2
New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Methods & Student Teaching 1 in English/Language Arts
For middle-school and high school placements
(ENGED-GE 2042.001 and ENGED-GE 2922.001)
Spring 2014
Meeting space: Tuesday: Silver, 514
Thursday: GCASL, 375
Meeting times: Tuesday, 4:55 PM - 6:35 PM
Thursday, 4:55 PM - 6:35 PM (seminar days)
8:00 AM - 2 PM (rounds days)
Instructors: Professors Keturah Kendrick and Joe McDonald, with student teaching supervisors and cooperating teachers
E-mail: kjk242@nyu.edu
joseph.mcdonald@nyu.edu
Office hours: Kendrick: By appointment
McDonald: Wednesdays, 4-6, East Building 622
The Methods and Student Teaching concurrent seminar and practicum in English Language Arts is a 6-7 credit experience (6 for ELA majors, 7 for joint ELA and Ed Theater majors). It combines a focus on ELA teaching methods and general teaching methods, with mentored student teaching, and guided visits (called rounds) to classrooms beyond your placement. All aspects of the experience are oriented to the NYU Framework for Learning to Teach ELA (See below), and the learning outcomes outlined in this framework are the chief learning aims of the experience.
The overall instructional team includes an Adjunct Professor of English Education who is also an
English teacher at the Young Women’s Leadership School of East Harlem and an alumna of the
NYU MA joint English Education and Educational Theatre program (Keturah Kendrick); and a
Professor of Teaching & Learning, and former middle- and high-school English teacher and highschool principal (Joe McDonald); your assigned cooperating teacher; and your assigned supervisor.
1

Important Reminders
ACADEMIC INTEGRITY
All students are responsible for understanding and complying with the NYU Steinhardt
Statement on Academic Integrity. A copy is available at http://steinhardt.nyu.edu/policies/academic_integrity
STUDENTS WITH DISABILITIES
Students with physical or learning disabilities are required to register with the Moses Center for
Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present a letter from the Center to the instructor at the start of the semester in order to be considered for appropriate accommodation. Information on the Moses Center is available at http://www.nyu.edu/life/safety-health-wellness/students-with-disabilities.html
Required Texts
The four required texts:
Jim Burke, The English Teacher’s Companion, 4 th edition
Doug Lemov, Teach Like a Champion
Ann Raimes, Grammar Troublespots: A Guide for Student Writers
Douglas Fisher and others, Language Learners & the English Classoom
Complete citations are listed in the bibliography below. The bibliography also lists other recommended books. The required books are available now at the NYU bookstore. When a book is referenced in the syllabus, bring the book to seminar with you.
Grading Policy
A single grade will be awarded, the grade will appear twice on your transcript for 3 credits each for ENGED-GE 2041 and ENGED-GE 2922. The grade will be jointly agreed upon by the seminar/rounds instructors, your supervisor, and your cooperating teacher – in accord with the guidelines below. Note that one of the seminar leaders (Joe) and all the supervisors meet together monthly to consult on your progress, and they also stay in close touch with your cooperating teacher.
The table below describes how you will be graded, though additional information (for example, major assignment rubrics) is also available on the NYU Classes website.
Seminar
Assignments
Participation
Attendance
Three major assignments will be graded.
Other reading and activity assignments
(collected or not) also count.

2
(40%) Active engagement is required.
One hundred percent attendance is expected, with prior notice for illness or other unavoidable circumstance.
Growth in Placement
As demonstrated in weekly written communication with your supervisor
(copied to Keturah and Joe), as suggested in 3-4 supervisor’s observations, and as assessed formatively and summatively by your cooperating teacher.
(40%)
Completing explicitly assigned tasks and also showing initiative are both important.
Instructors and supervisors look for progress, and take cognizance of unavoidable hindrances. They understand that progress is incremental and perfection elusive.
Assessment of your growth is grounded in the NYU Framework for Learning to Teach
ELA.
Rounds
Timely attendance, and active participation in two
Rounds.
Active engagement during classroom visits and school background briefings, and during follow-up discussions.
(20%)
Rounds are structured visits to schools other than your assigned school. They are chosen in order to supplement the experience of school and classroom culture that you gain in your placement.
There will be two sets of rounds this semester, each for the larger part of a day.
You will choose one set, and be excused from student teaching in order to attend its two rounds. However, please give your
CT plenty of advanced notice.
At mid-term, practicum members will receive one of three non-binding grades. Most will get UE (unable to evaluate) which merely signals that crucial parts of the student teaching still lie ahead, C to signal that something important is amiss and a conference is called for, and F to signal that continuing in the teacher certification pattern seems in doubt (for reasons that may range from the candidate’s failure to engage, to a misfit between the candidate’s talents and the demands of the teaching profession).
Assignments
Routine/weekly:
3

