ENGLISH/LANGUAGE ART
STANDARDS
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TEACHER EDUCATION
STANDARDS
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Alaska Association for the Education of Young Children
Alaska Association of Bilingual Education
Alaska Association of School Librarians
Alaska Center for the Book
Alaska Council of Teachers of English
Alaska Society for Technology in Education
Alaska State Council on the Arts
Alaska State Literacy Association
Alaska State Writing Consortium
Alaska Teacher Researcher Network
Association for Supervision and Curriculum Development
International Reading Association
National Council of Teachers of English
National Writing Project
Professional Development Matrix
Alaska Staff Development Network
Alaska Statewide Direct Writing Assessment
Alaska State Writing Consortium
Early Literacy Development
National Diffusion Network
Northwest Regional Educational Laboratory
Reading Recovery
Reading for Success from the Start
Reading and Writing Strategies Institute for Primary Children
AK Trainers in Six-Trait Analytic Writing Rubric
Ak State Literacy Association Speaker's Network
AK State Writing Consortium Clearinghouse
Reference Kit Contents
Recommended Reading
Sources of Other Reading
Books About
Internet Topics
ALASKA ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
Purpose: to provide member support for early
childhood professionals, to advocate for the rights of young
children, and to educate the general public about young
children
Benefits: comprehensive membership includes books,
journals, reduced conference fees, quarterly meetings, and
networking with early childhood professionals
Annual Conference: selected by region
Affiliation: National Association for the
Education of Young Children
Department of Education & Early Development
801 W. 10th St., Suite 200
PO Box 110500
Juneau, AK 99811-0500
Phone: 465-8706
Fax: 465-3396
ALASKA ASSOCIATION OF BILINGUAL EDUCATION
ALASKA ASSOCIATION OF SCHOOL LIBRARIANS
Purpose: to advance a high standard for school
library professionals and library media programs in schools
in Alaska; coordinating agent for Battle of the Books
Benefits: newsletters, membership directory,
handbook
Annual Conference: early March
Affiliation: American Association of School
Librarians
Contact: Dela Mathis, School Library Media
Coordinator
Alaska State Library
344 W. 3rd Ave. Suite 125
Anchorage, AK 99501
Phone: 269-6568
Fax: 269-6580
Email: dellam@muskox.alaska.edu
ALASKA CENTER FOR THE BOOK
Purpose: to stimulate public interest in literacy,
through the spoken and written word, as central to our
understanding of ourselves and the world around us
Benefits: clearing house, database of Alaskan
authors, illustrators, book clubs, promotion of Alaskan books
and authors, book donation and distribution, newsletter
Annual Conference: early October
Affiliation: Library of Congress Center for the
Book
Contact: Alaska Center for the Book
3600 Denali Street
Anchorage, AK 99503-6093
Phone: 278-8838
Fax: 278-8839
Email: none
ALASKA COUNCIL OF TEACHERS OF ENGLISH
ALASKA SOCIETY FOR TECHNOLOGY IN EDUCATION
Purpose: to encourage the use of computers and
technology in all facets of the educational process, to
assist in the professional growth of its members through the
use of computers and technology, to distribute information
statewide, to build a support network among members, and to
promote legislation which supports the use of appropriate
technology in education
Benefits: newsletters, opportunities for
professional development, recognition of technology experts
in education, mini-grants,
Annual Conference: mid-spring
Affiliation: International Society for Technology
in Education
Contact: Chick Beckley, President
Cold Bay School
POB 128
Cold Bay, AK 99571-0128
Phone: 532-2409
Fax: 532-2409
Email: none
ALASKA STATE COUNCIL ON THE ARTS
Purpose: to support the arts through grants and
technical assistance and to advocate for the arts
Benefits:
provides grants to artists, information to general public, supports Arts in Education and the Alaska
Contemporary Arts Bank
Affiliation: National Endowment for the Arts,
National Assembly of State Art Agencies, Western States Arts
Federation, National Assembly of Local Arts Agencies
Contact: Tim Wilson
Alaska State Council on the Arts
411 W 4th Ave #1E
Anchorage AK 99508
Phone: 269-6610
Fax: 269-6601
Email:asca@alaska.net
ALASKA STATE LITERACY ASSOCIATION
Purpose: to provide support, staff development,
and recognition to members and local councils; to promote
community activities and advocate for literacy issues; to encourage networking with other professional
organizations and local communities; and to identify and
address emerging issues
Benefits: three newsletters per year, a Speaker's
Network, a series of grants including three $200 mini-grants,
the Family and Community Literacy Program (formally the Love
of Reading Program), Inter-Council Travel Grants, and the
First Lady's Look to a Book Reading Grant program
Annual conference: early October
Affiliation: International Reading Association
(IRA)
Contact: Susan Hanson, Alaska Coordinator
4430 Glacier Highway
Juneau, AK 99801
Phone: 780-4078
Fax: 463-1818
Email: none
ALASKA STATE WRITING CONSORTIUM
Purpose: to provide professional development
related to the improvement of teaching writing
Benefits: newsletters, access to Alaska State
Writing Consortium video library , Clearinghouse of
presenters, support for Institute Fellows at the local and
state level, summer and school year institutes (See
Professional Development Opportunities below.)
