	Standard/Guideline
1.0	Standards for the Structure of the Elementary Language Arts Teacher Education Program
1.1	The language arts teacher education program will model effective pedagogical practices and provide opportunities for analysis of pedagogy, reflection on pedagogy, and implementation of effective pedagogy in pre-service teachers’ own planning and instruction.
1.2	The language arts teacher education program will embody a philosophy consistent with the Michigan Curriculum Framework 1996, Content Standards and Benchmarks, Teaching, and Learning Standards, Assessment Standards, and Professional Development Standards.
1.3	The language arts teacher education program will maintain an articulated and coordinated curriculum, involving content, pedagogy, and professionalism, that is aligned with standards from relevant state and national professional associations, including Michigan’s Guidelines for the Professional Development of Teachers of English Language Arts.
1.4	The language arts teacher education program will promote curriculum integration and cross-disciplinary application of content standards, conceptual understandings, themes, issues, and processes.
1.5	The language arts teacher education program will provide multiple school-based experiences in environments where effective practices are modeled and supported, including experiences with diverse populations and the use of technology in language arts learning.
1.6	The language arts teacher education program will maintain a system of evaluation that includes demonstration and documentation (e.g., a comprehensive portfolio) of teaching and learning processes and abilities.
2.0	Standards for Professionalism
2.1	Language Arts teachers demonstrate professional practices when they respect the worth, contributions, abilities, and languages of all learners.
2.2	Language Arts teachers demonstrate professional practices when they help students understand their own and others’ cultures, abilities, and languages.
2.3	Language Arts teachers demonstrate professional practices when they develop students’ effective use of oral, written, and visual literacy in their daily lives.
2.4	Language Arts teachers demonstrate professional practices when they develop students’ effective use of critical thinking.
2.5	Language Arts teachers demonstrate professional practices when they promote students’ appreciation of and engagement in a wide variety of media and genre.
2.6	Language Arts teachers demonstrate professional practices when they engage regularly in professional growth and reflective practice with an emphasis on inquiry-based teaching.
2.7	Language Arts teachers demonstrate professional practices when they work with colleagues, parents, community members, and professional organizations.
2.8	Language Arts teachers demonstrate professional practices when they participate in professional and public discourse and develop informed stands on English language arts issues.
2.9	Language Arts teachers demonstrate professional practices when they participate in professional activities that reflect national and state professional development standards.
2.10	Language Arts teachers demonstrate professional practices when they join and participate in professional organizations, such as the Michigan Council of Teachers of English, the National Council of Teachers of English, the Michigan Reading Association, the International Reading Association, the Michigan Association of Speech Communication, and the Journalism Education Association.
3.0	Standards for Knowledge of Content and Curriculum
3.1	Meaning and Communication. Teachers of language arts will know the following and understand their applications for instruction and assessment:
3.1.1	the integrated nature of English language arts (listening, speaking, reading, writing, viewing and visually representing);
3.1.2	a variety of communication models and the interdependence of their various components;
3.1.3	the elements of effective communication in a variety of rhetorical situations and the use of appropriate communication modes and behaviors;
3.1.4	the oral and written language acquisition and development process (from birth through adolescence) of first and second languages;
3.1.5	grammars, conventions, and history of English, e.g., morphology, phonology, semantics, syntax;
3.1.6	the social, cultural, and dynamic nature of verbal and nonverbal language, and how language choices affect peoples’ lives;
3.1.7	the diversity of language uses, patterns, and dialects in oral, written, and visual discourse; and
3.1.8	the variety of style, voice, and language choices in texts (oral, written, and visual) and their appropriate-ness in different contexts.
3.2	Literature and Understanding. Teachers of language arts will know the following and understand their applications for instruction and assessment:
3.2.1	literature as oral, written, and visual texts;
3.2.2	a wide variety of quality contemporary and classic literature, especially literature for children and young adolescents, appropriate for different development levels;
3.2.3	key issues and recurring themes in classic contemporary literature in a variety of cultural contexts;
3.2.4	the distinct characteristics of different forms of oral, performance, and media literature, e.g., film, readers’ theatre, personal narrative, television, audio technology; and
3.2.5	the use of oral, written, and visual texts to explore and address important issues and problems in communities beyond the classroom.
3.3	Genre and Craft. Teachers of language arts will know the following and understand their applications for instruction and assessment:
3.3.1	the grammatical, syntactical, and lexical features of the English language in a variety of contexts;
3.3.2	the differences between descriptive and prescriptive conventions of usage, and the ways in which conventions of usage are adapted to different communicative situations;
3.3.3	Authors’ techniques that convey meaning, enhance appreciation, and influence and audience;
3.3.4	the characteristics and forms of a variety of oral, written, and visual texts, e.g., narration, drama, poetry, exposition, and persuasion; and
3.3.5	appropriate rhetorical techniques and devices used to respond to, create, and revise texts in a variety of genres.
3.4	Skills and Processes. Teachers of languages arts will know the following and understand their applications and assessment:
3.4.1	the integrated nature of processes, strategies, and skills of the language arts (listening, speaking, reading, writing, viewing, visually representing) at different developmental levels;
3.4.2	multiple strategies for constructing and conveying meaning for a variety of purposes and through a variety of texts;
3.4.3	word recognition strategies (phonemic, morphemic, semantic, and syntactic system of language) and the meaning of reading fluency at different developmental levels;
3.4.4	the nature of the writing process (i.e., pre-writing, drafting, revising, editing, publishing) and strategies for each step of the process;
3.4.5	monitoring and fix-up strategies for identifying and overcoming difficulties when constructing and conveying meaning across a wide range of situations;
3.4.6	multiple strategies for determining the meaning of unfamiliar words and concepts in texts;
3.4.7	techniques for student goal setting, metacognition, reflection, and self- assessment at different developmental levels;
3.4.8	Inquiry processes and the resources appropriate for investigating particular questions and/or topics and a variety of means for presenting conclusions;
3.4.9	the influence of different purposes and contexts on individual, shared, and academic standards;
3.4.10	critical standards used to make judgments about the craft, aesthetics, and significance of texts;
3.4.11	the process of creating and evaluating a collection of personal texts;
3.4.12	the special skills required in the production of mass media, such as radio and television broadcasting, newspapers, magazines, or film production; and
3.4.13	standards for evaluating whether a communication is truthful, responsible, and/or ethical in diverse contexts.
4.0	Standards for Pedagogy (Instruction and Assessment)
4.1	Instructional Design. Teachers of language arts will be able to:
4.1.1	set meaningful goals as a part of short- and long-term planning for literacy instruction;
4.1.2	plan for literacy instruction to accommodate the range of learners and their developmental learning needs;
4.1.3	select and sequence integrated English language arts assignments which support standards-based thematic units of instruction;
4.1.4	plan instruction that takes into account students’ personal backgrounds and experiences, students’ prior curricular experiences in language and literacy, and students’ cross-disciplinary curricular experiences;
4.1.5	create learning environments that provide for oral, enacting, and media communication opportunities in a variety of formal and informal situations, such as personal accounts, public speaking, oral interpretations, creative drama, theatre productions, class newspapers, school magazines, and multi-media presentations; and
4.1.6	plan for learning experiences at different developmental levels that enable students to set goals for, reflect on, and self-assess their communication in diverse contexts.
4.2	Instructional Strategies. Teachers of the language arts will be able to:
4.2.1	use discussion for a variety of purposes, e.g., to engage students in literacy tasks, to develop interpretations and understanding of multiple points of view, to promote critical thinking, and to promote an understanding of their own and others’ perspectives and experiences;
4.2.2	ask questions as a means of probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk taking and problem solving, facilitating recall of information, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question;
4.2.3	use small group work and collaborative learning to facilitate critical thinking as students construct meaning in the English language arts, e.g., shared writing, peer revision, dramatic performance, and literature discussion;
4.2.4	work with students individually through such activities as conferencing and facilitating independent projects;
4.2.5	present or explain information to support literacy learning, e.g., assignments, criteria for evaluation, terms or concepts in language, reading and revision strategies;
4.2.6	create environments that support respectful approaches to individual differences in culture, race, gender, religion, ethnicity, and heritage;
4.2.7	model the use of technology as an effective component of learning for conducting research and for the process of writing;
4.2.8	model or demonstrate how to determine purposes and audiences for communication and how to choose those elements of language, media, delivery, and genre which most effectively shape print and non-print texts;
4.2.9	engage students in interpreting and evaluating ideas presented through oral, written, and visual forms, as well as the language, style, and voice in which those ideas are presented;
4.2.10	model or demonstrate how to identify, compare, and synthesize key ideas and perspectives from oral, written, enacted, and media texts; and
4.2.11	model or demonstrate ways that learners can use textual evidence and experience to support a personal position or view.
4.3	Assessment Strategies. Teachers of the language arts will be able to:
4.3.1	respond effectively and constructively on an ongoing basis to students’ literacy efforts, e.g., contributions to discussion, writing, and oral presentations;
4.3.2	generate (content) standards-based performance criteria and design rubrics appropriate for oral, written, and visual literacy tasks;
4.3.3	recognize students’ oral, written, and visual miscues and their underlying causes as a means of informing curricular choices for individual and group instruction;
4.3.4	design and conduct a variety of assessments that involve multiple indicators of learner progress, e.g., constructed and selected response tests, projects, performance tasks, portfolios, and student-based self-evaluations;
4.3.5	document, interpret, and report assessment methods and results to students, administrators, parents, and the public;
4.3.6	use assessment results to shape or revise curriculum, instructional strategies;
4.3.7	administer and use information from state, national, and other norm-referenced and criterion-referenced assessment programs to inform curriculum, instruction, and learning; and
4.3.8	assess students’ depth of understanding of important ideas, issues, themes, and perspectives from multiple texts and their ability to synthesize and apply key ideas.