All practicum members will complete all required readings by their due dates, as well as
other assignments noted below in the seminar and rounds schedule.
All practicum members will communicate weekly with their assigned supervisor in the format required by the supervisor. These communications must be copied to the seminar instructors, Keturah and Joe, and Keturah will use them for guides to her consultation sessions. She will, however, rarely participate in the messaging. You are encouraged to include brief videos in your weekly communications. Before videotaping, however, check with your CT to make sure that students’ parents have given permission for videotaping.
Major/graded assignments (in deadline order):
All practicum members will participate in an Analysis of Student Writing activity during a seminar class. After the activity, a copy of the student work that was analyzed and a
brief reflection (2-3 pages) about the process will be due. ACTIVITY: Feb. 25;
REFLECTION: March 1.
All practicum members will complete a Student Interview of a Struggling Reader, present the interview data in a Student Interview Protocol, and then submit both the data and a 2-3 page reflection on the process. PROTOCOL: March 27; WRITTEN
REFLECTION: March 29.
All practicum members will present Evidence of Growth in Three Skills Areas represented in the shaded domains of the NYU Framework for Learning to Teach ELA
(the other domains will be assessed at the end of student teaching 2). One must be a high-challenge area (as self-defined) and another a low-challenge area (also selfdefined). The third may be any level of challenge. The evidence will be presented in a face-to-face peer and expert review, and submitted to the seminar instructors in a 3-to-
5-page summary/reflective document with attached evidence. ORAL PRESENTATION:
May 8; SUMMARY/REFLECTION WITH EVIDENCE: May 11.
Rounds
Everyone selects one of these sets of visits:
Young Women’s Leadership School and North Star Academy High School
or
Metropolitan Expeditionary Learning School and Dual Language High School for Asian
Studies
On Thursdays when rounds are scheduled, there will be no afternoon seminar.

2
Schedule
Note that the seminar follows the NYU calendar (for example, meeting during the NYCDOE winter and spring breaks, but not during the NYU spring break). However, student teaching follows the NYCDOE calendar, and is not concluded until the end of the school year (except by special arrangement with the cooperating teacher and in consultation with the supervisor).
Note also that NYU values highly any opportunity you may have to gain experience working with parents, and the seminar leaders will excuse you by pre-arrangement for a seminar session you must miss in order to have such experience (for example, participation in late-afternoon parent conferences).
Tuesday, January 28. SEMINAR
Welcome
Introductions, overview of the experience, Q & A on the syllabus.
No prep.
Thursday, January 30. SEMINAR
What do we teach in ELA and why?
Introduction to the Common Core Standards, the edTPA, and low-inference observation/transcription (LIT).
Read Burke, chapter 1, and the inside of the front and back covers of the book (Common Core
Standards, Anchor Standards). Download the free Common Core mobile app if you have a smart phone, and browse the ELA standards across grade levels and skill areas until you have a good sense of what the CCS are about, and until you have raised three questions that you think might be good discussion questions for the seminar. (If you don’t have a smart phone, you can easily do the browsing the old fashioned way, using the PDF mentioned below.) Prepare to share your discussion questions with all.
5

Next, go to the New York State Common Core Learning Standards for ELA, 6-12: h ttp://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_l ea rning_standards_ela.pdf
Read the introduction to this pdf carefully (pp 1-7), then browse the standards for ELA & literacy for 6-12 (pp. 44-71). States that have signed on to the Common Core Standards are allowed to add on to them. Note what New York has added on.
Tuesday, Feb. 4. SEMINAR
Classroom management: routines and procedures
Read Burke, chapter 3; Lemov, chapter 5.
Thursday, Feb. 6. NO SEMINAR
Field work
Use the seminar-free afternoon to prepare a response to the edTPA Context for Learning
Information form, using your own class data (due Feb. 20). Also prepare one LIT on your class with an emphasis on learning about one or more “key” students. Discuss with your CT what
“key” might mean in your context.
Read Burke, chapter 2. Send your LIT as an attachment to an email message to Joe. Include a half-page reflection on what you learned from the LIT about your class and students.
Tuesday, Feb. 11. SEMINAR
The culture of the classroom
Read Lemov, chapters 6 and 7.
Thursday, Feb. 13. SEMINAR
Visit to Metropolitan Expeditionary Learning School, 91-30 Metropolitan Ave., Forest Hills, NY
E train to 71st Ave - Forest Hills and Q23 bus to Metropolitan Ave and Selfridge, or by car
(parking available) [Cancelled due to snowstorm. Moved to April 24]

