NCTE Position Statements Supported by OCTELA

NCTE Position Statements Supported by OCTELA

Some of these resolutions/position statements from NCTE are quite lengthy; therefore, highlights and URLs are provided.

On Writing: http://www.ncte.org/positions/statements/writingbeliefs

  • Everyone has the capacity to write, writing can be taught, and teachers can help students become better writers
  • People learn to write by writing
  • Writing is a process
  • Writing is a tool for thinking
  • Writing grows out of many different purposes
  • Conventions of finished and edited texts are important to readers and therefore to writers
  • Writing and reading are related
  • Writing has a complex relationship to talk
  • Literate practices are embedded in complicated social relationships
  • Composing occurs in different modalities and technologies
  • Assessment of writing involves complex, informed, human judgment

On Professional Development: http://www.ncte.org/positions/statements/profdevelopment

 

  • Professional development of teachers/faculty is a central factor leading to student success.
  • Professional development treats teachers/faculty members as the professionals they are.
  • Professional development supports teachers/faculty at all levels of expertise; its value is confirmed by external validation.
  • Professional development relies on a rich mix of resources, including a theoretical and philosophical base; a research base; and illustrations of good practices.
  • Professional development can take many different forms and employs various modes of engagement.
  • The best models of professional development—best in the sense of enhancing first, teacher practice leading to second, student learning—are characterized by sustained activities, by engagement with administrators, and by community-based learning.
  • Professional development is systematically reviewed with evidence of efficacy provided by a review process including multiple stakeholders and NCTE’s own research.

On the Essential Roles and Value of Literature in the Curriculum:

http://www.ncte.org/positions/statements/valueofliterature

 

Resolved, that the National Council of Teachers of English continue to affirm the

  • value of reading and literature for appreciation, learning, and enjoyment;
  • critical need of instilling in young people a love of literature and reading for its own sake;
  • important and critical roles that children’s and young adult literature should play in the classroom;

and that NCTE recommend that

  • reading curricula focus on selecting, reading, responding to, and analyzing a wide range of literature;
  • a wide range of high-quality literature representing diverse experiences and perspectives be integrated into all content areas, including reading instruction; 
  • students engage in deep and extended experiences with full authentic texts rather than with adaptations; and
  • students are guaranteed opportunities to select literature representing a variety of topics and degrees of difficulty.

 

On 21st Century Literacies:  http://www.ncte.org/positions/statements/21stcentdefinition

 

Adopted by the NCTE Executive Committee, February 15, 2008

  • Literacy has always been a collection of cultural and communicative practices shared among

members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to

  • Develop proficiency with the tools of technology
  • Build relationships with others to pose and solve problems collaboratively and cross-culturally
  • Design and share information for global communities to meet a variety of purposes
  • Manage, analyze and synthesize multiple streams of simultaneous information
  • Create, critique, analyze, and evaluate multi-media texts
  • Attend to the ethical responsibilities required by these complex environments