#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

1.0

Standards for the Structure of the English Teacher Education Program

1.1

The English teacher education program will model effective pedagogical practices and provide opportunities for analysis of pedagogy, reflection on pedagogy, and implementation of effective pedagogy in pre-service teachers= own planning and instruction.

Secondary

Major:

English majors benefit from two required pedagogy courses:  English 408, Writing for Writing Teachers, and English 409, Secondary English Methods.  In each course students are immersed in professional literature and practices representing many voices in the discipline.  Students participate in reading, discussing, modeling, and reflecting on pedagogical practices presented in each course and opportunities are provided for students to relate practices studied to the realities of actual classroom application.

Minor:

English Minors are required to successfully complete twenty-four (24) credits reflecting a balanced curriculum in literature, composition, language, and pedagogy.  All English Minors are required to take English 408, Writing for Writing Teachers.  Special Education Minors are required to take both English 408 and English 409, Teaching Secondary English.  See (1.1) for and attached course syllabi in Appendix. 

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

1.2

The English teacher education program will embody a philosophy consistent with the Michigan Curriculum Framework (its Content Standards and Benchmarks, Teaching and Learning Standards, Assessment Standards, and Professional Development Standards).

Secondary

Major:

As recommended in the guidelines approved by the National Council of Teachers of English, NCATE, and the Michigan Curriculum Framework, our English Education Program provides students with a strong content background through a balanced program of literature, composition, language, and pedagogy.  We integrate these areas through a variety of authentic products which requires synthesis from content and pedagogy courses.  Examples include creation of integrated teaching units, portfolios, reader’s and writer’s research projects, and school-based interactions leading to professional projects.  See attached course syllabi for ENGL 408, ENGL 409, and LITR 479.

Minor:

English Minors are required to successfully complete twenty-four (24) credits reflecting a balanced curriculum in literature, composition, language, and pedagogy.  See 1.2 for English Majors and attached course syllabi.

Elementary

Major:

NA

Minor:

NA

1.3

Guideline/Standard

The English teacher education program will maintain an articulated and coordinated curriculum involving content, pedagogy, and professionalism, that is aligned with standards from NCATE, Michigan Council of Teachers of English (MCTE), NCTE/IKRA Standards, and Michigan=s Guidelines for the Professional Development of Teachers of English Language Arts. for the Professional Development of Teachers of English Language Arts

Secondary

Major:

The Secondary English Education Program is designed to prepare students for teaching the language arts in middle and high schools.  Students who pursue the teaching major in Literature, Language, and Writing are required to take a minimum of 36 hours which includes study in English, American and World literature; in writing for varied purposes and audiences and in multiple genres; in the structure and dynamics of language; and in the theory, research, and methods of teaching the language arts.  Within these four areas  of study (literature, composition, language, and pedagogy), students alternate between required courses and choices among courses falling under specific rubrics.  In this way, students achieve both coverage and depth:  becoming exposed to certain concepts and skills necessary for all teachers of language arts, but pursuing in some depth personal areas of interest.  Recent program revisions in response to previous self-study has resulted in changes in requirements.  New requirements incorporate a stronger emphasis on genre studies, major authors, integration of linguistics, and language and culture studies.  These content emphases are further integrated across methods courses where students synthesize concepts into teaching products such as the ones noted above.

Minor:

English Minors participate in the same course requirements as English Majors.  As noted above, all English minors complete 24 hours within the department including  English 408.

Elementary

Major:

NA

Minor:

NA

1.4

The English teacher education program will promote curriculum integration and cross-disciplinary applications.

Secondary

Major:

The English Education program reflects best practices for teaching in all areas of the English Language Arts.  Integration of listening, speaking, reading, writing, and critical viewing are incorporated in both English 408 and English 409.  Student unit planning requires reflection on and implementation of integrated approaches to the teaching of language, writing, and literature.

Minor:

See 1.4 for English Education Major.

Elementary

Major:

NA

Minor:

NA

1.5

The English teacher education program will provide multiple school-based experiences in environments where effective practices are modeled and supported, including experiences with varied populations.

Secondary

Major:

English 408 and English 409 provide multiple opportunities for students to interact with secondary students and teachers and to experiment with applications of practices learned in the methods setting.  These opportunities include sustained letter and journal exchanges, email mentorships with outstanding teachers, participation in school-based writing assessments, mentoring partnerships with middle and high school students, class observations, etc.  In addition, Reading 311, Curriculum 305, and a variety of supervised field-based observations (see 1.3 above), provide students with diversified experiences in teaching.

Minor:

Through English 408, Reading 311, Curriculum 305, and a variety of supervised field-based observations, students gain diversified experiences in teaching.   See 1.5 for English Majors.

Elementary

Major:

NA

Minor:

NA

1.6

The English teacher education program will maintain a system of evaluation that includes demonstration and documentation (e.g., a comprehensive portfolio) of teaching and learning processes and abilities.

Secondary

Major:

All students within the English Education program are required to develop portfolios of their work in conjunction with English 408 and English 409.  These portfolios reflect expertise as a reader and writer and include student artifacts such as four week integrated teaching units constructed to meet Michigan Content Standards, examples of student reflection and research, and samples of student writing in a variety of genres.  A student teaching portfolio is constructed at the conclusion of the student teaching experience and presented to a public audience to demonstrate a range of competencies.

Minor:

See 1.6 for English majors.

Elementary

Major:

NA

Minor:

NA

2.0

Standards for Professionalism

Secondary

2.1

English teachers demonstrate professional practices when they respect the worth, contributions, abilities, and language of all learners.

Methods courses including English 408, English 409, Reading 311, Curriculum 305, and SOFD 328/Schools in a Multicultural Society address these issues.  In unit planning student are required to demonstrate awareness of and respect for all learners by analyzing context for teaching including socio-economic, gender, racial/cultural make up, and special learning needs of the student population.  See attached program philosophy  (Section 2.A) and syllabi (Appendix).

Minor:

All minors in English are share in the experiences described in 2.1 Majors with the exception of English 409.   As described earlier, Special Education Majors also take English 409 as a required course.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

2.2

English teachers demonstrate professional practices when they help students understand their own and other’s cultures, abilities, and language.