2
Tuesday, Feb. 18. SEMINAR
[Note: New York City schools winter break, Feb. 17 – Feb. 21]
Teaching teens how to write
Consultations: Bring your field experiences to date into the seminar in the form of issues/problems/questions.
Read Burke, chapter 4.
Thursday, Feb. 20. SEMINAR
Language
Academic language, micro-teaching about micro-language.
Read Burke, chapter 7. Concentrate on your assigned topic/troublespot in Raimes: sentences
(1-5), tense (6-8), voice (9), pronouns (14), prepositions & phrasal verbs (17); relative clauses
(18), conditions and wishes (subjunctive mood) (19). Drawing on Raimes and any other sources you like, prepare a mini-lesson keyed to common core language standards 1 and 2 (conventions of standard English) in the middle-school or later grades (basic instruction or brush-up). Write up the mini-lesson for submission (see guide for lesson planning below).
Context for Learning (edTPA) is due today. Bring 5 copies for sharing.
Tuesday, Feb. 25. SEMINAR
More on teaching writing.
Simulation of student writing activity with model of student work. Practicing "useful" feedback.
Analysis of Student Writing Activity (written reflection due Saturday, March 1).
Thursday, February 27. ROUNDS
Visit to Young Women’s Leadership School of East Harlem, 105 E. 106 th St.
6 train to 103 St
Tuesday, March 4. SEMINAR
7

Identifying and addressing reading gaps
Gaps in phonemic awareness, phonics, academic vocabulary, fluency, and comprehension.
Consultations.
Read Burke, chapter 5
Thursday, March 6. SEMINAR
Orchestrating classroom discussion
Planning discussions with assigned literary and informational texts.
Read: Burke, chapter 6, Lemov, chapter 9, and assigned texts available on NYU Classes.
Tuesday, March 11. SEMINAR
More on teaching reading
Read Lemov, chapters 10, 11, 12. Discuss with your CT whom you might approach as a participant for the interview of a struggling reader assignment.
Thursday, March 13. ROUNDS
Visit to North Star Academy High School, 10 Washington Pl., Newark, NJ 07102
New Jersey Transit from Penn Station to Newark, Broad St. Station, then short walk
Tuesday, March 18. NO SEMINAR (NYU spring break)
Great week to work on edTPA if you must file this semester.
Thursday, March 20. NO SEMINAR (NYU spring break)
Tuesday, March 25. SEMINAR
Teaching a whole class

2
Planning, management, stance, improvisation, reflection.
Consultations.
Read Lemov, chapters 3, 4, 8.
Thursday, March 27. SEMINAR
Student reading interview protocol
Prepare for protocol presentation today. Analysis & reflection due, Saturday, March 29.
Tuesday, April 1. SEMINAR
Teaching English language learners
Principles, practice. Guest expert, Margarita Leonard, Young Women's Leadership School.
Read Fisher, Rothenberg, & Frey, chapters 1 to 3.
Thursday, April 3. NO SEMINAR
Take the time to prepare a full part 1 of the edTPA in consultation with your CT. Use the guide to lesson planning in appendix 1.
Tuesday, April 8. SEMINAR
Tuning up video presentations
The focus can be an edTPA video (and text) you’re planning to submit this spring (or just a video from this semester that you plan to keep in your Foliotek pages). The first edTPA submission deadline this spring is April 10, but you can also submit later without endangering your certification.
Bring a short video (and means of playing it – e.g. laptop), plus 5 copies of any text that may accompany it.
Thursday, April 10. ROUNDS
Visit to the High School for Dual Language and Asian Studies, Seward Park High School Complex,
350 Grand Street on the Lower East Side.
9