MA in Humanities

Upon graduation, students earning this degree will be able to:

use the methodology and language from Humanities disciplines to examine an important topic in one of the following interdisciplinary areas, depending on cohort thematic emphasis (from the ProfEd Bulletin):
1. The Rise of Industrial Society OR
2. Images and Ideas of Self OR
3. Moderns vs. Ancients OR
4. Popular Culture in Society
demonstrate improvements in metacognition, i.e., self-assessments of performance, self-monitoring of learning, relating coursework to what is already known.
demonstrate connections and synthesize knowledge gained from Humanities disciplines on a topic of significant importance to world events.

Social Science

This program covers students earning the:

BA or BS degree in Social Studies

BA or BS degree in Social Science

Upon graduation, students earning any of these degrees should:

understand the fundamental social science perspective including the ability to gather, organize, interpret data, and conduct and report on social science inquiry;
be able to use social science skills and content to participate in public discourse and decision-making about issues and events of public concern;
be able to develop and document skills in the social sciences which will allow them to conduct themselves as professionals and compete effectively for a range of employment positions in education, government, and private industry.

Social Studies - BA, BS, BS in Ed, Elementary

Upon graduation, students earning any of these degrees should:

MDE Standards - Social Studies

#

Standard/Guideline

1.0

HISTORICAL PERSPECTIVE

1.1

Time and Chronology

1.1.a

The teacher candidate is able to sequence chronologically major eras within United States and world history and key events within those eras in order to examine relationships and to explain cause and effect.

1.1.b

The teacher candidate is able to assist students to sequence chronologically major eras within United States and world history and key events within those eras in order to examine relationships and to explain cause and effect.

1.2

Comprehending the Past

1.2.a

The teacher candidate is able to understand narratives about major eras of American and world history by identifying the people involved, describing the setting and sequencing events.

1.2.b

The teacher candidate is able to assist students in understanding narratives about major eras of American and world history by identifying the people involved, describing the setting and sequencing events.

1.3

Analyzing and Interpreting the Past

1.3.a

The teacher candidate is able to reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence.

1.3.b

The teacher candidate is able to assist students to reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence.

1.4

Judging Decisions from the Past

1.4.a

The teacher candidate is able to evaluate key decisions made at critical turning points in history by assessing their implications and long-term consequences.

1.4.b

The teacher candidate is able to assist students to evaluate key decisions made at critical turning points in history by assessing their implications and long-term consequences.

2.0

GEOGRAPHIC PERSPECTIVE

2.1

People, Places and Cultures

2.1.a

The teacher candidate is able to describe, compare and explain the locations and characteristics of places, cultures and settlements.

2.1.b

The teacher candidate is able to assist students to describe, compare and explain the locations and characteristics of places, cultures and settlements.

2.2

Human/Environment Interaction

2.2.a

The teacher candidate is able to describe, compare and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationships among them.

2.2.b

The teacher candidate is able to assist students to describe, compare and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact and the interrelationships among them; describe, compare and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow and the interrelationships among them.

2.3

Location, Movement and Connections

2.3.a

The teacher candidate is able to describe, compare and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow and the interrelationships among them.

2.3.b

The teacher candidate is able to assist students to describe, compare and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow and the interrelationships among them.

2.4

Regions, Patterns and Processes

2.4.a

The teacher candidate is able to describe and compare characteristics of ecosystems, states, regions, countries, major world regions and patterns and explain the processes that created them.

2.4.b

The teacher candidate is able to assist students to describe and compare characteristics of ecosystems, states, regions, countries, major world regions and patterns and explain the processes that created them.

2.5

Global Issues and Events

2.5.a

The teacher candidate is able to describe and explain the causes, consequences and geographic context of major global issues and events.

2.5.b

The teacher candidate is able to assist students to describe and explain the causes, consequence and geographic context of major global issues and events.

3.0

CIVIC PERSPECTIVE

3.1

Purposes of Government

3.1.a

The teacher candidate is able to identify the purposes of national, state and local governments in the United States, describing how citizens organize government to accomplish their purposes and assessing their effectiveness.

3.1.b

The teacher candidate is able to assist learners in identifying the purposes of national, state and local governments in the United States, describing how citizens organize government to accomplish their purposes and assessing their effectiveness.

3.2

Ideals of American Democracy

3.2.a

The teacher candidate is able to explain the meaning and origin of the ideas, including the core democratic values, expressed in the Declaration of Independence, the Constitution and other foundational documents of the United States.

3.2.b

The teacher candidate is able to assist students to explain the meaning and origin of the ideas, including the core democratic values, expressed in the Declaration of Independence, the Constitution and other foundational documents of the United States.

3.3

Democracy in Action

3.3.a

The teacher candidate is able to describe the political and legal processes created to make decisions, seek consensus and resolve conflicts in a free society.

3.3.b

The teacher candidate is able to assist students to describe the political and legal processes created to make decisions, seek consensus and resolve conflicts in a free society.

3.4

American Government and Politics

3.4.a

The teacher candidate is able to explain how American governmental institutions at the local, state and federal levels provide for the limitation and sharing of power and how the nation’s political system provides for the exercise of power.

