Standards-Based+Outcomes

Integrating learning, literacy, and literary theories to create learning experiences that engage young adults in learning about curriculum, social justice, critical literacy, and creativity through literature.
 * Three Outcomes: **
 * Professional Self **

** Literate Self **
Modeling a fully and actively literate individual through transactions with Young Adult Literature and responses (both personal and critical) multiple forms and media [Recommended resource: Gomez, K. (1990). “Living the Literate Life”: How Teachers Make Connections Between the Personal and Professional Literate Selves retrieved on September 23, 2009, from [|http://www.informaworld.com/smpp/content~content=a907866480~db=all~jumptype=rss]]

** Virtual Self **
Developing an effective online and inworld identity by learning to integrate technologies into learning and teaching Educate with Content-Specific Strategies: A candidate acquires and uses the unique pedagogy or content-specific strategies related to a particular professional role. Apply Discipline Knowledge: Discipline or content-area knowledge is the subject matter of a professional field and is an important component of programs from teacher to counselor to special service personnel. Demonstrate Understanding of the Education Context: Necessary to effective practice is an understanding of the culture of the school, the larger educational environment and the society in which the educational institution exists. Scholarly: Those who complete the programs rely on a solid knowledge base to guide their development and to make informed decisions in their various roles as educators. Ethical: Those who complete the programs rely on a solid knowledge base to guide their development and to make informed decisions in their various roles as educators. Reflective: Those who complete the programs are reflective and self-evaluative in their thinking in order to improve themselves as professionals and meet the challenges of a changing world. Valuers of Diversity: Those who complete the programs understand the needs and conditions of all learners and school personnel including being sensitive and responsive to cultural, economic, developmental, ethnic, racial, gender, and sexual orientation differences.
 * ** Sources ** || ** Outcome 1: Professional ** || ** Outcome 2: Personal ** || ** Outcome 3: Virtual ** ||
 * College of Education LEAD & SERVE || Learn General Pedagogy: A candidate acquires general pedagogical knowledge and skills appropriate to his or her professional educator role.

Experienced in Practical Application of Knowledge: Those who complete the programs are prepared for autonomous roles in the profession as a result of strong mentored field experiences and internships. || Reflective: Those who complete the programs are reflective and self-evaluative in their thinking in order to improve themselves as professionals and meet the challenges of a changing world. Valuers of Diversity: Those who complete the programs understand the needs and conditions of all learners and school personnel including being sensitive and responsive to cultural, economic, developmental, ethnic, racial, gender, and sexual orientation differences. ||  || 1. Teachers demonstrate leadership. 2. Teachers establish a respectful environment for a diverse population of students. 3. Teachers know the content they teach. 4. Teachers facilitate learning for all of their students. 5. Teachers reflect on their practice. 6. Teachers care for and respect their students. Diversity Standards Standard 1: Teachers understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create classroom environments and learning experiences that make these aspects of subject matter accessible, meaningful and culturally relevant for diverse learners. Standard 2: Teachers understand how students’ cognitive, physical, socio-cultural, linguistic, emotional, and moral development influences learning and address these factors when making instructional decisions. Standard 3: Teachers work collaboratively to develop linkages with parents/caretakers, school colleagues, community members and agencies that enhance the educational experiences and well being of diverse learners. Standard 4: Teachers acknowledge and understand that diversity exists in society and utilize this diversity to strengthen the classroom environment to meet the needs of individual learners. Standard 5: Teachers of diverse students demonstrate leadership by contributing to the growth and development of their colleagues, their school and the advancement of educational equity. Standard 6: Teachers of diverse students are reflective practitioners who are committed to educational equity. ||  || Technology Standards from the National Educational Technology Standards for Teachers (2000). Standard 1: Teachers demonstrate a sound understanding of technology operations and concepts. Standard 2: Teachers plan and design effective learning environments and experiences supported by technology. Standard 3: Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Standard 4: Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Standard 5: Teachers use technology to enhance their productivity and professional practice. Standard 6: Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. || 1. Develop an understanding of teaching and learning processes through experiences with a wide range of verbal, visual, technological, and creative media and experience the integration of reading, writing, speaking, listening, technology, and various media within the lesson. 5. Participate in model classrooms that function as communities of learners and users of language. 6. Experience the modeling of varied strategies of effective assessment practice both within individual courses and within the ELA teacher certification program as a whole. 7. Experience current language arts methodologies and strategies for teaching various genres, literary perspectives, and visual/medial literacies and language approaches. 8. Experience the affective and cognitive needs of diverse populations and cross-cultural literacies and pedagogical approaches valuable for acquiring English as a second language. 9. Develop a sense of belonging to a professional community and a desire for professional growth that will help them, as ELA teacher candidates, sustain their commitment to the profession over time. 10. Reflect on their own and others’ instruction as a means for self-improvement and self-understanding. || 2. Expand themselves as literate individuals who use their critical, intellectual, and aesthetic abilities to participate in a democratic society. 3. Experience a wide range of literature consistent with their own and their students’ motivations, interests, and intellects. 4. Experience opportunities to write and speak for multiple audiences and purposes. 9. Develop a sense of belonging to a professional community and a desire for professional growth that will help them, as ELA teacher candidates, sustain their commitment to the profession over time. 10. Reflect on their own and others’ instruction as a means for self-improvement and self-understanding. || 7. Experience current language arts methodologies and strategies for teaching various genres, literary perspectives, and visual/medial literacies and language approaches. || Standard 2: Middle level teachers understand major concepts, principles, theories and research underlying the philosophical foundations of the developmentally responsive middle level programs and schools, and they work successfully within these organizational components. Standard 3: Middle level teachers understand major concepts, principles, theories, standards, and research related to middle grades curriculum and use this knowledge in their practice. Standard 4: Middle level teachers understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of young adolescents. Standard 5: Middle level teachers understand and use the central concepts, tools of inquiry, standards, and structures of //content// in their teaching field(s) and create meaningful learning experiences that develop young adolescents’ competence in subject matter and skills. Standard 6: Middle level teachers understand, value, and integrate literacy skills (i.e., reading, writing, speaking, and listening) into all content areas.
 * NC Department of Public Instruction || North Carolina Teacher Core Standards (2008-2009)
 * National Council of the Teachers of English || Opportunity Standards
 * NCDPI Teacher Education Specialty Area Standard -- Middle School English Language Arts and High School English || Standard 1: Middle level teachers understand the major concepts, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.