F or M train to Delancey/Essex
Tuesday, April 15. SEMINAR
[Note that this is NYCDOE spring break week. Great week to work on your edTPA submission if you’re submitting this spring, and have finished your videotaping. You missed the first deadline, but you’re not too late.]
Classroom assessment
Consultations
Read Burke, chapter 8; and Lemov, chapter 1.
Thursday, April 17. SEMINAR
Standardized assessment.
How it works, plus its strengths and limitations. References to edTPA (a standardized performance assessment), and the NYS ELA Regents (a standardized constructed-response plus multiple-choice assessment).
Readings available on NYU classes.
Tuesday, April 22. SEMINAR
More on assessment: How NOT to drown in grading. Plus a conversation with Mark Perez.
Bring to seminar a standard homework assignment that you gave to your students or that your
CT normally gives. Note that this should not be an extended writing or other assignment, but rather one that yields work to be turned in the next day.
A conversation with NYU’s Certification Officer, Mark Perez. Bring any questions on your mind.
Consultations.
Thursday, April 24. ROUNDS
Visit to Metropolitan Expeditionary Learning School, 91-30 Metropolitan Ave., Forest Hills, NY

2
E train to 71st Ave - Forest Hills and Q23 bus to Metropolitan Ave and Selfridge, or by car
(parking available)
Tuesday, April 29. SEMINAR
Focus on getting a job
The 2014 NYCDOE Principals Panel & Networking Event . Hosted by the NYU Wasserman Center for Career Development, the Steinhardt Department of Teaching and Learning, and the Steinhardt Office of Student Affairs.
Where : Kimmel Center, Rosenthal Pavilion, 10th floor, 60 Washington Square South
5:00pm – 6:00pm: THE PANEL
The NYCDOE Principal Panel is an opportunity for you to hear directly from principals as they engage in robust discussion and share tips for the upcoming 2014/15 hiring season and school year. Five principals will be on the panel for one hour facilitated by NYCDOE teacher recruitment manager and NYU alumna,
Leslie Banks. Principals will discuss what they are currently looking for in teachers and demo lessons, and will offer tips for interviewing. Half of the panel discussion is dedicated to a question and answer session for you to ask specific questions directly of the principals. Although advertised for students (from
NYU and other colleges) who will be certified by September 2014, this will be valuable also for those who will be certified by January or September 2015.
6:00 pm – 7:00 pm: NETWORKING SESSION
The second hour is the networking session. The networking session resembles a job fair with additional principals attending. Here, you will be able to share your resume and discuss opportunities in their schools. Approximately 20 to 30 principals attend this portion. They are seated at tables with their upcoming vacancies displayed. Participating principals often use the networking session to schedule follow-up interviews with prospective hires. This part of the overall session is best for people going on the job market for September. Bring 10 copies of your resume. See NYU Classes resources for sample resumes, cover letters, and interviewing tips.
Dress is business casual. Don’t come dressed as an ordinary graduate student. Light refreshments will be served.
Thursday, May 1. SEMINAR
Working with parents.
Bring in specific questions/anecdotes about communicating with your students' parents.
Questions can come from actual problems you've encountered with working with parents or can be generated from the "perceived" problems you might envision when you have your own classroom.
11

Tuesday, May 6. NO SEMINAR
Preparation for final Framework presentation.
Thursday, May 8. SEMINAR
Peer and expert review of your Framework evidence
3-5-page reflective summary (plus attachments) of your framework evidence due by Sunday,
May 11.

2
References/Recommended Reading
Allen, D. (2013). Powerful teacher learning: What the theatre arts teach about collaboration.
Lanham, MD: Rowman & Littlefield.
Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom.
Alexandria, VA: ASCD.
Brown, D. W. (2009). In other words: Lessons on grammar, code-switching, and academic
writing. Portsmouth, NH: Heinemann.
Burke, J. (2008). The English teacher’s companion, 4 th edition. Portsmouth, NH: Heinemann.
Cushman, K. (2010). Fires in the Mind: What kids can tell us about motivation and mastery. San
Francisco: Jossey Bass.
Danielson, C. (2011). Enhancing professional practice: A framework for teaching, revised ed.
Alexandria, VA: ASCD. See http://usny.nysed.gov/rttt/teachersleaders/practicerubrics/Docs/Teachscape_Rubric.pdf
Fisher, D., Rothenberg, C., & Frey, N. (2007). Language learners and the English classroom .
Urbana, IL: National Council of Teachers of English.
Hirsch, E. (1999). How to read a poem. San Diego, CA: Harcourt, Inc.
Koretz, D. (2008). Measuring up: What educational testing really tells us. Cambridge: Harvard
University Press.
Lawrence- Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn
from each other. NY: Random House.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.
San Francisco: Jossey Bass.
McDonald, J. P., Mohr, N., Dichter, A. & McDonald, E. C. (2013). The power of protocols: An
educator’s guide to better practice, 3rd edition. New York: Teachers College Press.
Raimes, A. (2004). Grammar Troublespots: A Guide for Student Writers, 3rd edition. New York:
Cambridge University Press.
Schoenbach, R., Greenleaf, C., Cziko, C., and Hurwitz, L. (1999). Reading for understanding: A
guide to improving reading in middle and high school classrooms. San Francisco: Jossey
Bass.
Seidel, S. (2011). Hip hop genius: Remixing high school education. Lanham, MD: Rowman &
Littlefield.
Smagorinsky, P. (2008). Teaching English by design: How to create and carry out instructional
units. Portsmouth, NH: Heinemann.
Smith, R. (2004). Conscious classroom management. Fairfax, CA: Conscious Teaching
Publications..
Tomlinson, C. A. and McTighe, J. (2006). Integrating differentiated instruction and
understanding by design. Alexandria, VA: ASCD.
Tovani, C. (2004). Do I really have to teach reading? Portland, ME: Stenhouse Publishers.
Wong, H. K., and Wong, R. T. (2005). The first days of school. Mountain View, CA: Harry K.
Wong Publication
Young, V. A. (2014). Other people’s English: Code-meshing, code-switching, and African
American literacy. New York: Teachers College Press.
13