3.4.b

The teacher candidate is able to assist students to explain how American governmental institutions at the local, state and federal levels provide for the limitation and sharing of power and how the nation’s political system provides for the exercise of power.

3.5

American Government and World Affairs

3.5.a

The teacher candidate is able to understand how the world is organized politically, how American foreign policy is formed and to understand the roles the United States plays in the international arena.

3.5.b

The teacher candidate is able to assist students to understand how the world is organized politically, how American foreign policy is formed and to understand the roles the United States plays in the international arena.

4.0

ECONOMIC PERSPECTIVE

4.1

Individual and Household Choices

4.1.a

The teacher candidate is able to describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use and disposal of goods and services and affect the economic well-being of individuals and society.

4.1.b

The teacher candidate is able to assist students to describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use and disposal of goods and services and affect the economic well-being of individuals and society.

4.2

Business Choices

4.2.a

The teacher candidate is able to explain and demonstrate how businesses confront scarcity and choice when organizing, producing and using resources and when supplying the marketplace.

4.2.b

The teacher candidate is able to assist students to explain and demonstrate how businesses confront scarcity and choice when organizing, producing and using resources and when supplying the marketplace.

4.3

Role of Government

4.3.a

The teacher candidate is able to describe how government decisions on taxation, spending, public goods and regulation impact what is produced, how it is produced and who receive the benefit of production.

4.3.b

The teacher candidate is able to assist students to describe how government decisions on taxation, spending, public goods and regulation impact what is produced, how it is produced and who receive the benefit of production.

4.4

Economic Systems

4.4.a

The teacher candidate is able to explain how a free-market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution and consumption of goods and services.

4.4.b

The teacher candidate is able to assist students to explain how a free-market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution and consumption of goods and services.

4.5

Trade

4.5.a

The teacher candidate is able to describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individuals, producers and government.

4.5.b

The teacher candidate is able to assist students to describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individuals, producers and government.

5.0

INQUIRY

5.1

Information Processing - The teacher candidate is able to assist students to acquire information from books, maps, newspapers, data sets and other sources; organize and present the information in maps, graphs, charts and time lines; interpret the meaning and significance of information and use a variety of electronic technologies to assist in assessing and managing information.

5.2

Conducting Investigations - The teacher candidate is able to assist students to conduct investigations by formulating a clear statement of questions, gather and organize information from a variety of sources, analyze and interpret information, formulate and test hypotheses, report results both orally and in writing and make use of appropriate technology.

6.0

PUBLIC DISCOURSE AND DECISION MAKING

6.1

Identifying and Analyzing Issues - The teacher candidate is able to assist students in stating issues clearly as questions of public policy, trace the origins of the issues, analyze various perspectives people bring to the issue and evaluate possible ways to resolve the issue.

6.2

Group Discussion - The teacher candidate is able to assist students in engaging their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences and working toward making decisions.

6.3

Persuasive Writing - The teacher candidate is able to assist students in composing coherent written essays that express positions on public issues and justify the positions with reasoned arguments.

7.0

CITIZEN INVOLVEMENT

7.1

Responsible Personal Conduct - The teacher candidate is able to assist students in considering the effects of an individual’s actions on other people, how one acts in accordance with the rule of law and how one acts in a virtuous and ethically responsible way a a member of society.

Social Studies - BS in Ed, Secondary

Upon graduation, students earning any of these degrees should:

Women's Studies Major

Upon graduation, students earning any of these degrees should:

understand the centrality of gender to their intellectual experience;
be able to appreciate and evaluate the importance of feminist scholarship in the modern world in both written and oral form;
become advocates for the realization of gender equity in the modern world;
have the background knowledge and expertise necessary to function in professional occupations where gender is a critical element in day-to-day decision making.

English Major - BA, BS

Upon graduation, students earning any of these degrees should be able to:

Demonstrate a basic understanding of the development and history of the English language and identify examples of its major eras (i.e., Anglo-Saxon, Middle, Modern).
Demonstrate a familiarity with a range of literary works from several historical periods (at least one of which is prior to 1800) and regions.
Be able to identify both the most influential authors in a given field and a selection of less-familiar or marginalized writers.
Demonstrate a knowledge of the work, life, and career of at least one author in depth; or demonstrate a knowledge of and an ability to analyze at least one complete major work and its contexts.
Demonstrate a familiarity with literary genres, terminology methods of analysis, and critical theories.
Demonstrate an understanding of developments in literary arts and genres as they relate to historical events, cultural movements, the works of individual authors, and intellectual backgrounds.
Demonstrate an ability to write formal, analytical academic essays that show an understanding of several current modes of literary critical discourse.

English Major, Concentration in Creative Writing - BA, BS

Upon graduation, students earning any of these degrees should be able to:

Demonstrate a basic understanding of the development and history of the English language and identify examples of its major eras (i.e., Anglo-Saxon, Middle, Modern).
Demonstrate a familiarity with a range of literary works from several historical periods (at least one of which is prior to 1800) and regions.
Be able to identify both the most influential authors in a given field and a selection of less-familiar or marginalized writers.
Demonstrate a knowledge of the work, life, and career of at least one author in depth; or demonstrate a knowledge of and an ability to analyze at least one complete major work and its contexts.
Demonstrate a familiarity with literary genres, terminology methods of analysis, and critical theories.
Demonstrate an understanding of developments in literary arts and genres as they relate to historical events, cultural movements, the works of individual authors, and intellectual backgrounds.
Demonstrate an ability to write formal, analytical academic essays that show an understanding of several current modes of literary critical discourse.
Demonstrate a critical understanding of and an ability to employ a variety of creative writing techniques and forms as well as an ability to participate effectively in the "writing workshop" process.

English Major, Concentration in World Literature - BA, BS

Upon graduation, students earning any of these degrees should be able to:

Demonstrate a basic understanding of the development and history of the English language and identify examples of its major eras (i.e., Anglo-Saxon, Middle, Modern).
Demonstrate a familiarity with a range of literary works from several historical periods (at least one of which is prior to 1800) and regions.
Be able to identify both the most influential authors in a given field and a selection of less-familiar or marginalized writers.
Demonstrate a knowledge of the work, life, and career of at least one author in depth; or demonstrate a knowledge of and an ability to analyze at least one complete major work and its contexts.
Demonstrate a familiarity with literary genres, terminology methods of analysis, and critical theories.
Demonstrate an understanding of developments in literary arts and genres as they relate to historical events, cultural movements, the works of individual authors, and intellectual backgrounds.
Demonstrate an ability to write formal, analytical academic essays that show an understanding of several current modes of literary critical discourse.
Demonstrate a knowledge of and an ability to write critically about at least two periods, regions, and/or genres of world literature.