Annual conference: early October
Affiliation: National Writing Project
Contact: : Debbie Manion, Administrator
UAS, Bill Ray Center
1108 "F" Street, Bill Ray Center
Juneau, AK 99801
Phone: 465-8745
Fax: 465-8751
Email: JNDAM@acadl.alaska.edu
ALASKA TEACHER RESEARCHER NETWORK
Purpose: to support Alaskan educators involved in
classroom-based research
Benefits: seminars and conference to learn about
and share classroom-based research, quarterly newsletter to
share research projects in process and give current leads on
funding support and recent publications, mini-grants,
publication of teacher research from across Alaska, reduction
of professional isolation
Contact: Bernie Sorenson
Juneau School District
10014 Crazy Horse Drive
Juneau, AK 99801
Fax: 463-1712
Phone: 463-1700 ext. 219
Email: none
ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT
INTERNATIONAL READING ASSOCIATION
Purpose: to spread literacy world wide, to
recognize and reward literacy projects
Benefits: journals for reading teachers and
teachers of adult literacy, research quarterlies, catalog of
publications, parent brochures
Annual Conference: late April
Contact: IRA Headquarters
800 Barksdale Road
POB 8139
Newark, DE 19714-8139
Phone: 302-731-1600
Fax: 302-731-1057
Email: 74673.3646@compuserv.com
NATIONAL COUNCIL OF TEACHERS OF ENGLISH
Purpose: to serve teachers of English throughout
all educational levels
Benefits: journals and publications
Annual Conference: mid-November
Contact: Membership Services Representative
National Council of
Teachers of English
1111 W. Kenyon Road
Urbana, IL 61801-1096
Phone: 217-328-3870 ext. 251
Fax: 217-328-0977
Email: mdavis@ncte.org
NATIONAL WRITING PROJECT
Purpose: to improve student writing by using the
teachers-teaching-teachers model C
Benefits: summer institutes, funds for state level
writing projects
Annual Conference: November (in conjunction with
National Council of Teachers of English)
Affiliation: Alaska State Writing Consortium and
National Council of Teachers of English
Contact: Richard Sterling
Executive Director
National Writing Project
Univ. of California, Berkeley
615 University Hall #1040
Berkeley, CA 94720-1040
Phone: (510) 642-0963
Fax: (510) 642-4545
Email: none
Debbie Manion
UAS Bill Ray Center
1108 "F" Street
Juneau, AK 99801
Phone: 465-8745
Fax: 465-8751
Email: JNDAM@acadl.alaska.edu
PROFESSIONAL DEVELOPMENT: A NECESSARY COMPONENT FOR CHANGE
Professional development, like all learning, is a lifelong process from the first day of preservice through retirement. It includes "deliberate learning activities undertaken by individual teachers or groups of teachers to improve policy, curriculum, or the teacher's professional knowledge and skills with a view toward more effectively teaching all students." Teachers as Leaders, 1994, p.125
Professional development must be an integral piece of the bigger picture if the English/Language Arts Standards are to be implemented. Teachers must be empowered as both learners and leaders of this quest.
