Wednesday, December 12, 2012
Tuesday, December 11, 2012
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.
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