English K-12 ESL - BS in Ed

MDE Standards - English as a Second Language

#	Standard/Guideline
	Requirements: Candidates for the endorsement are required to demonstrate English language proficiency. Candidates for the endorsement are required to have experience learning a second language in order to gain knowledge of linguistic structure and the relationship between language and culture, e.g. college level course work, supplemental recommendations of appropriate experience, etc.
1.0	Linguistics:
1.1	Basic Concepts in Linguistics Demonstrate an understanding of the nature of language, its systematic organization, language origins and history, variation and changes, and major models of linguistic description.
1.2	Introduction to the English Language Use knowledge of the major subsystems of present-day English (grammatical, phonological/graphemic, and lexical/semantic), its historical development and dialectical variation.
2.0	Language Acquisition
2.1	Psycholinguistics Demonstrate knowledge of the language acquisition processes in first and second language learning, age differentials in language learning, and individual learning styles.
2.2	Second Language Acquisition Apply knowledge of the nature of learning a second language simultaneously with, or subsequent to, one's first language. Recognize linguistic, cognitive, affective, cultural, and social factors influencing the acquisition of another language.
3.0	Language and Culture
3.1	Sociolinguistics Apply knowledge of basic sociocultural variables in language use and language learning, types of bilingual and multilingual educational situations, and social determinants of dialect and style.
3.2	Culture and Society Identify and value the elements of sociocultural systems, cultural pluralism in society, comparison and interrelationship of English-speaking and linguistically diverse cultures, culturally determined lifestyles and learning styles, and their effects on second language learning.
3.3	Intercultural Communication Analyze processes and problems of communication as affected by national/ethnic cultures, and the effects of differences in verbal communication, non-verbal communication, values, meaning, perception, and thought.
4.0	Pedagogy
4.1	Methods of Teaching ESL Develop and implement curricular instructional objectives based on theoretical approaches, methods for teaching ESL, and appropriate language-teaching techniques and procedures, including information technologies.
4.2	Instructional Materials for ESL Evaluate and select appropriate teaching materials, adapt instructional materials to specific situations, design creative materials for English language learners, and modify curricular resources for diverse student populations.
4.3	ESL Assessment Identify, assess, and place students in appropriate instructional programs. Review, evaluate, and implement a variety of assessment instruments and strategies used with limited English proficient students, K-12 and in post-secondary studies.
5.0	Practicum
5.1	Language Teaching Practicum Perform effectively under directed observation, supervised teaching practice, and with progressive teaching responsibilities which contribute to experience and competence in the primary role of ESL teaching.

English - BS in Ed, Elementary & Secondary

Upon graduation, students earning any of these degrees should be able to:

MDE Standards - English

#

Standard/Guideline

1.0

Standards for the Structure of the English Teacher Education Program

1.1

The English teacher education program will model effective pedagogical practices and provide opportunities for analysis of pedagogy, reflection on pedagogy, and implementation of effective pedagogy in pre-service teachers’ own planning and instruction.

1.2

The English teacher education program will embody a philosophy consistent with the Michigan Curriculum Framework (its Content Standards and Benchmarks, Teaching and Learning Standards, Assessment Standards, and Professional Development Standards).

1.3

The English teacher education program will maintain an articulated and coordinated curriculum involving content, pedagogy, and professionalism, that is aligned with standards from NCATE, Michigan Council of Teachers of English (MCTE), NCTE/IKRA Standards, and Michigan’s Guidelines for the Professional Development of Teachers of English Language Arts.

1.4

The English teacher education program will promote curriculum integration and cross-disciplinary applications.

1.5

The English teacher education program will provide multiple school-based experiences in environments where effective practices are modeled and supported, including experiences with varied populations.

1.6

The English teacher education program will maintain a system of evaluation that includes demonstration and documentation (e.g., a comprehensive portfolio) of teaching and learning processes and abilities.

2.0

Standards for Professionalism

2.1

English teachers demonstrate professional practices when they respect the worth, contributions, abilities, language of all learners.

2.2

English teachers demonstrate professional practices when they help students understand their own and others’ cultures, abilities, and language.

2.3

English teachers demonstrate professional practices when they develop students’ effective use of oral, written, and visual literacy in their daily lives.

2.4

English teachers demonstrate professional practices when they develop students’ effective use of critical thinking.

2.5

English teachers demonstrate professional practices when they promote students’ appreciation of and engagement in a wide variety of media and genre.

2.6

English teachers demonstrate professional practices when they engage regularly in professional growth, through participation in conferences and other professional development opportunities; the reading and/or writing of professional materials; and the reading, writing, or performing of literary pieces.

2.7

English teachers demonstrate professional practices when they work with colleagues, parents, community members, and professional organizations to develop an appreciation and understanding of the English language arts.

2.8

English teachers demonstrate professional practices when they join and participate in professional organizations, such as the Michigan Council of Teachers of English, the National Council of Teachers of English, the Michigan Reading Association, the International Reading Association, the Michigan Association of Speech Communication, the Journalism Education Association, the Whole Language Umbrella; and the Michigan Association for Media in Education.

3.0

Standards for Knowledge of Content and Curriculum

3.1

Meaning and Communication

3.1.1

English teachers will know and understand the instructional application of the elements of effective communication in a variety of rhetorical situations and the use of appropriate communication modes and behaviors.

3.1.2

English teachers will know and understand the instructional application of the acquisition and development processes of first and second language learners in speaking, reading, and writing.

3.1.3

English teachers will know and understand the instructional application of the integrated nature of the English language arts (listening, speaking, reading, writing, critical thinking, viewing, and visually representing).

3.1.4

English teachers will know and understand the instructional application of a variety of communication models and an awareness of the interdependence of their components.

3.1.5

English teachers will know and understand the instructional application of the history and evolution of the English language.

3.1.6

English teachers will know and understand the instructional application of the social, cultural, and dynamic nature of language, particularly the reciprocal relationship between language, culture, and individual identity, and how language choices advance and constrain people.

3.1.7

English teachers will know and understand how students' culture and language can influence their learning and literacy.

3.2

Literature and Understanding

3.2.1

English teachers will know and understand the instructional application of literature as oral, written, enacted, and visual texts that reflect cultures, values, and perspectives.

3.2.2

English teachers will know and understand the instructional application of a wide variety of quality contemporary and classic (works which have been widely recognized over time for their excellence) literature appropriate for different developmental levels and student needs, including multicultural/world literature, literature by women, and literature for young adults.

3.2.3

English teachers will know and understand the instructional application of key issues and recurring themes in classic and contemporary literature in a variety of cultural contexts.

3.2.4

English teachers will know and understand the instructional application of the use of oral, visual, enacted, and written texts to explore and address important issues and problems in communities beyond the classroom.

3.2.5

English teachers will know and understand the instructional application of varied critical approaches to textual analysis.

3.2.6

English teachers will know and understand the instructional application of the historical/social contexts of and relationships among texts.

3.2.7

English teachers will know and understand the instructional application of the varied purposes for reading that foster life-long reading practices.

3.2.8

English teachers will know and understand the instructional application of issues of censorship.

3.3

Genre and Craft of Language

3.3.1

English teachers will know and understand the instructional application of grammars and conventions of English, e.g., morphology, phonology, semantics, and syntax.

3.3.2

English teachers will know and understand the instructional application of differences between descriptive and prescriptive conventions of usage.

3.3.3

English teachers will know and understand the instructional application of the diversity of language uses, patterns, and dialects in spoken, written, and visual discourse.

3.3.4

English teachers will know and understand the instructional application of the effects of style, voice, and language choices as determined by context, purpose, and audience in print and non-print texts.

3.3.5

English teachers will know and understand the instructional application of the characteristics, forms, and appropriate use of a variety of genre, e.g., narration, drama, poetry, exposition, and persuasion.

3.3.6

English teachers will know and understand the instructional application of the appropriate use of a variety of artistic and stylistic techniques and devices.

3.3.7

English teachers will know and understand the instructional application of writing processes, including inventing, revising, and publishing.

3.4

Skills and Processes

3.4.1

English teachers will demonstrate a mastery of and understand the instructional application of the effective use of the English language, both written and oral, in a variety of rhetorical contexts, including the mechanical and technical conventions of standard written and spoken English (e.g. grammar, punctuation, and spelling).

3.4.2

English teachers will demonstrate a mastery of and understand the instructional application of independent reading and viewing and the critical consideration of texts with reasonable comprehension and interpretation.