Secondary

Major:

In addition to the courses described in 2.1, our program integrates a strong linguistics and cultural studies emphasis.  Linguistics 201 (Introduction to Linguistics) is required of all majors as well as one additional upper division linguistics course from offerings including Linguistics 401 (Introduction to Linguistic Science), Linguistics 402 (Modern English Grammar), and Linguistics 421 (The History of the English Language).  In addition, required cultural studies include a choice between African American and Native American Literature and a choice between Women and Literature and Literature and Culture.  Literature included in both English 409 (required) and Literature 479 (recommended), include highly diverse adolescent and young adult literature. In addition, SOFD 328 is required as a part of the Education sequence.

Minor:

All of the courses described in 2.2 for Majors are required for Minors in the area.  These include two courses in linguistics, a choice between African American and Native American literature, and a choice of one course in culture studies from a selection of four possibilities.  In addition, SOFD 328 is required as a part of the Education sequence.

Elementary

Major:

NA

Minor:

NA

.

2.3

English teachers demonstrate professional practices when they develop students= effective use of oral, written, and visual literacy in their daily lives.

Secondary

Major:

Numerous opportunities are presented in English 408 for students to participate in writing, peer response, peer editing activities.  In English 409 students synthesize their learning from the English content pedagogy sequence as they develop and deliver sustained units (e.g., thematic, genre) which incorporate an integrated approach including oral, written, and visual literacy. 

Minor:

See 2.3 for English majors.

Elementary

Major:

NA

Minor:

NA

2.4

English teachers demonstrate professional practices when they develop students= effective use of critical thinking.

Secondary

Major:

Reflection and critical thinking are integrated into the English Education program in both required methods classes.  In English 409, students develop their own philosophy statements which are integral to their professional portfolios.  In addition, use of reflection logs and learning logs model strategies for critical thinking in response to professional and young adult readings.  In addition, required courses in the School of Education including Curriculum 305 and Reading 311 require unit development and reflective journals to enhance critical thinking skills

Minor:

See 2.4 for English majors.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

2.5

English teachers demonstrate professional practices when they promote students=s appreciation of and engagement in a wide variety of media and genre.

Secondary

Major:

In required courses for the English major, students take classes in genre studies where this is modeled.  In both required methods courses (English 408, 409) and in our recommended methods course, Literature  479, students experience reading and writing in a variety of genres and apply what they have learned in lesson and unit development.  See attached syllabi and course requirements.

Minor:

See 2.5 for English majors.

Elementary

Major:

NA

Minor:

NA

2.6

English teachers demonstrate professional practices when they engage regularly in professional growth, through participation in conferences and other professional development opportunities; the reading and/or writing of professional materials; and the reading, writing, or performing of literary pieces.

Secondary

Major:

All students in English 409 are required to participate in at least one professional conference during the semester.  In addition, information about MCTE, NCTE, IRA, the National Writing Project and its state and local affiliates are provided to students.  The local writing project (Eastern Michigan Writing Project) provides mini-conferences and inservices to which our students are invited.  Student membership in both MCTE and NCTE are promoted.  In addition, classroom interactions are frequently established with writing project teachers.  This provides greater assurance of modeling of best practices.  All of the methods professors in our program are professionally active in a variety of organizations

Minor:

See 2.2 for English minors and 2.6 for English majors.

Elementary

Major:

NA

Minor:

NA

.

2.7

English teachers demonstrate professional practices when they work with colleagues, parents, community members, and professional organizations to develop an appreciation and understanding of the English language arts.

Secondary

Major:

Methods students are given opportunities to construct multi-genre research in a number of methods settings.  In these projects students are encouraged to translate their beliefs and understandings about practices to parents an the community in a variety of genres.

Minor:

See 2.7 for English majors.

Elementary

Major:

NA.

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

2.8

English teachers demonstrate professional practices when they join and participate in professional organizations, such as the Michigan Council of Teachers of English, the National Council of Teachers of English, the Michigan Reading Association, the International Reading Association, the Michigan Association of Speech Communication, the Journalism Education Association, the Whole Language Umbrella; and the Michigan Association for Media in Education.

Secondary

Major:

Again, all English Education methods students are provided information about a host of professional organizations and opportunities.  Methods professors encourage participation in conferences and reading of professional journals.  Students are encouraged to submit appropriate work for publication and/or sharing at the Undergraduate Symposium or Best Practices Institute, both sponsored by EMU.

Minor:

See 2.8 for English majors

Elementary

Major:

NA

Minor:

Coursework does not vary by elementary or NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.0

Standards for Knowledge of Content and Curriculum

3.1

Meaning and Communication

3.1.1

English teachers will know and understand the instructional application of the elements of effective communication in a variety of rhetorical situations and the use of appropriate communication modes and behaviors.

Secondary

English 408 engages students in multiple writing experiences for a variety of purposes and audiences.  In addition, all English majors are required to take an additional upper level writing course (English 328/Style and Language or English 417/Writing about Controversies) which emphasize a variety of rhetorical situations.  Finally, in capstone projects in English 409, students create and present documents intended for varying audiences including peers, parents, administrators, community.

English minors are required to take the same writing course requirements as outlined in 3.1.1. 

Elementary

Major:

NA

Minor:

NA.

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.1.2

English teachers will know and understand the instructional application of the acquisition and development processes of first and second language learners in speaking, reading, and writing.

Secondary

Major:

Needs of second language learners are discussed in course readings in English 409. This standard is most directly addressed in required linguistics coursework including Linguistics 201 (Introduction to Linguistics) which is required for all majors and in Linguistics 401 (Introduction to Linguistic Science) which is one of the upper division linguistics choices.

Minor:

This standard is most directly addressed in required linguistics coursework including Linguistics 201 (Introduction to Linguistics) which is required for all majors and in Linguistics 401 (Introduction to Linguistic Science) which is one of the upper division linguistics choices.

