APPENDIX 3: Framework for Learning to Teach ELA: Domains and Standards Steinhardt School of Culture, Education, and Human Development New York University Challenge 1. Planning & 2. Classroom 3. Instruction 4. Professional level Preparation Environment Responsibilities (suggestive only) 1 Selecting rich texts and Engaging individual Giving good directions and Forming collegial other teaching materials. students appropriately explanations. relationships with peers within and beyond the and mentors. classroom. 2 Planning coherent Gaining attention Presenting and launching Studying students as students’ lessons and hooking their interest. effective class and homework unique thinkers and assignments. learners 3 Orienting lessons to Fostering and maintaining Eliciting and building well on Demonstrating awareness standards-based learning an inclusive classroom oral responses to of the classroom as a students’ outcomes in ELA. community. texts. complex ecology. 4 Discerning the skills and Situating oneself physically Modeling effective reading and Observing other teachers in strategies that underlie for contact, proximity, and writing strategies. discerning ways. effective ELA practices power. and planning with these in mind. 5 Planning for well guided Dealing effectively with Unpacking complex ideas and Demonstrating familiarity practice of ELA skills and other texts to aid deeper with the community “talking” and strategies. distracting behavior. understanding. context(s) of the school.
APPENDIX 3: Framework for Learning to Teach ELA: Domains and Standards Steinhardt School of Culture, Education, and Human Development New York University Challenge level (suggestive only) 1. Planning & Preparation 2. Classroom Environment 3. Instruction 4. Professional Responsibilities 1 Selecting rich texts and other teaching materials. Engaging individual students appropriately within and beyond the classroom. Giving good directions and explanations. Forming collegial relationships with peers and mentors. 2 Planning coherent lessons Gaining students’ attention and hooking their interest. Presenting and launching effective class and homework assignments. Studying students as unique thinkers and learners 3 Orienting lessons to standards-based learning outcomes in ELA. Fostering and maintaining an inclusive classroom community. Eliciting and building well on students’ oral responses to texts. Demonstrating awareness of the classroom as a complex ecology. 4 Discerning the skills and strategies that underlie effective ELA practices and planning with these in mind. Situating oneself physically for contact, proximity, and power. Modeling effective reading and writing strategies. Observing other teachers in discerning ways. 5 Planning for well guided practice of ELA skills and strategies. Dealing effectively with “talking” and other distracting behavior. Unpacking complex ideas and texts to aid deeper understanding. Demonstrating familiarity with the community context(s) of the school.