Appendix 1
Lesson Planning
Good lesson plans vary considerably from teacher to teacher in both format and level of specificity. And in this course, the seminar leaders defer to your Cooperating Teachers and
Supervisors with regard to format. But in terms of specificity, we urge lots of it even if your CT is used to operating on far less. After all, they have lots more physical and verbal memory of teaching to call on than you do.
We also advocate that regardless of format, your lesson plans should include the following:
 One or more explicit learning targets, keyed to specific state standards, and announced in kid-friendly language.
 Use of an explicit engagement strategy at the start of the lesson. New York City teachers typically refer to this as a “Do now” and often plan a short, individual task. But it is possible to have good engagement strategies that involve pairs of students and even whole-class activity. What counts in any case is engagement on something related to the lesson’s content, and a plausible path from there to the learning target(s).

Use of an overview of the main elements of the lesson so that students know what to expect. This should be short and written like an agenda on a white board or a projection. It can include time frames, but you might want to keep these private until you get the knack of devising reliable ones.

Incorporation of a variety of activities whose sequence follows a reasonable theory of how a learner might reach the particular learning target(s) – for example, by observing a demonstration of some reading task (for example, listening to you pausing to make inferences as you read aloud), practicing the task with a partner who coaches, then doing the task alone and silently.

Precise scripting of all anticipated instructions - for example, "Now we need everyone to look up from your writing and turn your desk to your reading partner's. . . . (wait for silence, using countdown as needed) NOW, taking turns, follow the steps of our sharing protocol. Use the poster at the front of the room if you don't remember the steps."

Precise scripting of your anticipated physical activity (for example, writing at the projection stand, walking to the back of the room as students read silently, and so on).
 A closing activity that clearly relates to the learning target for the class - for example, an exit ticket designed to help you understand who reached the target and who didn't, or a cold-call final discussion that reviews key learning points and helps prepare students for homework.

2
APPENDIX 2:
EdTPA
The edTPA is a national performance assessment of teaching for novice teachers. It requires that the teachers capture their “performance” of teaching by means of two brief video clips, artifacts of planning and assessment, student work samples in response to assessment tasks, and commentaries of various kinds.
The edTPA is designed to assess the following dimensions of teaching effectiveness:
 Knowledge of subject-matter content standards and subject-specific pedagogy (in our case, with regard to secondary ELA or K-12 performing arts)
 Capacity to analyze and respond to individual students’ needs

Familiarity with research and theory regarding how students learn and how good teachers teach (in general and in ELA and/or performing arts)

Familiarity with challenges and strategies regarding teaching and learning what is often called academic language

Ability to analyze and reflect on evidence of the effects of instruction on individual student learning
These assessment targets cut across the assessment’s 3 parts (focused respectively on planning for instruction and assessment, instructing and engaging students in learning, and assessing student learning). The edTPA in secondary English-Language Arts assessment and in K-12 performing arts both have 3 parts, each with 5 rubrics associated with it, for a total of 15 rubrics in all. Each rubric is scored from 1 to 5, so the range of possible scores on the these edTPA assessments is 15 to 75. New York State has set a minimum score for both ELA and Performing
Arts of 41 (average rubric score of 2.73). This is required for initial certification. New York State also awards a “mastery” designation to those who earn an overall score of 48 or higher (average rubric score of 3.20).
NYU students should plan to submit their edTPA portfolio during their final student teaching semester, but they can use material from either their first or second student teaching assignment. NYU has invested in the portfolio platform designed by Foliotek to help you manage and submit your portfolio materials. Please respond to opportunities to be trained in the use of the Foliotek platform. For those graduating this May, the first edTPA submission deadline is April 10. Submitting by then will ensure that you can put edTPA behind you by the time you graduate.
Among the challenges associated with the edTPA assessment are the following:
 Gaining sufficient information about your students to satisfy the standard that you understand their learning needs, and plan and teach with these needs in mind.
 Obtaining an early opportunity in your student teaching for planning and teaching what the edTPA calls a “learning segment” of 3-5 consecutive lessons – one with a “central focus” in terms of its learning goals.
15