Elementary

Major:

NA

Minor:

NA

3.1.3

English teachers will know and understand the instructional application of the integrated nature of the English language arts (listening, speaking, reading, writing, critical thinking, viewing, and visually representing).

Secondary

Major:

This standard is foundational in both English 408 and English 409.  Student assignments in both classes model integrated language arts and require student development of lessons, research products, and instructional units that exhibit integration of language processes.  In addition, coursework in the college of Education including Curriculum 305 and Reading 311 both model and require integrated language processes through in class work and unit development.

Minor:

See 3.2.3.  All requirements described relate to English minors except English 409 which, as described earlier, is required for Special Education majors seeking an English minor.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.1.4

English teachers will know and understand the instructional application of a variety of communication models and an awareness of the interdependence of their components.

Secondary

Major:

Content in ENGL 408 (Writing for Writing Teachers) and ENGL 409 (Secondary English Methods) provides students with an understanding of communication models and demonstrates the use of various models for varying purposes and audiences.

Minor:

See 3.1.4 for majors.  All students seeking an English minor will participate in ENGL 408 (Writing for Writing Teachers).  Students seeking a Special Education major will also participate in ENGL 409 (Secondary English Methods).

Elementary

Major:

NA

Minor:

NA

3.1.5

English teachers will know and understand the instructional application of the history and evolution of the English language.

Secondary/Elementary

Two linguistics courses are required for all English majors.  Content in LING 201 (Introduction to Linguistics) introduces information about the history and evolution of the English language.  LING 421 (The History of the English Language), one of the three upper division linguistics courses from which students must choose their second course, specifically focuses on the history and evolution of the English language. 

Information about the history and evolution of the English language.  LING 421, one of the upper division courses from which students must choose, specifically focuses on the history

and evolution of the English language.

Minor:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.1.6

English teachers will know and understand the instructional application of the social, cultural, and dynamic nature of language, particularly the reciprocal relationship between language, culture, and individual identity, and how language choices advance and constrain people.

Secondary

Major:

This standard is specifically addressed in Linguistics 201 which is required of all English majors in our program.  In addition, Linguistics 401 (Introduction to Linguistic Science), Linguistics 402 (Modern English Grammar), and Linguistics 421 (The History of the English Language) specifically address these issues.  Further, majors may select elective coursework including Linguistics 205 (English Words), Linguistics 310 (African American Language), or Linguistics 340 (Language and Culture) which also address these issues.

Minor:

See 3.1.6 for English majors.

Elementary

Major:

NA

Minor:

NA

3.1.7

English teachers will know and understand how students’ culture and language can influence their learning and literacy.

Secondary

Major:

In addition to discussing these issues in relation to instructional unit development in English 409, students take a required course, SOFD 328 (Schools in a Multicultural Society) in the College of Education.

See 3.1.7 for English majors.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.2

Literature and Understanding

3.2.1

English teachers will know and understand the instructional application of literature as oral, written, enacted, and visual texts that reflect cultures, values, and perspectives.

Secondary

Major:

English majors in our program are required to take either Literature 204 (Native American Literature) or Literature 260 (African American Literature).  In addition, Literature 480 (Literature and Culture) is one of two choices for culture studies available to fulfill upper-level literature requirements in this area

Minor:

See 3.2.1 for English majors.  It should be noted that English minors may select a major authors class (LITR 450), a gender course (LITR 443), or a genre studies course (LITR 470) instead of 480 (Literature and Culture

Elementary

Major:

NA

Minor:

NA

3.2.2

English teachers will know and understand the instructional application of a wide variety of quality contemporary and classic (works which have been widely recognized over time for their excellence) literature appropriate for different developmental levels and student needs, including multicultural/world literature, literature by women, and literature for young adults.

Secondary

Major:

English majors are provided a rich variety of literature offerings.  In addition to English 409 and Literature 479, both of which incorporate a strong emphasis on adolescent and young adult contemporary and classic literature, students complete 21 hours in literature courses ranging in focus from great authors, to multi-cultural literature, to period, genre, and culture studies.  See attached Program of Study.

Minor:

See 3.2.2 for English majors.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.2.3

English teachers will know and understand the instructional application of key issues and recurring themes in classic and contemporary literature in a variety of cultural contexts.

Secondary

Major:

The revised course work for our major and minor reflect a recognition of the importance of addressing recurring themes in literature in a variety of cultural contexts.  Beginning with English 227 (Writing about Literature), students read, discuss, and write in these areas.  Specific requirements of multicultural literature (LITR 204/Native American Literature and LITR African American Literature) provide rich opportunities for students to gain experiences in interpretation and analysis of literature themes.

Minor:

See 3.2.3 for English majors.

Elementary

Major:

NA

Minor:

NA

3.2.4

English teachers will know and understand the instructional application of the use of oral, visual, enacted, and written texts to explore and address important issues and problems in communities beyond the classroom.

Secondary

Major:

In both English 408 and English 409, students read and discuss in this area.  Issues related to language, literacy, and power are integral to discussions in these classes as students explore texts like Seeking Diversity by Rief, Cultural Reflections by Gaughn, Other People’s Children by Delpit, among a host of others.  Student products ranging from thematic units to reader’s and writer’s projects connect and translate methods studies to the community beyond the university classroom.  This standard is also addressed in Curriculum 305 (Curriculum Methods:  Secondary), SOFD 328 (Schools in a Multicultural Society), and Reading 311 (Teaching Reading in the Secondary Schools).

Minor:

See 3.2.4.  Though minors are not required to take English 409, other requirements described provide varied opportunities for exploration in this area.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.2.5

English teachers will know and understand the instructional application of varied critical approaches to textual analysis.

Secondary

Major:

Critical approaches are directly addressed in English 227 (Writing about Literature).  In addition, courses throughout the literature program address various approaches for textual analysis in relation to a rich variety of literature/  These include required period and cultural studies courses:  LITR 312, LITR 314, LITR 315, LITR 309, LITR 310, LITR 316, LITR 317, LITR 360, LITR 413, LITR 405, LITR 450, LITR 411, LITR 420, LITR 421, LITR 422, LITR 430, LITR 440, LITR 470, LITR 443, and LITR 480.   See program requirements attached.