3.4.3

English teachers will demonstrate a mastery of and understand the instructional application of the use of research and reference resources for inquiry-based learning in literacy education.

3.4.4

English teachers will demonstrate a mastery of and understand the instructional application of critical standards for analyzing and assessing the craft, aesthetics, and significance of their own, students’ and other authors’ texts.

3.4.5

English teachers will demonstrate a mastery of and understand the instructional application of the processes of and strategies for reading and writing.

4.0

Standards for Pedagogy (Instruction and Assessment)

4.1

Instructional Design

4.1.1

English teachers will be able to examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recording, and software which support the teaching of English language arts.

4.1.2

English teachers will be able to design and sequence literature, writing, and language assignments which support standards-based integrated units of instruction.

4.1.3

English teachers will be able to set meaningful goals as part of short and long term planning for literacy instruction.

4.1.4

English teachers will be able to plan for literacy instruction to accommodate the range of learners and different learning needs.

4.1.5

English teachers will be able to plan instruction that takes into account students’ personal backgrounds and experiences, students’ prior curricular experiences in language and literacy, and students’ cross-disciplinary curricular experiences.

4.2

Instructional Strategies

4.2.1

English teachers will be able to use discussion for a variety of purposes, e.g., to engage students in literacy tasks, to develop interpretations and understanding of multiple points of view, to promote critical thinking, and to promote an understanding of their own and others’ perspectives and experiences.

4.2.2

English teachers will be able to ask questions as a means of probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk taking and problem-solving, facilitating recall of information, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question.

4.2.3

English teachers will use small group work and collaborative learning to facilitate critical thinking as students construct meaning in the English language arts, i.e., peer revision, collaborative group writing, dramatic performance, readers’ theatre, and literature discussion groups.

4.2.4

English teachers will be able to work with students individually through such activities as conferencing and facilitating independent projects.

4.2.5

English teachers will be able to present or explain information to support literacy learning, i.e., assignments, criteria for evaluation, information about an author or period, terms or concepts in language, rhetorical strategies, revision strategies, etc.

4.2.6

English teachers will be able to create environments that support respectful approaches to individual differences in culture, race, gender, religion, ethnicity, and heritage.

4.2.7

English teachers will be able to model the use of technology as an effective component of learning for conducting research and for the processes of writing.

4.2.8

English teachers will be able to use means to encourage student goal-setting, reflection, meta-cognitive understanding, and assessment.

4.3

Assessment Strategies

4.3.1

English teachers will be able to respond effectively and constructively on an ongoing basis to student’s literacy efforts, i.e., student’s contributions to discussion, writing, and oral presentations.

4.3.2

English teachers will be able to design rubrics appropriate for literacy tasks.

4.3.3

English teachers will be able to recognize students’ oral and written miscues and their underlying causes as a means of informing curricular choices for individual and group instruction.

4.3.4

English teachers will be able to design a variety of assessment tools, i.e., essay tests, portfolios, objective measures, individual projects, performance criteria, reflective self-evaluation, etc.

4.3.5

English teachers will be able to interpret and report assessment methods and results to students, administrators, parents, and the public.

4.3.6

English teachers will be able to use assessment results to shape or revise instructional design and/or strategies.

4.3.7

English teachers will be able to use the requirements of state and national assessment programs to inform curricular choices and instructional strategies.

MA in English Composition and Communication

Upon graduation, students earning this degree should be able to:

write in a variety of nonfiction genres;
write for a variety of purposes;
analyze and critique own and others' writing through various professional strategies and workshop practices;
analyze the rhetorical features of a variety of nonfiction genres;
apply research practices relevant to rhetoric and composition studies;
explain the history of rhetoric and composition studies;
describe a variety of theoretical perspectives regarding rhetoric and composition studies and be able to apply them to professional situations; and
articulate a variety of pedagogical issues in rhetoric and composition studies.

MA in English and Literature

Upon graduation, students earning this degree will be able to:

demonstrate a knowledge of critical theory relevant to their area of literary emphasis;
demonstrate an ability to identify, locate, evaluate and apply major research sources;
demonstrate an ability to engage in textual analysis, including, but not limited to structure, style, and rhetoric;
demonstrate an ability to identify and resolve research problems in the areas of emphasis within the field of English or English education;
describe the characteristics, trends, or problems of at least two literary periods or movements and identify and analyze the key texts exhibiting those characteristics, trends, or problems;
demonstrate a knowledge of the elements of linguistics needed to analyze texts in either a historical or a contemporary English context; and
demonstrate the ability to write formal academic essays.

MA in English Language and Literature-Creative Writing Option

Upon graduation, students earning this degree should be able to:

demonstrate a knowledge of critical theory relevant to their area of literary emphasis;
demonstrate an ability to identify, locate, evaluate, and apply major research sources;
demonstrate an ability to engage in textual analysis, including, but not limited to structure, style, and rhetoric;
demonstrate an ability to identify and resolve research problems in the area of emphasis within the filed of English or English education;
describe the characteristics, trends, or problems of at least two literary periods or movements and identify and analyze the key texts exhibiting those characteristics, trends, or problems;
demonstrate a knowledge of the elements of linguistics needed to analyze texts in either a historical or a contemporary English context;
demonstrate the ability to write formal academic essays;
demonstrate an ability to create an imaginative literary work or works; and
demonstrate an ability to critique constructively the imaginative literary works of peers in the writing workshop setting.

MA in Teaching English to Speakers of Other Languages

Upon graduation, students earning this degree should be able to:

describe formal aspects of language, such as phonology, morphology, syntax, and semantics;
describe the process of second language acquisition, including impact of linguistic, cognitive, affective, cultural, and social influences;
explain the various social and cultural forces that shape the use of language;
describe teaching approaches, methodologies, and techniques;
apply areas #1-4 into ESL/EFL instruction;
plan, implement, and adapt language curricula, courses, and lessons, and assessments that consider individual, cultural, and proficiency level differences;
demonstrate respect for cultural and individual differences by including appropriate classroom groupings and teaching approaches in their lessons;
demonstrate the ability to communicate effectively enough to carry out instruction in English; and
demonstrate the ability to write in a standard academic English.

French Major - BA and BS

Upon graduation, students earning any one of these degrees should be able to:

1. LANGUAGE STRUCTURE AND VOCABULARY

Identify the forms and uses of various verb tenses and moods as appropriate in given contexts.
Select grammatically correct words, phrases or sentences, including idiomatic expressions, to complete given sentences and passages.
Transform sentences or passages in context according to given instructions, e.g., active to passive, direct to indirect address, etc.
Construct sentences from specified elements, e.g., words, phrases, clauses.
Identify and select culturally appropriate versions of language.
Apply conventions of spelling, capitalization, punctuation and format as appropriate for given contexts.
Identify and revise errors in structure and syntax.

2. LISTENING

Demonstrate comprehension of spoken messages and information dealing with a variety of formal and informal topics.
Derive essential information from oral messages in real-life situations.
Infer meaning from a variety of oral communications, e.g., interpersonal, TV, videos, radio, etc.
Respond appropriately to nonverbal cues as they relate to verbal messages.

3. READING

Apply literal comprehensive skills, inference skills and interpretive comprehension skills.
Demonstrate comprehension of everyday authentic materials such as instructions, newspapers, commonly used reference works, advertising copy, menus, transportation schedules, travel guides, etc.
Demonstrate comprehension of target-language (TL) poetry and literary prose.