Because teachers will be responsible for carrying out the English/Language Arts Standards, they should be part of a team to assess the needs of their school and its community as they relate to the standards. Those needs should then help determine specific areas to be addressed through professional development. This team may best be developed at the school level and should include all segments of the school community: staff, students, parents, community leaders, policy makers, and members of university faculty. Classroom-based research projects, networking, conferences and institutes, workshops, courses, consultations, mentoring, and independent study and reflection are possible avenues for the professional development needed.
PROFESSIONAL DEVELOPMENT MATRIX
The purpose of the Professional Development Matrix on the following page is to provide educators with a format for selecting professional development that will meet the needs of the district and relate to the English/Language Arts standards as well as the Alaska Teacher Education Standards. The steps for a curriculum development committee to use the matrix are:
| PROFESSIONAL DEVELOPMENT MATRIX | |||||
ENGLISH/LANGUAGE ART
STANDARDS _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ TEACHER EDUCATION STANDARDS |
A. A student should be able to speak and write well for a variety of purposes and audiences. | B. A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information. | C. A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively. | D. A student should be able to think logically and reflectively in order to present and explain positions, based on relevant and reliable information. | E. A student should understand and respect the perspectives of others in order to communicate effectively. |
| 1. A classroom teacher should be able
to describe the teacher's philosophy of education and
demonstrate its relationship to the teacher's teaching
practice. |
|
Teachers will form a professional
reading/discussion group to review educational philosophy as
it relates to reading assessment and then state and defend
their positions on reading assessment. |
|
|
|
| 2. A classroom teacher should
understand how students learn and develop and should be able
to apply that knowledge in the teacher's teaching
practice. |
|
A teacher will study multiple reading
assessment strategies to meet individual student needs and
then apply that knowledge by selecting and using varied and
appropriate strategies in the classroom. |
|
|
|
| 3. A classroom teacher should be able
to teach students with respect for the students' individual
and cultural characteristics. |
|
After a series of action labs on cultural
and gender differences, teachers will present ways that the
assessments meet individual needs as well as cultural needs
of students in their classroom. |
|
|
|
| 4. A classroom teacher should know
the teacher's subject and know how to teach it. |
|
Following a district sponsored summer
institute on reading assessment, teachers will demonstrate a
knowledge of reading assessment strategies. |
|
|
|
| 5. A classroom teacher should be able
to facilitate and monitor student learning. |
|
Working with a mentor, a teacher will
apply their knowledge of assessment strategies to evaluate
reading and adjust instruction accordingly. |
|
|
|
| 6. A classroom teacher should be able
to create and maintain an environment where students are
contributing members of a learning community. |
|
Teachers will participate in a distance
delivered university course, and then demonstrate ways that
students can show they understand the purposes of the
assessments. |
| |
|
| 7. A classroom teacher should be able
to use technology as an educational tool. |
Design and implement over a semester a
classroom-based research project, noting the effects of
spell/grammar check word processing on student writing
quality. |
Network with colleagues to identify
programs available for increasing literacy with the computer.
Select and try a program that seems appropriate to one's own
students. |
Attend a demonstration by a colleague or
a cooperative language project that involves research and the
computer. Design such a project for one's own students. |
Participate in a series of workshops
introducing computer programs that are available for critical
thinking skills to help students select one developmentally
appropriate to one's own class. |
After independent study, set up an E-mail
exchange with a school in another geographic area. |
| 8. A classroom teacher should be able
to work as a partner with student families and with the
community. |
|
Working with a coach, a teacher will
describe how the assessment will be shared with the families
, perhaps in student led conferences. |
|
|
|
| 9. A classroom teacher should be able
to participate in and contribute to the teaching
profession. |
|
Teachers will host a student teacher or mentor/coach colleagues in reading assessment strategies. | |
|
|
| 10. A classroom teacher should
receive postsecondary training in special education. |
|
Having taken a summer university course
in special education, a teacher will provide appropriate
assessment tasks for special education students in the
classroom. |
|
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Last modified on: Mon, Jun 17, 1996.