Minor:

See 3.2.5 for majors.

Elementary

Major:

NA

Minor:

NA

3.2.6

English teachers will know and understand the instructional application of the historical/social contexts of and relationships among texts.

Secondary

This standard is addressed in both required period and cultural studies courses including LITR 312 (English Literature of the Middle Ages), LITR 314 (English Renaissance 1500-1789), LITR 315 (Literature of the Neo-Classical Period 1600-1789), LITR 309 (The Development of American Literature), LITR 310 (Modern American Literature), LITR 316 (Romantic Rebellion in Britain 1789-1832), LITR 317 (Victorian and Edwardian Literature 1832-1914), LITR 360 (Recent Trends in British and American Literature), LITR 413 (The Poetry of Chaucer), LITR 405 (Shakespeare), LITR 450 (Major Authors), LITR 411 (Studies in Epic and Romance), LITR 420 (Studies in the British Novel), LITR 421 (Studies in the American Novel), LITR 422 (The Novel in Global Perspective), LITR 430 (Studies in Drama), LITR 440 (Genre Studies), LITR 470 (Studies in Poetry), LITR 443 (Women in Literature), and LITR 480 (Literature and Culture).  See program requirements attached.

Minor:

See 3.2.6 for majors.  Though fewer courses are required for the minor, the rich array of courses described in 3.2.6 are available for English minors.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.2.7

English teachers will know and understand the instructional application of the varied purposes for reading that foster life-long reading practices.

Secondary

Major:

Reading is a major focus of our program.  Students discuss varied purposes for reading, ways to motivate reading, and reflect on their own development as readers.  Specifically addressed in RDNG 311 (Teaching Reading in the Secondary School), required, ENGL 409 (Secondary English Methods), required, and LITR 479 (Literature Methods), recommended elective, this standard is integral to coursework throughout the English program.

Minor:

Students seeking an English minor are required to take RDNG 311 (Teaching Reading in the Secondary School) and extensive coursework in literature where this standard is addressed.  See attached program requirements for minors.

Elementary

Major:

NA

Minor:

NA

3.2.8

English teachers will know and understand the instructional application of issues of censorship.

Secondary

Major:

Censorship, and related issues of developing community in the classroom and selection materials for whole class reading, are addressed specifically in ENGL 409 (Secondary English Methods), required, and LITR 479 (Literature Methods), elective.  In addition, material selection and censorship are discussed in required reading courses including RDNG 311 (Teaching Reading in the Secondary Schools).

Minor:

Many minors in English enroll in LITR 479 (Literature Methods) where these issues are addressed.  All majors and minors enroll in RDNG 311  (Teaching Reading in the Secondary Schools).

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.3

Genre and Craft of Language

3.3.1

English teachers will know and understand the instructional application of grammars and conventions of English, e.g., morphology, phonology, semantics, and syntax.

Secondary

Major:

This is addressed in required linguistics courses.  As described earlier, English majors are required to take LING 201 (Introduction to Linguistics) and one upper-division linguistics course selected from among LING 401 (Introduction to Linguistic Science), 402 (Modern English Grammar), or 421 (The History of the English Language).  Additional linguistics offerings are available as electives including LING 205 (English Words), 310 (African American Language), and 340 (Language and Culture).  In addition, issues of grammar and convention are addressed specifically in English 408 (Writing for Writing Teachers), required.  See program requirements attached.

Minor:

See 3.3.1 for English majors

Elementary

Major:

NA

Minor:

NA

3.3.2

English teachers will know and understand the instructional application of differences between descriptive and prescriptive conventions of usage.

Secondary

Major:

This is addressed in required linguistics courses.  As described earlier, English majors are required to take LING 201 (Introduction to Linguistics) and one upper-division linguistics course selected from among LING 401 (Introduction to Linguistic Science), 402 (Modern English Grammar), or 421 (The History of the English Language).  Additional linguistics offerings are available as electives including LING 205 (English Words), LING 310 (African American Language), and LING 340 (Language and Culture).  In addition, issues of grammar and convention are addressed specifically in ENGL 408 (Writing for Writing Teachers).  See program requirements attached

Minor:

See 3.3.2 for English majors

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.3.3

English teachers will know and understand the instructional application of the diversity of language uses, patterns, and dialects in spoken, written, and visual discourse.

Secondary

Major:

See 3.3.2 above.

Minor:

See 3.3.2 above.

Elementary

Major:

NA

Minor:

NA

3.3.4

English teachers will know and understand the instructional application of the effects of style, voice, and language choices as determined by context, purpose, and audience in print and non-print texts.

Secondary

Major:

See 3.3.2 above.  In addition, this standard is addressed in ENGL 328 (Style and Language) and ENGL 417 (Writing about Controversies).  Students are required to select one of these two writing courses.

Minor:

See 3.3.2 above.  In addition, this standard is addressed in ENGL 328 (Style and Language) and ENGL 417 (Writing about Controversies).  Students are required to select one of these two writing courses.

Elementary

Major:

NA

Minor:

NA

3.3.5

English teachers will know and understand the instructional application of the characteristics, forms, and appropriate use of a variety of genre, e.g., narration, drama, poetry, exposition, and persuasion.

Secondary

Major:

This standard is addressed throughout the literature program.  A specific requirement for genre study was added during the last program revision as discussed earlier.  Genre studies courses include LITR 411 (Studies in Epic and Romance), LITR 420 (Studies in the British Novel), LITR 421 (Studies in the American Novel), LITR 422 (The Novel in Global Perspective), LITR 430 (Studies in Drama), LITR 440 (Genre Studies), and LITR 470 (Studies in Poetry).  See program requirements attached.  In addition, students explore genre studies in methods classes including ENGL 408 (Writing for Writing Teachers), ENGL 409 (Secondary English Methods), and LITR 479 (Literature Methods).

Minor:

Genre studies are required for all minors in our program (see 3.2.6).  In addition, writing and reading in a variety of genres are included in ENGL 408 (Writing for Writing Teachers)  and LITR 479 (Literature Methods).