4. SPEAKING

In response to a given prompt, appropriately and effectively communicate a message that tells a story, provides information or description, analyses a situation or text, persuades or proposes a solution to a problem, etc.

5. WRITING

In response to a given prompt, write a well-organized, cohesive passage of several paragraphs (approximately 200-250 words) that carries out a specific task such as narrating an event in the appropriate tense(s); describing a person, place or thing; analyzing a situation or text; persuading through rational argumentation.

6. CULTURAL UNDERSTANDING AND EXPRESSION

Identify and discuss major developments in the history of TL nations and regions and the cultural significance of those developments in the world community.
Identify and discuss key aspects and processes that interconnect geographic features, economic systems, political and religious institutions, and daily life in TL cultures.
Identify and analyze TL cultural perspectives (attitudes, beliefs, values) and discuss the cultural behaviors and communications patterns associated with those perspectives (including U.S. influences).
Identify and discuss TL contributions in literature, the nonliterary arts, sciences, and technology.
Describe and discuss the influence of TL cultures on the United States.
Recognize and demonstrate appropriate language use in the cultural context of TL nations and regions.

French Major - BS in Ed

Upon graduation, students earning this degree should be able to:

1. LANGUAGE STRUCTURES AND VOCABULARY

Identify the forms and uses of various verb tenses and moods as appropriate in given contexts.
Select grammatically correct words, phrases or sentences, including idiomatic expressions, to complete given sentences and passages.
Transform sentences or passages in context according to given instructions, e.g., active to passive, direct to indirect address, etc.
Construct sentences from specified elements, e.g., words, phrases, clauses.
Identify and select culturally appropriate versions of language.
Apply conventions of spelling, capitalization, punctuation and format as appropriate for given contexts.
Identify and revise errors in structure and syntax.

2. LISTENING

Demonstrate comprehension of spoken messages and information dealing with a variety of formal and informal topics.
Derive essential information from oral messages in real-life situations.
Infer meaning from a variety of oral communications, e.g., interpersonal, TV, videos, radio, etc.
Respond appropriately to nonverbal cues as they relate to verbal messages.

3. READING

Apply literal comprehensive skills, inference skills and interpretive comprehension skills.
Demonstrate comprehension of everyday authentic materials such as instructions, newspapers, commonly used reference works, advertising copy, menus, transportation schedules, travel guides, etc.
Demonstrate comprehension of target-language (TL) poetry and literary prose.

4. SPEAKING

In response to a given prompt, appropriately and effectively communicate a message that tells a story, provides information or description, analyses a situation or text, persuades or proposes a solution to a problem, etc.

5. WRITING

In response to a given prompt, write a well-organized, cohesive passage of several paragraphs (approximately 200-250 words) that carries out a specific task such as narrating an event in the appropriate tense(s); describing a person, place or thing; analyzing a situation or text; persuading through rational argumentation.

6. CULTURAL UNDERSTANDING AND EXPRESSION

Identify and discuss major developments in the history of TL nations and regions and the cultural significance of those developments in the world community.
Identify and discuss key aspects and processes that interconnect geographic features, economic systems, political and religious institutions, and daily life in TL cultures.
Identify and analyze TL cultural perspectives (attitudes, beliefs, values) and discuss the cultural behaviors and communications patterns associated with those perspectives (including U.S. influences).
Identify and discuss TL contributions in literature, the nonliterary arts, sciences, and technology.
Describe and discuss the influence of TL cultures on the United States.
Recognize and demonstrate appropriate language use in the cultural context of TL nations and regions.

7. METHODS OF FOREIGN LANGUAGE INSTRUCTION

Discuss and apply the underlying findings in second language acquisition research to the teaching/learning process in foreign language education.
Demonstrate effective techniques for teaching and evaluating foreign language students of differing abilities in middle and secondary schools.
Plan and implement instruction reflective of student needs.
Use a variety of multimedia and other resources to enhance language teaching, learning and assessment.
Discuss national and state standards for foreign languages and incorporate these standards into planning and teaching.
Engage in experiences which allow for refection, self-assessment and improvement of teaching and which lead to examination of underlying attitudes and beliefs related to foreign language instruction.
Formulate a personal philosophy of foreign language teaching and learning in terms of a theoretical base and express that philosophy in writing as part of a portfolio.
Demonstrate an increasing involvement in the teaching profession as a whole by reading professional journals, attending state and national conferences, etc.

French Major: Commercial French Concentration

Upon graduation, students earning this degree should be able to:

1. LANGUAGE STRUCTURES AND VOCABULARY

Identify the forms and uses of various verb tenses and moods as appropriate in given contexts.
Select grammatically correct words, phrases or sentences, including idiomatic expressions, to complete given sentences and passages.
Transform sentences or passages in context according to given instructions, e.g., active to passive, direct to indirect address, etc.
Construct sentences from specified elements, e.g., words, phrases, clauses.
Identify and select culturally appropriate versions of language.
Apply conventions of spelling, capitalization, punctuation and format as appropriate for given contexts.
Identify and revise errors in structure and syntax.

2. LISTENING

Demonstrate comprehension of spoken messages and information dealing with a variety of formal and informal topics.
Derive essential information from oral messages in real-life situations.
Infer meaning from a variety of oral communications, e.g., interpersonal, TV, videos, radio, etc.
Respond appropriately to nonverbal cues as they relate to verbal messages.

3. READING

Apply literal comprehensive skills, inference skills and interpretive comprehension skills.
Demonstrate comprehension of everyday authentic materials such as instructions, newspapers, commonly used reference works, advertising copy, menus, transportation schedules, travel guides, etc.
Demonstrate comprehension of target-language (TL) poetry and literary prose.

4. SPEAKING

In response to a given prompt, appropriately and effectively communicate a message that tells a story, provides information or description, analyses a situation or text, persuades or proposes a solution to a problem, etc.

5. WRITING

In response to a given prompt, write a well-organized, cohesive passage of several paragraphs (approximately 200-250 words) that carries out a specific task such as narrating an event in the appropriate tense(s); describing a person, place or thing; analyzing a situation or text; persuading through rational argumentation.

6. CULTURAL UNDERSTANDING AND EXPRESSION

Identify and discuss major developments in the history of TL nations and regions and the cultural significance of those developments in the world community.
Identify and discuss key aspects and processes that interconnect geographic features, economic systems, political and religious institutions, and daily life in TL cultures.
Identify and analyze TL cultural perspectives (attitudes, beliefs, values) and discuss the cultural behaviors and communications patterns associated with those perspectives (including U.S. influences).
Recognize and demonstrate appropriate language use in the cultural context of TL nations and regions.

7. FRENCH FOR BUSINESS

Identify and discuss TL perspectives on business.
Describe and discuss the influence of TL business practices on the United States.
Actively and appropriately use business vocabulary, basic business and cultural concepts in written and oral expression.
Describe and discuss institutions of the targeted culture (e.g., banking system, capital markets; political, judicial, and governmental systems, etc.)
Demonstrate knowledge about business environment and practices in the study-abroad, internship semester via a comprehensive portfolio

German Major - BA and BS

Upon graduation, students earning this degree should be able to:

LANGUAGE STRUCTURES AND VOCABULARY

Identify the forms and uses of various verb tenses and moods as appropriate in given contexts.
Select grammatically correct words, phrases or sentences, including idiomatic expressions, to complete given sentences and passages.
Transform sentences or passages in context according to given instructions, e.g., active to passive, direct to indirect address, etc.
Construct sentences from specified elements, e.g., words, phrases, clauses.
Identify and select culturally appropriate versions of language.
Apply conventions of spelling, capitalization, punctuation and format as appropriate for given contexts.
Identify and revise errors in structure and syntax.

