July 1997 -- Reformatted 8/01

Professional Teaching Standards for Secondary English/Language Arts (7-12)

Demonstrates a command of the subject matter and a knowledge of current methods in English/Language Arts instruction.

This is demonstrated by:

• exhibiting a command of multiple works from a variety of literary genres.
• recognizing the value of literature as a tool for analyzing compelling themes and ideas such as profound questions of values and the age-old dilemma of human condition.
• demonstrating a familiarity with a variety of writing formulas listed in the district frameworks and various methods of teaching them.

Acquires a sense of the individual student’s capacity to read, write, speak, and listen and uses this knowledge to select and develop appropriate, challenging curricular materials.

This is demonstrated by:

• developing insights by acquiring data from student performance in oral communication, small group interaction, student writing and classroom performances and using this information to adjust classroom practices.

Demonstrates familiarity with a variety of curricular resources intended to enrich and extend the scope of students’ engagement with English Language Arts.

This is demonstrated by:

• judging and selecting resources based on some or all of the following criteria: quality, relevance, developmental appropriateness, level of difficulty, student interest and literary value.
• articulating a justification for the selection.
• including resources from a variety of cultures, peoples and media.
• providing a variety of reading, writing and speaking experiences, both formal and informal.

Works to develop critical readers.

This is demonstrated by:

• modeling a love of reading literature with their students.
• encouraging a range of textual interpretations, respecting the role of personal responses, and encouraging close examination of the text.
• facilitating the comprehension, interpretation and appreciation of a variety of reading materials through modeling and employing various reading strategies.

Works to develop mature writers who possess a distinct, identifiable style.

This is demonstrated by:

• demonstrating that writing is a process of thinking, composing and communicating that is applied continuously and systematically throughout the development of a work.
• providing oral and written feedback designed to help students to conceptualize the impacts their words have on their audience, and thus, enable them to think about how their writing might be changed to communicate their meaning more effectively.

Models effective speaking and listening skills.

This is demonstrated by:

• creating a supportive classroom environment in which all students can and will risk participation in classroom practices.
• demonstrating ways to organize ideas and present them orally in a cogent, engaging manner.
• providing oral and written feedback designed to help students improve oral communication skills in both formal and informal situations.
• establishing and practicing procedures for effective listening behaviors.
• instructs students in the usage, grammar, and syntax of standard written and spoken English.

Establishes an environment that supports all students in achieving high standards of performance.

This is demonstrated by:

• structuring, with student involvement, learning activities, reading selections and writing assignments which stretch and build on their students’ growing adult capacities as independent thinkers and learners.
• establishing high expectations for oral and written communications which are demonstrated by models and rubrics.
• providing opportunities to highlight student achievement through publication or public performance.
• valuing diversity of students, especially with respect to their cultural background and ethnic heritage by including curricular materials which encourage students to examine philosophical values of various cultures.
• helping students realize how English/Language Arts relates to all areas of their lives and future careers.

• employs a broad range of assessment strategies including scoring guides, peer review, self-assessment, journals, oral and written examinations to assess and provide feedback about the quality of student reading, writing and oral communication.

• keeps open two-way lines of communication with parents.
• uses student data, observations about learning, and interactions with colleagues for reporting student achievement and learning opportunities to students, teachers, parents, policy makers, and the general public.

• works collaboratively with colleagues to promote effective reading, writing and oral communication throughout the curriculum.
• participates in decisions concerning the allocation of time and other resources to the English/Language Arts program.