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.3.6

English teachers will know and understand the instructional application of the appropriate use of a variety of artistic and stylistic techniques and devices.

Secondary

Major:

This is specifically addressed in ENGL 328 (Style and Language) and ENGL 417 (Writing about Controversies).  As described above, students must select one of these upper division writing courses.  In addition, various assignments in ENGL 408 (Writing for Writing Teachers) specifically address these issues in relation to writing different types of products ranging from personal narration to poetry to research.

Minor:

See 3.3.6 for majors.

Elementary

Major:

NA

Minor:

NA

3.3.7

English teachers will know and understand the instructional application of writing processes, including inventing, revising, and publishing.

Secondary

Major:

See 3.3.6.  In course work described above (ENGL 328, ENGL 417, ENGL 408), pre-service students use each of these applications in relation to their own writing, in coaching the writing of others in class, and in coaching writing of secondary students.

Minor:

See 3.3.7 for majors

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.4

Skills and Processes

3.4.1

English teachers will demonstrate a mastery of and understand the instructional application of the effective use of the English language, both written and oral, in a variety of rhetorical contexts, including the mechanical and technical conventions of standard written and spoken English (e.g. grammar, punctuation, and spelling).

Secondary

Major:

Students learn about the use of conventions from both required writing and linguistics courses described above.  In both ENGL 408 (Writing for Secondary Teachers) and ENGL 409 (Secondary English Methods), students are required to demonstrate mastery of conventions in personal and professional writing and oral presentations. Students discuss the variations of conventions depending on purpose, mode, and audience and demonstrate mastery of use in a variety of written and oral work.  Students discuss the importance of understanding and teaching standard English as a tool for communication for all secondary students. Methods students create instructional lessons and units that reflect their understanding and mastery of this standard.

Minor:

See 3.4.1 for majors.

Elementary

Major:

NA

Minor:

NA

3.4.2

English teachers will demonstrate a mastery of and understand the instructional application of independent reading and viewing and the critical consideration of texts with reasonable comprehension and interpretation.

Secondary

Major:

This standard is addressed throughout the literature program and RDNG 311 (Teaching Reading in the Secondary Schools) and is a specific focus of ENGL 409 (Secondary English Methods).  See attached course syllabi.

Minor:

Specifically addressed in RDNG 311 (Teaching Reading in the Secondary Schools) and throughout the entire literature program.  See attached course syllabi.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

3.4.3

English teachers will demonstrate a mastery of and understand the instructional application of the use of research and reference resources for inquiry-based learning in literacy education.

Secondary

Major:

Research skills are integrated throughout the English major. ENGL 227 (Writing about Literature) specifically introduces students to critical research. ENGL408 (Writing for Writing Teachers) includes a research component that may include mini-ethnographies based in interviews and observations, on-line research, email-based inquiries, and school-based observations. Products range from I-Search to multi-genre research projects.  Finally, for English majors in our program, ENGL 409 (Secondary English Methods) includes research in relation to instructionally-based literacy questions, calling upon the above strategies.

Minor:

Research skills are integrated throughout the English major.  ENGL 227 (Writing about Literature) specifically introduces students to critical research.  ENGL 408 (Writing for Writing Teachers) includes a research component that may include mini-ethnographies, on-line research, email-based inquiries.  Products range from I-Search to multi-genre research projects.

Elementary

Major:

NA

Minor:

NA

3.4.4

English teachers will demonstrate a mastery of and understand the instructional application of critical standards for analyzing and assessing the craft, aesthetics, and significance of their own, students= and other authors= texts.

Secondary

Major:

Again, these skills are emphasized throughout the program.  ENGL 227 (Writing about Literature) specifically introduces students to critical research.  Self-assessment as a way to critically analyze and strategically revise own texts is emphasized throughout the program.   In addition, peer response to writing, partner response to secondary students, and group response to published texts are integral to ENGL 408 (Writing for Writing Teachers). 

Minor:

See 3.4.4 for majors.

Elementary

Major:

NA

Minor:

See above. Also, professional preparation NA

3.4.5

English teachers will demonstrate a mastery of and understand the instructional application of the processes of and strategies for reading and writing.

Secondary

Major:

Reading and writing process are stressed for our students beginning with their general studies courses, specifically ENGL 120 and ENGL 121 and 100 level literature courses (Note:  these courses do are not included in requirements for the English major or minor but are required for students as a part of the general education sequence).  Process approaches to reading and writing are specifically addressed for all majors in RDNG 311 (Teaching Reading in the Secondary School), ENGL 408 (Writing for Writing Teachers), and ENGL 409 (Secondary English Methods).  In addition, LITR 479 (Literature Methods), an elective course, focuses attention on reading process.

Minor:

Reading and writing process are stressed for our students from their freshman courses.  Process approaches to reading and writing are specifically addressed for all majors in RDNG 311 (Teaching Reading in the Secondary School) and ENGL 408 (Writing for Writing Teachers). In addition, LITR 479 (Literature Methods), and elective course, focuses attention on reading process

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.0

Standards for Pedagogy (Instruction and Assessment)

4.1

Instructional Design

4.1.1

English teachers will be able to examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recording, and software which support the teaching of English language arts.

Secondary

Major:

Planning instruction for extended periods of time is an important emphasis for ENGL 409 (Secondary English Methods).  In this required course students construct instructional units that typically span a month and incorporate a variety of reading materials to support whole group, small group, and individual extended reading.  Course instruction supports students in their development of criteria for materials selection within the context of actual planning and extends to instructional support materials such as videos and software. Criteria includes appropriateness of reading level, material content, and material diversity. Criteria for textbook selection are discussed and samples of current commercial materials are shared. In RDNG 311 (Teaching Reading in the Secondary School) students discuss reading selection criteria that supports both challenged and able readers. CURR 305 (Curriculum and Methods: Secondary) addresses this standard in relation to unit development which is integral in that course. In addition to the required courses noted above, LITR 479 (Literature Methods), an elective course available to students, addresses material selection.

