"First of all, I am proud of things that have not changed in my teaching. After 35 years working with PreK-16 students, I recently discovered a journal that I wrote during my first year of teaching. In it I recorded the basics used in work with my group of kindergarteners. Those basics included strategies that would later be promoted as Reading Recovery, hands-on mathematics, and community-building initiatives."
"Re-reading the journal made me feel that those of us who are “born to be teachers” have a natural instinct for good teaching and learning practices."
"Secondly, I must admit that much has changed in my teaching, as well it should if one is a reflective practitioner. The greatest area of change is in assessment. Today, because so much of formalized testing is not authentic and real-world focused, what I create must be."
--Belinda L. Eggen, University of South Carolina, Columbia
35 years teaching
Related NCTE Resources . . .
The Teaching-Research Connection. This is a summary statement developed by the Research and Teaching Issue Management Team of the Executive Committee in 2005.
Principles of Professional Development. In 2006, this guideline was approved by the NCTE Executive Committee.
The Impact of the SAT and ACT Timed Writing Tests. In April 2005, the NCTE Task Force on SAT and ACT Writing Tests created this statement.
Standards for the Assessment of Reading and Writing. This booklet was prepared by the International Reading Association and National Council of Teachers of English Joint Task Force on Assessment in 1994; revised in 2009.