Videotaping this segment (or portions of it) with sufficiently good video and audio quality.
 Compressing the video in order to send it.
 Documenting your assessment practices with student work and other artifacts.
 Analyzing/reflecting on the strengths and limitations of your plans and teaching in ways that refer to specific student needs and academic language goals.
 Managing the numerous details of the assessment within a relatively tight timeframe.
Things that will make it easier are the following:

Go onto NYU Classes today, look for the Foliotek link. Use that to get access as well to the ELA or K-12 Performing Arts edTPA Handbooks.

Discuss the edTPA with your Cooperating Teacher after you have had a chance to read your assessment handbook. Ask him or her to coach your work on it, assuring him or her in the process that this involves no more work than they would ordinarily do in supporting a student teacher, just a little more explicit planning (around scheduling the learning segment)

Take the assessment one step at a time and don’t let yourself freak out about it.

Engage in frequent videotaping of your teaching, and put the videos in your Foliotek pages for safekeeping. Start this long before your scheduled learning segment.

Find an edTPA “buddy” – somebody in your school who can videotape you, and whom you can videotape. Or form an edTPA support group (with at least one techie in it) to help members manage the process.

Use your seminar professor and other NYU faculty members and NYU peers as guides and coaches. Your peers can offer all kinds of editing advice, but an NYU faculty member is constrained by assessment rules from giving specific editing advice.

2
APPENDIX 3: Framework for Learning to Teach ELA: Domains and Standards
Steinhardt School of Culture, Education, and Human Development
New York University
Challenge level
(suggestive only)
1
2
3
4
1. Planning &
Preparation
Selecting rich texts and other teaching materials.
Planning coherent lessons
Orienting lessons to standards-based learning outcomes in ELA.
2. Classroom
Environment
Engaging individual students appropriately within and beyond the classroom.
Gaining students’ attention and hooking their interest.
Fostering and maintaining an inclusive classroom community.
3. Instruction
Giving good directions and explanations.
Presenting and launching effective class and homework assignments.
Eliciting and building well on students’ oral responses to texts.
Modeling effective reading and writing strategies.
4. Professional
Responsibilities
Forming collegial relationships with peers and mentors.
Studying students as unique thinkers and learners
Demonstrating awareness of the classroom as a complex ecology.
Observing other teachers in discerning ways.
5
Discerning the skills and strategies that underlie effective ELA practices and planning with these in mind.
Planning for well guided practice of ELA skills and strategies.
Situating oneself physically for contact, proximity, and power.
Dealing effectively with
“talking” and other distracting behavior.
Unpacking complex ideas and texts to aid deeper understanding.
Demonstrating familiarity with the community context(s) of the school.
17

6
7
8
9
10
Connecting lessons into coherent multi-lesson units.
Planning alternative paths to ELA content mastery.
Using assessment data to inform planning and revise assumptions
Creating rich ELA teaching and assessment materials
Using assertive interactions for academic press (e.g. cold call strategies and follow-up questions).
Reflecting in action – assessing situations while teaching and revising plans accordingly.
Planning effectively over increasingly long time spans.
Dealing appropriately with error or misconception.
Employing effective time and space management.
Getting the working ratio right between teacher work and student work.
Responding in a targeted and effective way to student writing and other work.
Teaching toward mastery of standard English usage, and academic language.
Structuring independent reading and writing assignments for completion and understanding.
Participating in reflective and un-defensive conversations about teaching and learning outcomes with peers and mentors.
Working to understand and accommodate students as individuals with unique needs, backgrounds, and interests
Working un-defensively and collaboratively with parents.
Orchestrating elaborated classroom discussions effectively.
Differentiating instruction to accommodate a range of students’ skills and needs – including those associated with
English language learning and disabilities.
Seeking and using professional learning resources beyond ones suggested or required.
Contributing to school leadership

2
19