planning A. The teacher develops unit objectives that facilitate student achievement of appropriate academic standards and long-range learning and developmental goals. B. The teacher develops instructional plans that include content, strategies, materials, and resources that are appropriate for the particular students. C. The teacher routinely uses student performance data to guide short-range planning of instruction.	CP III.E.1, CP III.E3, CP III.E5, CP III.E6, CP IV.E1, CP IV.E3, CP IV.E4, LL V.E1, PKS VI.E1, PKS VI.E2
APS 3: Planning Assessments and Using Data A. The teacher develops/selects and administers a variety of appropriate assessments. B. At appropriate intervals, the teacher gathers and accurately analyzes student performance data and uses this information to guide instructional planning. C. The teacher uses assessment data to assign grades (or other indicators) that accurately reflect student progress and achievement.	CP III.E2, CP III.E4, CP IV.E2, LL V.E2
APS 4: Establishing and Maintaining High Expectations for Learners A. The teacher establishes, communicates, and maintains high expectations for student achievement. B. The teacher establishes, communicates, and maintains high expectations for student participation. C. The teacher helps students assume responsibility for their own participation and learning.
APS 5: Using Instructional Strategies to Facilitate Learning A. The teacher uses appropriate instructional strategies. B. The teacher uses a variety of instructional strategies. C. The teacher uses instructional strategies effectively.	LL V.E3, LL V.E4, PKS VI.E1
APS 6: Providing Content for Learners A. The teacher demonstrates a thorough command of the discipline that he or she teaches. B. The teacher provides appropriate content. C. The teacher structures the content to promote meaningful learning.	CK I.E1, CK I.E2, CK II.E1, CK II.E2, CK II.E3, PKS VI.E2
APS 7: Monitoring, Assessing, and Enhancing Learning A. The teacher continually monitors student learning during instruction by using a variety of informal and formal assessment strategies. B. The teacher enhances student learning by using information from informal and formal assessments to guide instruction. C. The teacher enhances student learning by providing appropriate instructional feedback to all students.	LL V.E2
APS 8: Maintaining an Environment that Promotes Learning A. The teacher creates and maintains the physical environment of his or her classroom as a safe place that is conducive to learning. B. The teacher creates and maintains a positive affective climate in his or her classroom. C. The teacher creates and maintains a culture of learning in his or her classroom.
APS 9: Managing the Classroom A. The teacher manages student behavior appropriately. B. The teacher makes maximal use of instructional time. C. The teacher manages essential noninstructional routines in an efficient manner.
APS 10: Fulfilling Professional Responsibilities A. The teacher is an advocate for the students. B. The teacher works to achieve organizational goals in order to make the entire school a positive and productive learning environment for the students. C. The teacher is an effective communicator. D. The teacher exhibits professional demeanor and behavior. E. The teacher is an active learner.	PKS VII.E1, PKS VII.E2

NCTE (2012)*

Content Knowledge

I. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.

[ ] Element 1: Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and contemporary texts, including young adult—that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts.

[ ] Element 2: Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments.

II. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users.

[ ] Element 1: Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse.

[ ] Element 2: Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society.

[ ] Element 3: Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments.

Content Pedagogy:

Planning Literature and Reading Instruction in ELA

III. Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.

[ ] Element 1: Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards- based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.

[ ] Element 2: Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.

[ ] Element 3: Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.

[ ] Element 4: Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.

[ ] Element 5: Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.

[ ] Element 6: Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.

Content Pedagogy: Planning Composition Instruction in ELA

IV. Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.

[ ] Element 1: Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards- based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.

[ ] Element 2: Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.

[ ] Element 3: Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.

[ ] Element 4: Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.

Learners and Learning:

Implementing English Language Arts Instruction

V. Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.

[ ] Element 1: Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.

[ ] Element 2: Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.

[ ] Element 3: Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.

[ ] Element 4: Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts.

Professional Knowledge and Skills

VI. Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.

[ ] Element 1: Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.

[ ] Element 2: Candidates use knowledge of theories and research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they affect students’ opportunities to learn in ELA.

VII. Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators.

[ ] Element 1: Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA.

[ ] Element 2: Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement.