English minors must take RDNG 311 (Teaching Reading in the Secondary School) and many select LITR 479 (Literature Methods) as an elective course.  In addition, English teaching minors take CURR 305 (Curriculum and Methods:  Secondary) as a required part of their program.

Elementary

Major:

NA

Minor:

NA

4.1.2

English teachers will be able to design and sequence literature, writing, and language assignments which support standards-based integrated units of instruction.

Secondary

Major:

In both ENGL 409 (Secondary English Methods) and CURR 305 (Curriculum and Methods:  Secondary), students are immersed in development of units that span extended periods of time and feature integration of language processes including listening, speaking, reading, writing, and critical viewing.  Students are encouraged to develop units with an eye toward cross-curricular integration.  Among criteria on which units are judged is their adherence to standards and best practices.

Minor:

In CURR 305 (Curriculum and Methods:  Secondary), students are immersed in development of units that span extended periods of time and feature integration of language processes including listening, speaking, reading, writing, and critical viewing.  Students are encouraged to develop units with an eye toward cross-curricular integration.  Among criteria on which units are judged is their adherence to standards and best practices.

Elementary

Major:

NA

Minor:

NA

4.1.3

English teachers will be able to set meaningful goals as part of short and long term planning for literacy instruction.

Secondary

Major:

In addition to experiences noted in 4.1.2, students practice goal setting for instruction in ENGL 408 (Writing for Writing Teachers) and EDPS 340 (Introduction to Assessment and Evaluation).

Minor:

In addition to experiences noted in 4.1.2, students practice goal setting for instruction in ENGL 408 (Writing for Writing Teachers) and EDPS 340 (Introduction to Assessment and Evaluation).  These courses are required for English teaching minors.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.1.4

English teachers will be able to plan for literacy instruction to accommodate the range of learners and different learning needs.

Secondary

Major:

This standard is stressed in CURR 305 (Curriculum and Instruction:  Secondary), RDNG 311 (Teaching Reading in the Secondary School), and ENGL 409 (Secondary English Methods).  Long-range instructional plans developed as part of required coursework in each class requires accommodation for diverse student population.  In ENGL 409, for example, students must describe in detail the context for their teaching to help them identify the student needs they might find in various settings.  In addition to the above courses, students practice using pre-assessment devices and interest inventories in EDPS 340 (Introduction to Assessment and Evaluation) and ENGL 408 (Writing for Secondary Teachers).  These assessment items are used to tailor instruction to address student needs.

Minor:

English teaching minors are required to take all the courses described in 4.1.4 for majors with the exception of ENGL 409 which is required for Special Education minors.

Elementary

Major:

NA

Minor:

NA

4.1.5

English teachers will be able to plan instruction that takes into account students= personal backgrounds and experiences, students= prior curricular experiences in language and literacy, and students= cross-disciplinary curricular experiences.

Secondary

Major:

See 4.1.4 for English majors.

Minor:

See 4.1.4 for English minors.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.2

Instructional Strategies

4.2.1

English teachers will be able to use discussion for a variety of purposes, e.g., to engage students in literacy tasks, to develop interpretations and understanding of multiple points of view, to promote critical thinking, and to promote an understanding of their own and others= perspectives and experiences.

Secondary

Major:

Students practice discussion strategies throughout the literature and writing coursework required for the major.  In addition to this strong modeling of strategies, students use a variety of strategies they have learned in methods courses.  For example, in ENGL 408 (Writing for Writing Teachers) students practice critical discussion in relation to reading, discussing, and presenting extended literature from required professional texts and/or course pack readings.  In ENGL 409 (Secondary English Methods) students engage in discussions about literature using reader response and literature circles, for example, and then including these strategies in their own extended units developed as a part of the course requirements.  Students respond to one another’s work in progress.  In LITR 479, students practice discussion strategies while reading and discussing a wide range of young adult titles.

Minor:

Students practice discussion strategies throughout the literature and writing coursework required for the minor.  Further, in ENGL 408 (Writing for Writing Teachers) students practice critical discussion in relation to reading, discussing, and presenting extended literature from required professional texts and/or course pack readings. .  In LITR 479, students practice discussion strategies while reading and discussing a wide range of young adult titles.

Elementary

Major:

NA

Minor:

NA

4.2.2

English teachers will be able to ask questions as a means of probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk taking and problem-solving, facilitating recall of information, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question.

Secondary

Major:

In both ENGL 408 (Writing for Writing Teachers) and ENGL 409 (Secondary English Methods) students are required to adopt an inquiry approach as they investigate questions and concerns about student learning.  In ENGL 408 students typically complete an investigation culminating in a teaching and learning profile (multi-case study inquiry) or mini-ethnograph (see 3.4.3).  In ENGL 409 students are immersed in questioning strategies intended to promote personal and professional reflection.  Posing and pursuing questions are integrally related to development of reader’s and writer’s projects, personal inquiry projects, professional portfolios, and instructional units.

Minor:

See 4.2.2 for majors.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.2.3

English teachers will use small group work and collaborative learning to facilitate critical thinking as students construct meaning in the English language arts, i.e., peer revision, collaborative group writing, dramatic performance, readers= theatre, and literature discussion groups.

Secondary

Major:

Students use small group and collaborative learning skills in peer response activities in required upper-division writing courses including ENGL 328 (Writing Style and Language), ENGL (Writing about Controversies), and ENGL (Writing for Writing Teachers).  Collaborative planning and peer responding are integral to CURR 305 (Curriculum and Methods:  Secondary), EDPS 340 (Introduction to Assessment and Evaluation), FETE 201, 202, and 402 (Field Experience I, II, and III), and the fifteen-week student teaching experience as students investigate ways to address learning needs for diverse student populations.  Finally, a host of literature discussion strategies used in ENGL 409 (Secondary English Methods), LITR 479 (Literature Methods), and RDNG 311 (Teaching Reading in the Secondary School reflect this standard.  Examples include literature circles, peer responses/revision/editing conferences, and reader response activities.

Minor:

English minors engage in all the activities noted in 4.2.3 except for those in ENGL 409 (Secondary English Methods).  As noted above, only students seeking a major in  Special Education and a minor in English are required to take ENGL 409.

