ma standards and indicators
Master of Arts in English Education
Standards and Indicators for M Licensure Candidates
effective January 2006
Standard 1: Instructional Expertise
The MA licensure candidate indicates application of advanced knowledge to improve student learning by
- seeking, implementing, and evaluating the best practices for literature and literacy within the context of a specific school setting;
- incorporating findings from expertise in literature and literacy and educational research;
- linking literature and literacy to students’ developmental and diverse needs;
- using technology to support students’ learning;
- planning, designing, implementing, and evaluating instruction that is rigorous, coherent, and consistent with NC Standard Course of study, well-developed theoretical and philosophical foundations, and best practices emerging from research on literature, literacy, and pedagogy;
- monitoring instructional actions, selection of materials, and other instructional decision;
- modifying instruction and learning environments based on assessment of student learning problems and successes.
Standard 2: Knowledge of Learners
The candidate indicates respect for the nature of learners as individuals by
- Understanding different learning processes, abilities, and styles, and exceptionalities;
- Understanding the differences among learners resulting from varying backgrounds;
- Designing both instruction and strategies for evaluation that respond to these differences;
- Creating and maintaining a classroom environment conducive to learning in which al learners feel welcome and can be successful.
Standard 3: Research
The candidate indicates the habits of mind that embrace critical inquiry and intellectual challenge; the candidate investigates, examines, and improves instructional effectiveness and student achievement by
- initiating research in the areas of literature, literacy, composition, and pedagogy;
- designing procedures for collecting data to include the use of performance data, action research, library, electronic resources and other technologies;
- analyzing, interpreting, and judging data thus collected;
- organizing and presenting research by various means such as course papers, presentations, web sites, capstone portfolio.
Standard 4: Content Knowledge
The candidate indicates an advanced depth and breadth of clearly analyzed and articulated knowledge of
- evolving canons of American, British, and world literature through successful completion of courses on varied literary topics, figures, epochs;
- current scholars and scholarship on the texts and authors of the evolving canon;
- factors which affect the production of literature, such as biography, culture, race, ethnicity and class;
- theoretical and critical approaches to the study of literature and literacy;
- theories of composition and rhetoric;
- relationships between and among theoretical positions, research findings and philosophies.
Standard 5: Professional Reflection, Development, and Leadership
The candidate indicates continuous professional development and provides leadership at the classroom, school, and community levels, and within the profession by
- reflecting regularly upon personal growth;
- initiating professional inquiry though reading, dialogue, reflection, professional development, and action research on teaching literature, literacy, and composition;
- collaborating with other educators, parents, students, and other members of the community and professional organizations to improve curriculum and students’ success in literature, literacy, and writing;
- providing leadership through mentoring and presenting research at workshops, local, state and/or national professional meetings.
Tuesday, November 9, 2010
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