Daily Kos: Another Saturday morning - I am still learning about myself

Daily Kos: Another Saturday morning - I am still learning about myself

UWS Matrix

Sections	General Guidelines	ELA Methods	Foreign Languages Methods	Science Methods**	Social Studies Methods	Spa Correlations
I: Major Unit Objectives (Key Element 2.A)	• Design a unit and correlate lessons to appropriate state standards and SPA standards.[i]	• Submit all lesson plans, assignments,scoring guides/rubrics,assessments, and selected artifacts[ii]of student work as attachments to UWS.	·  Include SC and ACTFL standards. ·  Submit all lesson plans,assignments,scoring guides/rubrics,assessments,Promethean Board flipcharts/PPTs, multimedia links/files, and selectedartifacts[iii] of student work as attachments to UWS.	Include SC standards. Submit all lesson plans, scoring guides, handouts,assessments. One class needs to be a laboratory.	Include SC (2011) and NCSS standards	NCTE 2.1, 2.2, 2.5 NCSS 1-10 NSTA 1a, 1b, 1c, 2c, 3b ACTFL program standards 3.a, 3.b, 4.a, 4.b, 4.c
II: Unit Plan (Key Element 2.B) Contextual Factors (from LRP, key element 1.A)	• Identifyinstructionally relevant contextual factors[iv]; include source of data, analysis of data (correlated with instruction and assessment), and how factors impact instructional and assessment decisions.	• Consider focusing on Contextual Factors related to learning styles (administer and analyze learning styles inventory) or student demographics related to socioeconomic status or gender.	·  Use learning style inventory to collect data on students on how best to instruct the FL to students. ·  Contextual factors may also be relevant (i.e., gender, race, socioeconomic status).	Identify student demographic data most relevant to unit. Organize data by class period. Identify a community resource consistent with instructional goals.	·             Learning style inventory will be very helpful ·             Depending on the unit theme, classroom contextual factors may also have an impact (ex. Economics unit on saving withh.s. seniors with jobs)	NCTE 2.4, 2.5, 4.1-4.9 NSTA 1a, 3b, 5b, 5c, 5d, 6b, 7a, 7b, 8b, 9b ACTFL program standards 2-4
III: Unit Assessments (Key Element 3.A)[v]	• Include and displaypre- and post-assessment data[vi]; interpret the results of that data in terms of identifiable learning gains of students, and then explain how data contributed (or not) to instructional adjustments of subsequent lessons. • Identify validity and reliability of assessments and conclusions drawn from comparing pre- and post-assessments.[vii]	• Include at least onecreated response(Popham, 2003) pre- and post- assessment addressing writing instruction (for example, writing samples). • Problematize your analysis of validityand reliability as well as the implementation of scoring guides/rubrics.[viii]	· Include pre and post-assessments, rubrics (of IPAs), etc. · Include all other formative assessments as well.	Include pre and post-test based on the misconception research literature or the AAAS assessment resource.	Include pre and post assessments/ rubrics/ scoring guides/ Be sure to include other formative assessments as well	NCTE 4.10 NSTA 2c, 8a, 8b ACTFL program standards 5.a, 5.b, 5.c
IV: Analysis of Student Performance (Key Element 3.B)	• Include at least one specific example (consider including artifacts as well) and focus on an analysisof formativeassessment, your understanding ofindividual students, and identified needs tomodify instruction.	• Include artifacts that demonstrate yourformative feedbackon created response student work (for example, student essays with track changes and comments embedded).	• Include artifacts that demonstrate your formative feedback on created response student work (for example, changes made in lesson plans based on quizzes and/or tickets out the door).	Include artifacts that demonstrate your feedback and adaptations based on student data. Summarize pre- and post-test data by class period and individual student demonstrating changes due to instruction.	• Include artifacts that demonstrate your formative feedback on created response student work (for example, changes made in lesson plans based on ticket out the door).	NCTE 3.1-3.7 NSTA 8b ACTFL program standards 5.b
V: Response to Formative Analysis (Key Element 2.C)	• Identify ways in which you modified your original plans during the implementation of the unit, as well as specifying evidencefrom formative assessments used to make those modification. Identify ways in which you plan to modify future implementations of this unit, also notingevidence for those future plans.					NSTA 10b ACTFL program standards 5.b
VI: Summative Feedback (Key Element 3.C)	• Identify the relationship betweensummative assessments and assigning studentgrades. Include data tables andweights/calculationsfor determining grades.					NCTE 2.3 NSTA 10c ACTFL program standards 5.c.

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[i] SC state standards available here: http://ed.sc.gov/agency/pr/standards-and-curriculum/. Identify SPA standards required for NCATE major assessments as designated by each content area (see last column of the matrix).

[ii] Artifacts of sample student work should offer a range of examples (high, average, low) and be sure to render all student samples anonymous (black out or delete names as needed).

[iii] Artifacts of sample student work should offer a range of examples (high, average, low) and be sure to render all student samples anonymous (black out or delete names as needed).

[iv] Contextual factors may include data such as learning styles; gender, race, or socio-economic characteristics; school demographics; or community demographics. Identify the instrument or source of data gathered, and specify how the factors you chose are instructionally relevant to your UWS.

[v] Sections III-VI may be submitted as one narrative that incorporates each of the required elements identified. These sections, whether submitted separately or as one narrative, must be fully documented and cited (APA); correlate the data from your field experience with your scholarship during your methods course work and readings. See this resource for considering action research:http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf

[vi] Place pre- and post-assessment data in a table or chart to accompany your narrative.

[vii] Refer to and cite in discussion of validity and reliability: Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: ASCD.

[viii] See regarding rubrics: Wilson, M. (2007). Why I won’t be using rubrics to respond to students’ writing. English Journal, 96(4), 62-66; Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann; Kohn, A. (2006). The trouble with rubrics. English Journal, 95(4), 12-15.

** NSTA

Contextual Factors – Setting for Learning	7a Know and understand the values and needs of the community and their effect on teaching and learning science.
Learning Goals	1a Know and understand major concepts and principles of teaching discipline as defined by state standards. 1b Know and understand major concepts and principles unifying science disciplines. 1c Understand and can successfully convey to students the unifying concepts of science delineated by the NSES. 2c Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world. 3b Know and understand scientific inquiry and engage students in inquiry.
Assessment Plan	2c Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world. 8a Align science goals, instruction and outcomes. 8b Know and use a variety of contemporary science assessment strategies to determine PK-12 student needs and levels of learning and development.
Design for Instruction	1a Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the NSTA. 3b Engage student successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. 5b Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds. 5c Successfully organize and engage students in collaborative learning using different student group learning strategies. 5d Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science. 6b Plan and implement internally consistent units of study that address the diverse goals of the NSES and the needs and abilities of students. 7b Involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community. 9b Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.
Analysis of Student Learning	8b. Know and use a variety of contemporary science assessment strategies to determine PK-12 student needs and levels of learning and development.
Reflection and Self-Analysis	10 b: Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.