LISTENING

Demonstrate comprehension of spoken messages and information dealing with a variety of formal and informal topics.
Derive essential information from oral messages in real-life situations.
Infer meaning from a variety of oral communications, e.g., interpersonal, TV, videos, radio, etc.
Respond appropriately to nonverbal cues as they relate to verbal messages.

SPEAKING

In response to a given prompt, appropriately and effectively communicate a message that tells a story, provides information or description, analyses a situation or text, persuades or proposes a solution to a problem, etc.

READING

Apply literal comprehensive skills, inference skills and interpretive comprehension skills.
Demonstrate comprehension of everyday authentic materials such as instructions, newspapers, commonly used reference works, advertising copy, menus, transportation schedules, travel guides, etc.
Demonstrate comprehension of target-language (TL) poetry and literary prose.

WRITING

In response to a given prompt, write a well-organized, cohesive passage of several paragraphs (approximately 200-250 words) that carries out a specific task such as narrating an event in the appropriate tense(s); describing a person, place or thing; analyzing a situation or text; persuading through rational argumentation.

CULTURAL UNDERSTANDING AND EXPRESSION

Identify and discuss major developments in the history of TL nations and regions and the cultural significance of those developments in the world community.
Identify and discuss key aspects and processes that interconnect geographic features, economic systems, political and religious institutions, and daily life in TL cultures.
Identify and analyze TL cultural perspectives (attitudes, beliefs, values) and discuss the cultural behaviors and communications patterns associated with those perspectives (including U.S. influences).
Identify and discuss TL contributions in literature, the nonliterary arts, sciences, and technology.
Describe and discuss the influence of TL cultures on the United States.
Recognize and demonstrate appropriate language use in the cultural context of TL nations and regions.

German Major - BS in Ed

Upon graduation, students earning this degree should be able to:

LANGUAGE STRUCTURES AND VOCABULARY

Identify the forms and uses of various verb tenses and moods as appropriate in given contexts.
Select grammatically correct words, phrases or sentences, including idiomatic expressions, to complete given sentences and passages.
Transform sentences or passages in context according to given instructions, e.g., active to passive, direct to indirect address, etc.
Construct sentences from specified elements, e.g., words, phrases, clauses.
Identify and select culturally appropriate versions of language.
Apply conventions of spelling, capitalization, punctuation and format as appropriate for given contexts.
Identify and revise errors in structure and syntax.

LISTENING

Demonstrate comprehension of spoken messages and information dealing with a variety of formal and informal topics.
Derive essential information from oral messages in real-life situations.
Infer meaning from a variety of oral communications, e.g., interpersonal, TV, videos, radio, etc.
Respond appropriately to nonverbal cues as they relate to verbal messages.

READING

Apply literal comprehensive skills, inference skills and interpretive comprehension skills.
Demonstrate comprehension of everyday authentic materials such as instructions, newspapers, commonly used reference works, advertising copy, menus, transportation schedules, travel guides, etc.
Demonstrate comprehension of target-language (TL) poetry and literary prose.

SPEAKING

In response to a given prompt, appropriately and effectively communicate a message that tells a story, provides information or description, analyses a situation or text, persuades or proposes a solution to a problem, etc.

WRITING

In response to a given prompt, write a well-organized, cohesive passage of several paragraphs (approximately 200-250 words) that carries out a specific task such as narrating an event in the appropriate tense(s); describing a person, place or thing; analyzing a situation or text; persuading through rational argumentation.

CULTURAL UNDERSTANDING AND EXPRESSION

Identify and discuss major developments in the history of TL nations and regions and the cultural significance of those developments in the world community.
Identify and discuss key aspects and processes that interconnect geographic features, economic systems, political and religious institutions, and daily life in TL cultures.
Identify and analyze TL cultural perspectives (attitudes, beliefs, values) and discuss the cultural behaviors and communications patterns associated with those perspectives (including U.S. influences).
Identify and discuss TL contributions in literature, the nonliterary arts, sciences, and technology.
Describe and discuss the influence of TL cultures on the United States.
Recognize and demonstrate appropriate language use in the cultural context of TL nations and regions.

METHODS OF FOREIGN LANGUAGE INSTRUCTION (For preservice teachers only)

Discuss and apply the underlying findings in second language acquisition research to the teaching/learning process in foreign language education.
Demonstrate effective techniques for teaching and evaluating foreign language students of differing abilities in middle and secondary schools.
Plan and implement instruction reflective of student needs.
Use a variety of multimedia and other resources to enhance language teaching, learning and assessment.
Discuss national and state standards for foreign languages and incorporate these standards into planning and teaching.
Engage in experiences which allow for refection, self-assessment and improvement of teaching and which lead to examination of underlying attitudes and beliefs related to foreign language instruction.
Formulate a personal philosophy of foreign language teaching and learning in terms of a theoretical base and express that philosophy in writing as part of a portfolio.
Demonstrate an increasing involvement in the teaching profession as a whole by reading professional journals, attending state and national conferences, etc.

Spanish Major - BA and BS

Upon graduation, students earning this degree should be able to:

LANGUAGE STRUCTURE AND VOCABULARY

Identify the forms and uses of various verb tenses and moods as appropriate in given contexts.
Select grammatically correct words, phrases or sentences, including idiomatic expressions, to complete given sentences and passages.
Transform sentences or passages in context according to given instructions, e.g., active to passive, direct to indirect address, etc.
Construct sentences from specified elements, e.g., words, phrases, clauses.
Identify and select culturally appropriate versions of language.
Apply conventions of spelling, capitalization, punctuation and format as appropriate for given contexts.
Identify and revise errors in structure and syntax.

LISTENING

Demonstrate comprehension of spoken messages and information dealing with a variety of formal and informal topics.
Derive essential information from oral messages in real-life situations.
Infer meaning from a variety of oral communications, e.g., interpersonal, TV, videos, radio, etc.
Respond appropriately to nonverbal cues as they relate to verbal messages.

SPEAKING

In response to a given prompt, appropriately and effectively communicate a message that tells a story, provides information or description, analyses a situation or text, persuades or proposes a solution to a problem, etc.

READING

Apply literal comprehensive skills, inference skills and interpretive comprehension skills.
Demonstrate comprehension of everyday authentic materials such as instructions, newspapers, commonly used reference works, advertising copy, menus, transportation schedules, travel guides, etc.
Demonstrate comprehension of target-language (TL) poetry and literary prose.

WRITING

In response to a given prompt, write a well-organized, cohesive passage of several paragraphs (approximately 200-250 words) that carries out a specific task such as narrating an event in the appropriate tense(s); describing a person, place or thing; analyzing a situation or text; persuading through rational argumentation.

CULTURAL UNDERSTANDING AND EXPRESSION

Identify and discuss major developments in the history of TL nations and regions and the cultural significance of those developments in the world community.
Identify and discuss key aspects and processes that interconnect geographic features, economic systems, political and religious institutions, and daily life in TL cultures.
Identify and analyze TL cultural perspectives (attitudes, beliefs, values) and discuss the cultural behaviors and communications patterns associated with those perspectives (including U.S. influences).
Identify and discuss TL contributions in literature, the nonliterary arts, sciences, and technology.
Describe and discuss the influence of TL cultures on the United States.
Recognize and demonstrate appropriate language use in the cultural context of TL nations and regions.

