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ALIGNMENT OF GOALS AND OBJECTIVES WITH NATIONAL BOARD CERTIFICATION STANDARDS

Through courses in the UNCP Graduate Program in English Education, especially through the core courses, candidates acquire, extend, apply, and reflect on professional knowledge, expertise, and experience in the competencies below. Candidates prepare to document these competencies in the Capstone Portfolio and Presentation. Program goals and competencies support N.C. Department of Public Instruction standards for M Licensure and National Board Certification standards in English Language Arts.

• Advanced Knowledge and Expertise in Literacy and Literature Content and Instruction
• Knowledge of Students and Diverse Populations, and Expertise for Planning and Conducting Instruction
• Expertise and Skill in Modeling Literacy and in Conducting and Applying Research
• Application of Advanced Knowledge and Skills in English Classrooms
• Reflection on Personal, Intellectual, Pedagogical, and Professional Growth

I. Advanced Knowledge and Expertise in Literacy and Literature Content and Instruction

1. literacy and literature learning and teaching, from intersecting historical, global, psychological, socioeconomic, and curricular perspectives, including the North Carolina Standard Course of Study
2. the interrelations of language arts: reading, writing, listening, speaking, viewing, and representing
3. the expanded canon of American, British, world literature: topics, figures, and epochs; young adult lit
4. genres and purposes (expository, persuasive, expressive, literary) of written, spoken and media texts
5. iteracy scholars and scholarship, including theories and research findings
6. literature scholars and scholarship, including theoretical and critical approaches
7. composition scholars and scholarship, including modern rhetorical theories and research findings
8. issues affecting the teaching of English, including testing programs, censorship, and public perceptions <>

II. Knowledge of Students and Diverse Populations, and Expertise for Planning and Conducting Instruction

1. the development of language, reading, writing, cognition and critical thinking from childhood to adulthood
2. the writing process and its variations (invention, drafting, revision, editing, publishing, in recursive cycles)
3. influences on English language arts learning: developmental, cultural, learning styles, exceptionalities
4. curricula, methods, materials, and assessment that constitute "best practices" for teaching literature, reading, and viewing because research links them to student intellectual, social, and personal growth; e.g. reader response, critical approaches, gender/race awareness, cultural literacy, and technology integration
5. curricula, methods, materials, and assessment that constitute "best practices" for teaching writing, speaking, and representing linked to research on student's intellectual, social, and personal growth
6. curricula, methods, materials, and assessment that engage students with diverse cultures, learning styles, and exceptionalities and are linked by research to intellectual, social, and personal growth <>

III. Expertise and Skill in Modeling Literacy and in Conducting and Applying Research

1. understand, analyze, and produce written, spoken, and media texts for various purposes and audiences
2. conduct and present library and electronic research on teaching English language arts
3. design and conduct classroom-based research on student learning , using appropriate tools of inquiry and research methods (scientific and ethnographic)
4. organize, interpret, and present research through papers, presentations, and media technology
5. analyze, interpret, and judge one's own and others' research, research findings, and professional scholarship <>

IV. Application of Advanced Knowledge and Skills in English Classrooms

1. design and teach broad, integrated English language arts curricula drawing on knowledge of language arts, research findings, students, the community, and curriculum goals, including NCSCS
2. design and teach integrated, developmental units that foster growth in literacy and writing along with content knowledge, critical thinking and inquiry, problem solving, collaboration, and technology application
3. design and teach varied assignments to support students' intellectual, social, and personal development
4. design and implement formal and informal assessment--formative, summative, portfolios--to evaluate student work and instruction, and to support students' intellectual, social, and personal development
5. adapt assignments, activities, and assessment for diverse students, learning styles, and exceptionalities
6. create and foster a learning environment of fair treatment, high expectations, mutual respect, and active learning, including collaboration and peer response, conferences, and student publication <>

V. Reflection on Personal, Intellectual, Pedagogical, and Professional Growth

1. express and refine a philosophy and goals of teaching literature, literacy, and writing
2. engage in reflection, inquiry, evaluation, and revision of teaching goals, curricula, methods and issues
3. grow professionally through participation, collaboration, presentation, and publication: workshops meetings, classroom research, mentoring, community resources, dialogue with parents and community <>

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