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The 2006 version of the Guidelines, prepared by the NCTE Standing Committee on Teacher Preparation and Certification, outlines the basic foundational elements of an effective English teacher preparation program and describes how English teacher preparation programs might provide support for candidates when they graduate into their own classrooms.

Contents

1 Introduction

2 Statement of Underlying Principles

3 Dispositions of Effective English Language Arts Teachers

4 Content Knowledge for Effective English Language Arts Teachers

5 Pedagogical Knowledge, Content Pedagogical Knowledge, and Related Skills

6 Building Excellent English Language Arts Teacher Preparation Programs: Unfinished Work

Appendix A: Field Experiences, Induction, and Support for English Language Arts Teachers

Appendix B: Reflections on NCTE's Underlying Principles: One English Teacher Candidate's Perspective