Teacher Effectiveness, Defined by NCTE

I was reading through my regular email newsletter from the National Council of Teachers of English (NCTE) and my eye caught on this definition that NCTE has for effective teaching practice (This is part of a longer package of stances and legislative platform issues put forth by NCTE for 2011 that touches on issues such  as ELL instruction, school district literacy agendas and advice for how to use assessment in schools):

NCTE defines teacher effectiveness as professional practice that:

  • Applies deep content knowledge
  • Uses pedagogical strategies and assessment strategies to enable diverse students to meet learning goals
  • Is characterized by continuous engagement in and application of professional learning
  • Includes participation in teacher learning communities to plan, assess, and improve instruction
  • Connects students’ in-school and out-of-school learning
  • Incorporates current technologies in learning and teaching
  • Engages parents and community members as partners in educating students
  • Uses evidence about student learning to improve instruction

This covers a lot of good ground — from expecting teacher’s own curriculum knowledge development, to engaging of student interests by connecting learning in and out of school, to using evidence/data assessment to inform instruction.

Peace (in the listing),

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