3 NCTE/NCATE STANDARDS for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 ELA Candidate Program Structure Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 1.1 Complete a program without Complete a program of Complete a program of a clear conceptual framework reflecting a frame-work study with a clear and with little specific that encompasses both the conceptual framework attention to ELA; content and practice that reflects a strong appropriate for ELA integration of content, teachers; current theory, and practice in ELA; 1.2 Explore little theory and Explore both theory and Explore a strong blend current practice related to practice in their ELA of theory and practice in English language arts in their preparation and meet their ELA preparation preparation and meet only performance requirements with evidence of limited performance in a range of field completing assessed requirements in field experiences, including a performances in fully experiences, including less minimum of ten weeks of supervised field than 10 weeks of student student teaching in ELA experiences that reflect a teaching; classrooms, that are variety of settings and supervised and assessed as a student populations and part of the overall which include more than preparation program by 10 weeks of student ELA licensed teachers; teaching in classrooms with ELA licensed teachers; 1.3 Work with college, university, Work with college, Work with college, and school faculty in English university, and school university, and school and education who faculty in English and faculty in English and demonstrate through the education who demonstrate education who courses they teach and their through the courses they collaborate on a regular professional development and their professional basis to strengthen their activities that they are not development activities that teaching, develop current in their content they are current in their curriculum, and pursue
3 NCTE/NCATE STANDARDS for Initial Preparation of Teachers of Secondary English Language Arts Grades 7–12 ELA Candidate Program Structure Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers. AS A RESULT, CANDIDATES NOT ACCEPTABLE ACCEPTABLE TARGET 1.1 1.2 1.3 Complete a program without a clear conceptual framework and with little specific attention to ELA; Explore little theory and current practice related to English language arts in their preparation and meet only limited performance requirements in field experiences, including less than 10 weeks of student teaching; Work with college, university, and school faculty in English and education who demonstrate through the courses they teach and their professional development activities that they are not current in their content Complete a program of reflecting a frame-work that encompasses both the content and practice appropriate for ELA teachers; Explore both theory and practice in their ELA preparation and meet performance requirements in a range of field experiences, including a minimum of ten weeks of student teaching in ELA classrooms, that are supervised and assessed as a part of the overall preparation program by ELA licensed teachers; Work with college, university, and school faculty in English and education who demonstrate through the courses they and their professional development activities that they are current in their Complete a program of study with a clear conceptual framework that reflects a strong integration of content, current theory, and practice in ELA; 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; Work with college, university, and school faculty in English and education who collaborate on a regular basis to strengthen their teaching, develop curriculum, and pursue
ApprovedStandards_712.docx