Elementary

Major:

NA

Minor:

NA

4.2.4

English teachers will be able to work with students individually through such activities as conferencing and facilitating independent projects.

Secondary

Major:

Students learn conferencing strategies throughout their writing courses.  However, conferencing is specifically taught in ENGL 408 (Writing for Writing Teachers) and applied in both class work and fieldwork.  Conferencing skills are applied in ENGL 409 (Secondary English Methods).  Applications include activities such as participation in web caucuses, email conferences, literature log exchanges, and letter exchanges.  In ENGL 409, students develop units that incorporate numerous projects and products that demonstrate student learning.  These include student inquiry projects and writing assignments.

Minor:

Students learn conferencing strategies throughout their writing courses.  However, conferencing is specifically taught in ENGL 408 (Writing for Writing Teachers) and applied in both class work and fieldwork.  Conferencing skills are applied in ENGL 409 (Secondary English Methods).  Applications include activities such as participation in web caucuses, email conferences, literature log exchanges, and letter exchanges.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.2.5

English teachers will be able to present or explain information to support literacy learning, i.e., assignments, criteria for evaluation, information about an author or period, terms or concepts in language, rhetorical strategies, revision strategies, etc.

Secondary

Major:

In ENGL 408 (Writing for Writing Teachers), ENGL 409 (Secondary English Methods), FETE 201, 202, and 402 (Field Experience I, II, and III), and the fifteen-week student teaching experience, students have many experiences presenting and explaining information to peers and to secondary students.  These include providing mini-lessons for peers, book demonstrations, and literature units constructed to include listening, speaking, reading, writing, and critical viewing. 

In ENGL 408 (Writing for Writing Teachers), FETE 201, 202, and 402 (Field Experience I, II, and III), and the fifteen-week student teaching experience, students have many experiences presenting and explaining information to peers and to secondary students.  This includes activities such as providing mini-lessons and book demonstrations for peers, and providing coaching for secondary students. 

Elementary

Major:

NA

Minor:

NA

4.2.6

English teachers will be able to create environments that support respectful approaches to individual differences in culture, race, gender, religion, ethnicity, and heritage.

Secondary

Major:

Within the context of ENGL 408 (Writing for Writing Teachers) and ENGL 409 (Secondary English Methods) students apply concepts about diversity learned throughout their English and education studies.  In particular, content from SOFD (Schools in a Multicultural Society) and RDNG 311 (Teaching Reading in the Secondary School) address diversity issues.  In ENGL 408, students identify ways of addressing needs of a highly diverse student population within the English classroom.  In ENGL 409 and CURR 305 (Curriculum and Methods:  Secondary) students synthesize learning from across the program in extended instructional units for use during student teaching. 

Minor:

Within the context of ENGL 408 (Writing for Writing Teachers) and CURR 305 (Curriculum and Methods:  Secondary) students apply concepts about diversity learned throughout their English and education studies.  In particular, content from SOFD (Schools in a Multicultural Society) and RDNG 311 (Teaching Reading in the Secondary School) address diversity issues.  In ENGL 408, students identify ways of addressing needs of a highly diverse student population within the English classroom.  In CURR 305 (Curriculum and Methods:  Secondary) students synthesize learning from across the program in extended instructional units for use during student teaching.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.2.7

English teachers will be able to model the use of technology as an effective component of learning for conducting research and for the processes of writing.

Secondary

Major:

In ENGL 408 student model the use of technology as a tool for coaching writing and for research.  Activities typically include email coaching, web searches, and web caucuses.  Use of technology is typically integral to the instructional units students develop in CURR 305 (Curriculum and Methods:  Secondary) and ENGL 409 (Secondary English Methods).

Minor:

In ENGL 408 student model the use of technology as a tool for coaching writing and for research.  Activities typically include email coaching, web searches, and web caucuses.  Use of technology is typically integral to the instructional units students develop in CURR 305 (Curriculum and Methods:  Secondary).

Elementary

Major:

NA

Minor:

NA

4.2.8

English teachers will be able to use means to encourage student goal-setting, reflection, meta-cognitive understanding, and assessment.

Secondary

Major:

This standard is addressed in methods classes in a number of ways.  Students practice using reflective journals, email reflection, and portfolio assessment as a means to promote meta-cognitive thinking and reflection which will support goal-setting.  In ENGL 408 (Writing for Writing Teachers) methods students develop rubrics for assessing individual pieces of secondary writing and secondary portfolios.  Students have opportunities to become engaged in school-based writing assessments and to support school goal setting in response to assessments.  Further, in ENGL 409 (Secondary English Methods) students use assessment information learned in earlier courses (like EDPS 340) to develop assessment instruments for use in their own units.

Minor:

This standard is addressed in methods classes in a number of ways.  Students practice using reflective journals, email reflection, and portfolio assessment as a means to promote meta-cognitive thinking and reflection which will support goal-setting.  In ENGL 408 (Writing for Writing Teachers) methods students develop rubrics for assessing individual pieces of secondary writing and secondary portfolios.  Students have opportunities to become engaged in school-based writing assessments and to support school goal setting in response to assessments.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.3

Assessment Strategies

4.3.1

English teachers will be able to respond effectively and constructively on an ongoing basis to student=s literacy efforts, i.e., student=s contributions to discussion, writing, and oral presentations.

Secondary

ENGL 408 (Writing for Writing Teachers) and EDPS 340 (Introduction to Assessment and Evaluation) provide many opportunities for students to develop skills in responding to student writing.  Methods students use response questionnaires, surveys, and rubrics as guides to discuss and assess student work.

Minor:

See 4.3.1 for English majors.

Elementary

Major:

NA

Minor:

NA

4.3.2

English teachers will be able to design rubrics appropriate for literacy tasks.

Secondary

EDPS 340 (Introduction to Assessment and Evaluation) provides students with specific instruction on the construction and use of rubrics.  ENGL 408 (Writing for Secondary Teachers) builds upon this knowledge and provides opportunities for using rubrics to assist response and evaluation of student writing.  ENGL 409 (Secondary English Methods) ) and CURR 305 (Curriculum and Methods:  Secondary) provide further opportunities to apply knowledge of rubrics as students construct four-week units.