Standard 7: Middle level teachers understand and use the major concepts, principles, theories, and research related to effective instruction, and they //employ a variety of strategies// for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. Standard 8: Middle level teachers understand and use formal and informal assessment strategies to evaluate learning and teaching to ensure the continuous intellectual, social, and physical development of young adolescents. Standard 9: Middle level teachers understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals. High School Standard 1: Teachers know and understand the English language. Standard 2: Teachers know and understand reading processes. Standard 3: Teachers know and understand written and oral composing processes. Standard 4: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of United States, British, and World, as well as literatures written by women and authors of color and works written for children and young adults. Standard 7: Teachers evaluate and select appropriate, high-quality resources that support learning of the English Language Arts. Standard 8: Teachers encourage students to respond to different media and communications technologies. Standard 9: Teachers use assessment as an integral part of instruction and learning//.// Standard 10: Teachers use instruction that promotes understanding of varied uses and purposes for language. Standard 11: Teachers foster in students an awareness and appreciation of their own and others’ cultures. Standard 12: Teachers recognize commonalities and individual differences within the classroom. Standard 13: Teachers respect and accommodate areas of exceptionality in learning, including learning disabilities, visual and perceptual difficulties, special physical or mental challenges, and giftedness. ||  || Standard 5: Teachers understand the range, impact, and influence of technology, print and non-print media in constructing meaning. Standard 6: Teachers use effective strategies and techniques in teaching English Language Arts. Standard 8: Teachers encourage students to respond to different media and communications technologies. || Applies the theoretical, philosophical, and research bases for educational practice in elementary, middle, and secondary school classrooms to improve student learning. Plans, implements, and evaluates instruction that is rigorous, coherent, and consistent with a well-developed theoretical and philosophical stance and with best practices emerging from educational research. Knowledge of Learners: Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Plans, implements, and evaluates instruction that is responsive to wide variations in students' learning needs and learning styles. Research Expertise: Understands and employs methods of research to examine and improve instructional effectiveness and student achievement. Connecting Subject Matter and Learners: Understands and links subject matter and students' developmental and diverse needs in the context of school settings. Plans, implements, and evaluates instruction that reflects intellectual rigor and depth of knowledge in both subject matter disciplines and students' diverse learning needs. Professional Development and Leadership: Demonstrates self-directed, self-reflective professional behavior and the importance of providing leadership to colleagues and communities through collaboration. ||  ||   || d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments || Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital technologies tools and resources in support of student learning d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community || 1: Teachers are committed to their students and their learning. 2. Teachers know the subjects tey teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning.
 * NC Dept. of Public Instruction Standards for Masters Degree and Advanced Competencies License || Instructional expertise:
 * National Education Technology Standards for Teachers (2008) ||  || Teachers:
 * National Board Certification of Teachers ||  || Core Propositions:

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.

See Standards for English Language Arts: Adolescence & Young Adulthood Of particular relevance to ECI 521-- Standard VI: Instructional Materials, Accomplished Adolescence and Young Adulthood/English Language Arts teachers create, select, adapt, and use a wide range of instructional resources to support their students’ learning and strengthen their own teaching. ||
 * || See English Language Arts: Adolescence & Young Adulthood, XI. Viewing and Producing Media Texts

Accomplished Adolescence and Young Adulthood/English Language Arts teachers enable students to critically read, evaluate, and produce messages in a variety of media. ||