ADEPT/NCTE (2012) Standard Correlations
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.
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
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.
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.