Minor:

EDPS 340 (Introduction to Assessment and Evaluation) provides students with specific instruction on the construction and use of rubrics.  ENGL 408 (Writing for Secondary Teachers) builds upon this knowledge and provides opportunities for using rubrics to assist response and evaluation of student writing. CURR 305 (Curriculum and Methods:  Secondary) provides further opportunities to apply knowledge of rubrics as students construct instructional units.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.3.3

English teachers will be able to recognize students= oral and written miscues and their underlying causes as a means of informing curricular choices for individual and group instruction.

Secondary

Major:

Students in RDNG 311 (Teaching Reading in the Secondary School) gain an understanding of reading miscues and apply this knowledge in practice lessons and in field experiences.  In ENGL 408 (Writing for Writing Teachers) students learn about the types of errors secondary students tend to make and apply this knowledge in field experiences with students.  These experiences include coaching in face-to-face or technologically supported ways.

Minor:

Students in RDNG 311 (Teaching Reading in the Secondary School) gain an understanding of reading miscues and apply this knowledge in practice lessons and in field experiences.  In ENGL 408 (Writing for Writing Teachers) students learn about the types of errors secondary students tend to make and apply this knowledge in field experiences with students.  These experiences include coaching in face-to-face or technologically supported ways.

Elementary

Major:

NA

Minor:

NA

4.3.4

English teachers will be able to design a variety of assessment tools, i.e., essay tests, portfolios, objective measures, individual projects, performance criteria, reflective self-evaluation, etc.

Secondary

Major:

EDPS 340 (Introduction to Assessment and Evaluation), a required course for all education students, provides a strong foundation in assessment and reflective evaluation.  This foundation is enhanced in ENGL 408 (Writing for Writing Teachers) with additional concept development on the use of reflective guides, rubrics, and self-evaluations.  In ENGL 408 students apply assessment information in field-based writing assessments and in professional portfolio development.  In CURR 305 (Curriculum and Methods:  Secondary) and ENGL 409 (Secondary English Methods) students apply assessment knowledge in the construction of units for instruction and in portfolio development.

Minor:

EDPS 340 (Introduction to Assessment and Evaluation), a required course for all education students, provides a strong foundation in assessment and reflective evaluation.  This foundation is enhanced in ENGL 408 (Writing for Writing Teachers) with additional concept development on the use of reflective guides, rubrics, and self-evaluations.  In ENGL 408 students apply assessment information in field-based writing assessments and in professional portfolio development.  In CURR 305 (Curriculum and Methods:  Secondary), students apply assessment knowledge in the construction of units for instruction and in portfolio development.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.3.5

English teachers will be able to interpret and report assessment methods and results to students, administrators, parents, and the public.

Secondary

Major:

Students in ENGL 408 (Writing for Writing Teachers), ENGL 409 (Secondary English Methods), FETE 201, 202, and 402 (Field Experience I, II, and III), and the fifteen-week student teaching experience provide opportunities to interact with parents.   Ample opportunities are provided in each of these courses to interpret assessment data.  Further, students apply interpretative skills in student-led portfolio conferences in both ENGL 408 and ENGL 409.

Minor:

Students in ENGL 408 (Writing for Writing Teachers), ENGL 409 (Secondary English Methods), FETE 201, 202, and 402 (Field Experience I, II, and III), and the fifteen-week student teaching experience provide opportunities to interact with parents.   Ample opportunities are provided in each of these courses to interpret assessment data.  Further, students apply interpretative skills in student-led portfolio conferences in both ENGL 408 and ENGL 409.

Elementary

Major:

NA

Minor:

NA

4.3.6

English teachers will be able to use assessment results to shape or revise instructional design and/or strategies.

Secondary

Major:

Peer response to units developed in CURR 305 (Curriculum and Methods:  Secondary) and ENGL 409 (Secondary English Methods).  provide opportunities for pre-service students to use formative assessment data to assist with instructional design revision.  The fifteen-week student teaching experience provides the opportunity for students to apply this knowledge as they design and deliver instruction over a sustained period of time and under the supervision of a master teacher.

Minor:

Peer response to units developed in CURR 305 (Curriculum and Methods:  Secondary) provide opportunity for pre-service students to use formative assessment data to assist with instructional design revision.  In addition, the fifteen-week student teaching experience provides the opportunity for students to apply this knowledge as they design and deliver instruction over a sustained period of time and under the supervision of a master teacher.

Elementary

Major:

NA

Minor:

NA

#

Guideline/Standard

Courses and/or Experiences that Fulfill the Guideline

4.3.7

English teachers will be able to use the requirements of state and national assessment programs to inform curricular choices and instructional strategies.

Secondary

Major:

Requirements of state and national assessment programs are addressed in EDPS (Introduction to Assessment and Evaluation).  Students enhance their understanding of these tests including the MEAP and HSPT in ENGL 408 (Writing for Writing Teachers) and ENGL 409 (Secondary English Methods).  In ENGL 408 and ENGL 409, students examine the differences in standardized and authentic assessment, investigate the relationships between the state tests and the state standards, and discuss ways in which testing can inform instruction.  Units of instruction are constructed with both state standards and assessments in mind. The fifteen-week student teaching experience provides the opportunity for students to apply this knowledge as they design and deliver instruction over a sustained period of time and under the supervision of a master teacher.

Minor:

Requirements of state and national assessment programs are addressed in EDPS (Introduction to Assessment and Evaluation).  Students enhance their understanding of these tests including the MEAP and HSPT in ENGL 408 (Writing for Writing Teachers) and ENGL 409 (Secondary English Methods).  In ENGL 408 students examine the differences in standardized and authentic assessment, investigate the relationships between the state tests and the state standards, and discuss ways in which testing can inform instruction. The fifteen-week student teaching experience provides the opportunity for students to apply this knowledge as they design and deliver instruction over a sustained period of time and under the supervision of a master teacher.

Elementary

Major:

NA

Minor:

NA