|
| ExCET
& TOPT Information : Workshop
Schedule : ExCET Domains : Domain I |
|
|
| DOMAIN
I - INTEGRATING THE LANGUAGE ARTS |
| Competency
001 |
| The English teacher understands
the interrelationship of reading, writing, listening, speaking, and thinking,
and helps students learn to use language as a tool for achieving personal and
social goals. The English teacher understands that language development is an
integrated process, recognizes that learning in one area of language arts supports
the development of other areas, and uses the inherent similarities and interactions
among reading, writing, speaking, and listening to guide learning. The teacher
works with students through a variety of writing activities (e.g., response
journals, critical papers) to support and extend reading and critical discussion,
and provides opportunities for students to develop their listening and speaking
skills in authentic contexts (e.g., discussing their own writing and that of
their peers, debating societal issues related to assigned readings). The teacher
employs a variety of instructional strategies to enable students to use language
to solve problems and communicate ideas. |
|
|
| Competency
002 |
| The English teacher understands
the evolving nature of language, recognizes factors contributing to language
diversity, and promotes students' understanding of the processes of social and
linguistic change that continue to shape the English language. The English teacher
understands and uses standard American English while recognizing historical,
social, cultural, and technological factors that have influenced the development
of the English language. The teacher analyzes the ways in which social forces
affect norms of usage and shape variations among dialects; understands social
and personal conflicts that may arise from differences in language or dialect;
and uses instructional approaches that help students interpret forms of written
expression from different historical periods, regional perspectives, and cultural
and ethnic traditions. |
| |
| Competency
003 |
| The English teacher understands
the interdisciplinary applications of language and guides students in transferring
language strategies and concepts to their learning in other disciplines and
in their daily lives. The English teacher connects language competence to learning
in other disciplines; fosters study skills such as previewing, varying reading
rate according to purpose, and applying test-taking strategies; and guides students
to use oral and written language as tools for thinking and learning (e.g., predicting
outcomes in a science experiment, writing an explanation of a problem-solving
process in math). The teacher facilitates students' ability to transfer knowledge
and skills learned in English classes to their work across the curriculum and
to their lives outside the classroom (e.g., drawing analogies between literature
and other life experiences). |
|
|
| Competency
004 |
| The English teacher understands
how to help students use self-assessment and self-monitoring strategies in reading,
writing, listening, speaking, and thinking to become reflective, independent
learners. The English teacher encourages students to use strategies for monitoring
their own reading and listening comprehension (e.g., checking whether new information
is compatible with prior knowledge, questioning to determine whether rereading
is necessary), facilitates students' self-assessment at various stages of writing,
and fosters students' ability to monitor audience response to their own oral
expression (e.g., interpreting the facial expressions and body language of listeners).
The teacher provides opportunities for students to examine and refine their
thinking processes. |
| |
| Competency
005 |
| The English teacher uses
a variety of formal and informal methods to assess student needs and monitor
student progress in developing language competence. The teacher understands
factors that affect language development and learning and uses a wide range
of assessment tools and strategies (e.g., writing portfolios, literature response
journals, conferencing, criterion-referenced tests) to evaluate student progress.
The teacher incorporates ongoing evaluation in instruction, selects appropriate
modes of communication for responding to student work, encourages students to
build on their strengths as users of language, and uses assessment techniques
that enable students to understand and address their own learning needs. |
|
|
| Competency
006 |
| The English teacher recognizes
factors in the development of language competence, identifies instructional
methods and resources likely to be effective in working with individual students,
and employs strategies that respond to and take advantage of the needs and capacities
of diverse student groups. The English teacher understands that learners develop
competence in language use at different rates, recognizes the special needs
of students with limited English proficiency, and understands that factors such
as background knowledge, social/emotional characteristics, handicapping conditions,
and variations in individual learning styles may require varied approaches to
instruction. The teacher understands how to select appropriate instructional
approaches for students with varied learning needs (e.g., employing accelerated
learning strategies, using supplementary films and videotapes to make challenging
literary materials more accessible), and employs multiple techniques and instructional
approaches (e.g., writing response groups, peer tutoring) to build on the abilities
that students bring into the classroom. |
| |
| Competency
007 |
The English teacher promotes
students' ability to analyze, interpret, and interact with print, visual, and
aural communications; recognizes the role of the media in contemporary society;
and understands the importance of various communication media for language learning
and instruction. The English teacher understands the techniques and characteristics
of mass communication (e.g., newspapers, radio, television, movies), analyzes
interactions between the media and society, guides students as they evaluate
the connections between mass media and their own lives, and helps students formulate
and apply critical standards to the variety of messages with which they come
in contact. The teacher provides students with access to different tools of
communication, offers students opportunities to use various types of media for
creative purposes, and guides students in selecting and using forms of communication
appropriate to their own expressive purposes.
 |
|
|
|
