NCTE/NCATE Standards ePortfolio Components

Candidates demonstrate knowledge of https://micaylaurenc.weebly.com/content-

English language arts subject matter knowledge-in-english-curriculum.html
content that specifically includes
literature and multimedia texts as well as
knowledge of the nature of adolescents
as readers.
Candidates demonstrate knowledge of https://micaylaurenc.weebly.com/developmentally-
English language arts subject matter appropriate-instruction.html
content that specifically includes
language and writing as well as
knowledge of adolescents as language
users.
Candidates plan instruction and design https://micaylaurenc.weebly.com/planning-
assessments for reading and the study of preparation-instruction-and-assessment.html
literature to promote learning for all
students.
Candidates plan instruction and design https://micaylaurenc.weebly.com/planning-
assessments for composing texts (i.e., preparation-instruction-and-assessment.html
oral, written, and visual) to promote
learning for all students.
Candidates plan, implement, assess, and https://micaylaurenc.weebly.com/student-centered-
reflect on research-based instruction andor-differentiated-instruction.html
that increases motivation and active
student engagement, builds sustained
learning of English language arts, and
responds to diverse students’ context-
based needs.
Candidates demonstrate knowledge of https://micaylaurenc.weebly.com/effective-
how theories and research about social communication-and-collaboration.html
justice, diversity, equity, student
identities, and schools as institutions can
enhance students’ opportunities to learn
in English Language Arts.
Candidates are prepared to interact https://micaylaurenc.weebly.com/effective-
knowledgeably with students, families, communication-and-collaboration.html
and colleagues based on social needs
and institutional roles, engage in
leadership and/or collaborative roles in
English Language Arts professional
learning communities, and actively
develop as professional educators.