NCTE Standards

Standard III: 

Candidates plan instruction for reading and the study of literature to promote learning for all students. 

Standard III: 

Candidates design assessments for reading and the study of literature to promote learning for all students. 

Below are artifacts from my 8th grade unit on Chapter 7 of All Quiet on the Western Front. During this unit my students examined the chapter in-depth through a variety of activities. In order to make sure all students could access the content to the fullest, the entire unit is designed using the principles of Universal Design For Learning. From there, deliberate and intentional changes were made to support students requiring accommodations or other forms of differentiation. These adjustments are outlined under each lesson in the plan. I also created a chart tracking the specific accommodations for my students, to ensure I had factored in each one. 

Standard IV:  

Candidates plan instruction for composing texts (i.e., oral, written, and visual) to promote learning for all students.

Standard IV: 

Candidates design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.

Below are artifacts from a unit in which my 7th grade students wrote short stories set in the middle ages. The unit built on the knowledge they had gained of the time period in our recent reads. The unit focused on developing their command of creative writing through an examination of setting, characterization, plot, writing conventions, and more. Throughout the unit, I presented mini lessons on each element of the story. I formatively evaluated students three times throughout the process. First, I informally conferenced with each student while they focused on developing their setting and characters. A few days later, as students finished up their planning packet, students had an official conference with me to get permission to begin their rough draft. Lastly, I left comments on each students rough draft as they worked over the next few days.

Standard VII: 

Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles.

Standard VII: 

Candidates are prepared to engage in leadership and/or collaborative roles in English Language Arts professional learning communities.

Throughout my student teaching placement, I interacted with students, parents, and other professionals in a variety of ways. Each day I posted the daily agenda and all required materials to Google Classroom, which can be accessed by students and their parents if a student is absent or loses materials. During parent teacher conferences, a parent expressed appreciation towards me for these updates. Example posts can be seen below. In regards to collaboration with other professionals, I most often worked with my cooperating teacher and two of the school's intervention specialists. I prepared all my lessons well in advance and shared them with all involved so we could discuss ideas and make adjustments. On a few occasions, I was able to sit in on IEP and manifestation meetings with other professionals around the school. In these meetings I was able to discuss my observations about the student at hand, sharing the role of my cooperating teacher. 

Standard V: 

Candidates implement research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.

Standard V: 

Candidates assess research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.

At the beginning of my student teaching placement my school implemented a brand new curriculum. This curriculum required significant adjustment throughout the year to allow it to best serve our students. Most notably, my cooperating teacher and I added in additional writing instruction. Below is the week-long essay review unit that we crafted to prepare students for the state tests. The practice in the unit is organized in an I Do, We Do, You Do format, allowing for explicit instruction and ample practice. To keep students engaged, we included a variety of activities that mixed in traditional writing, group, and hands-on activities. The highly visual system we used ended up being very successful, improving student outcomes and increasing student motivation as the concepts began to make more sense to them. After state testing, several other teachers in the building reported to us that students were using the format we had taught them to plan their essays, spent longer working, and had more complete than in past years. Of all the lessons I created this school year, this is the once I most looking forward to using again. 

Standard VI:  

Candidate demonstrates knowledge of how theories and research about social justice, diversity, and equity can enhance students’ opportunities to learn in English Language Arts.

Standard VI: 

Candidates demonstrate knowledge of how theories and research about schools as institutions can enhance students’ opportunities to learn in English Language Arts.

Standard VI: 

Candidates plan and implement English language arts and literacy instruction that promote social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.

I believe my competency in this standard is best demonstrated through my teaching and classroom management philosophies, which are featured on the "Teaching Philosophy" page of this website. In short, social justice, diversity, and equity are key components of my style as a teacher, making them guiding concepts in how I interact with my students. These concepts inform how I design my class rules, how I speak and interact with my students, and of course, my lessons. For example, in my All Quiet on the Western Front Ch. 7 unit, I chose to spend more time than the curriculum originally offered discussing an article about the female victims of WW1. I felt this would provide my students with a more well-rounded, diverse, and equitable perspective of the time period and themes. I have included the article and the activity materials below. To read more in-depth about this unit, please refer to Standard III and/or the "Lesson Plans" page. I truly believe a deep focus on these subjects only deepen's students education, particularly when it comes to language arts, and aim to implement them whenever possible.