Spanish Major - BS in Ed

Upon graduation, students earning this degree should be able to:

LANGUAGE STRUCTURES AND VOCABULARY

Identify the forms and uses of various verb tenses and moods as appropriate in given contexts.
Select grammatically correct words, phrases or sentences, including idiomatic expressions, to complete given sentences and passages.
Transform sentences or passages in context according to given instructions, e.g., active to passive, direct to indirect address, etc.
Construct sentences from specified elements, e.g., words, phrases, clauses.
Identify and select culturally appropriate versions of language.
Apply conventions of spelling, capitalization, punctuation and format as appropriate for given contexts.
Identify and revise errors in structure and syntax.

LISTENING

Demonstrate comprehension of spoken messages and information dealing with a variety of formal and informal topics.
Derive essential information from oral messages in real-life situations.
Infer meaning from a variety of oral communications, e.g., interpersonal, TV, videos, radio, etc.
Respond appropriately to nonverbal cues as they relate to verbal messages.

SPEAKING

In response to a given prompt, appropriately and effectively communicate a message that tells a story, provides information or description, analyses a situation or text, persuades or proposes a solution to a problem, etc.

READING

Apply literal comprehensive skills, inference skills and interpretive comprehension skills.
Demonstrate comprehension of everyday authentic materials such as instructions, newspapers, commonly used reference works, advertising copy, menus, transportation schedules, travel guides, etc.
Demonstrate comprehension of target-language (TL) poetry and literary prose.

WRITING

In response to a given prompt, write a well-organized, cohesive passage of several paragraphs (approximately 200-250 words) that carries out a specific task such as narrating an event in the appropriate tense(s); describing a person, place or thing; analyzing a situation or text; persuading through rational argumentation.

CULTURAL UNDERSTANDING AND EXPRESSION

Identify and discuss major developments in the history of TL nations and regions and the cultural significance of those developments in the world community.
Identify and discuss key aspects and processes that interconnect geographic features, economic systems, political and religious institutions, and daily life in TL cultures.
Identify and analyze TL cultural perspectives (attitudes, beliefs, values) and discuss the cultural behaviors and communications patterns associated with those perspectives (including U.S. influences).
Identify and discuss TL contributions in literature, the nonliterary arts, sciences, and technology.
Describe and discuss the influence of TL cultures on the United States.
Recognize and demonstrate appropriate language use in the cultural context of TL nations and regions.

METHODS OF FOREIGN LANGUAGE INSTRUCTION (For preservice teachers only)

Discuss and apply the underlying findings in second language acquisition research to the teaching/learning process in foreign language education.
Demonstrate effective techniques for teaching and evaluating foreign language students of differing abilities in middle and secondary schools.
Plan and implement instruction reflective of student needs.
Use a variety of multimedia and other resources to enhance language teaching, learning and assessment.
Discuss national and state standards for foreign languages and incorporate these standards into planning and teaching.
Engage in experiences which allow for refection, self-assessment and improvement of teaching and which lead to examination of underlying attitudes and beliefs related to foreign language instruction.
Formulate a personal philosophy of foreign language teaching and learning in terms of a theoretical base and express that philosophy in writing as part of a portfolio.
Demonstrate an increasing involvement in the teaching profession as a whole by reading professional journals, attending state and national conferences, etc.

Spanish Major: Spanish for Business Concentration - BA, BS

Upon graduation, students earning this degree should be able to:

LANGUAGE STRUCTURES AND VOCABULARY

Identify the forms and uses of various verb tenses and moods as appropriate in given contexts.
Select grammatically correct words, phrases or sentences, including idiomatic expressions, to complete given sentences and passages.
Transform sentences or passages in context according to given instructions, e.g., active to passive, direct to indirect address, etc.
Construct sentences from specified elements, e.g., words, phrases, clauses.
Identify and select culturally appropriate versions of language.
Apply conventions of spelling, capitalization, punctuation and format as appropriate for given contexts.
Identify and revise errors in structure and syntax.

LISTENING

Demonstrate comprehension of spoken messages and information dealing with a variety of formal and informal topics.
Derive essential information from oral messages in real-life situations.
Infer meaning from a variety of oral communications, e.g., interpersonal, TV, videos, radio, etc.
Respond appropriately to nonverbal cues as they relate to verbal messages.

SPEAKING

In response to a given prompt, appropriately and effectively communicate a message that tells a story, provides information or description, analyses a situation or text, persuades or proposes a solution to a problem, etc.

READING

Apply literal comprehensive skills, inference skills and interpretive comprehension skills.
Demonstrate comprehension of everyday authentic materials such as instructions, newspapers, commonly used reference works, advertising copy, menus, transportation schedules, travel guides, etc.
Demonstrate comprehension of target-language (TL) poetry and literary prose.

WRITING

In response to a given prompt, write a well-organized, cohesive passage of several paragraphs (approximately 200-250 words) that carries out a specific task such as narrating an event in the appropriate tense(s); describing a person, place or thing; analyzing a situation or text; persuading through rational argumentation.

CULTURAL UNDERSTANDING AND EXPRESSION

Identify and discuss major developments in the history of TL nations and regions and the cultural significance of those developments in the world community.
Identify and discuss key aspects and processes that interconnect geographic features, economic systems, political and religious institutions, and daily life in TL cultures.
Identify and analyze TL cultural perspectives (attitudes, beliefs, values) and discuss the cultural behaviors and communications patterns associated with those perspectives (including U.S. influences).
Recognize and demonstrate appropriate language use in the cultural context of TL nations and regions.

SPANISH FOR BUSINESS

Identify and discuss TL perspectives on business.
Describe and discuss the influence of TL business practices on the United States.
Actively and appropriately use business vocabulary, basic business and cultural concepts in written and oral expression.
Describe and discuss institutions of the targeted culture (e.g., banking system, capital markets; political, judicial, and governmental systems, etc.)
Demonstrate knowledge about business environment and practices in the study-abroad, internship semester via a comprehensive portfolio

MA in Spanish

Upon graduation, students earning this degree will be able to:

1a. communicate at the advanced level as defined by the ACTFL Proficiency Guidelines for the area of speaking.

1b. communicate at the advanced level as defined by the ACTFL Proficiency Guidelines for the area of writing.

1c. communicate at the advanced level as defined by the ACTFL Proficiency Guidelines for the area of reading.

1d. communicate at the advanced level as defined by the ACTFL Proficiency Guidelines for the area of listening.

2. synthesize and interpret current events in the Hispanic world.

3. explain the similarities and differences within the various Hispanic societies, past and present.

4. explain and apply linguistic differences between Spanish and English.

5. analyze literary and expository texts within their cultural context.

History Major - BA, BS

Upon graduation, students earning any of these degrees should:

be able to experience a comprehensive and current undergraduate course of study in history, including the possibility of study abroad;
be able to read works of historical interpretation (textbooks, monographs, articles) with critical comprehension and to write with critical understanding about such works;
be able to use library search techniques to obtain relevant sources of historical information;
be able to engage in historical interpretation in order to become more fluent in their spoken and written language as they analyze disparate types of sources;
be able to make connections between current events and social structures and their historical origins and antecedents;
understand the study of history as a core discipline (within the humanities and social sciences) which teaches the appreciation of different societies and cultures and the interconnectedness of events;
be able to appreciate the historical processes which lead to critical analysis, social activism, and political participation.

History - BS in Ed, Elementary

Upon graduation, students earning this degree should:

be able to deal with an increasingly diverse student population because of their exposure to a variety of cultures, including the possibility of study abroad;
be able to perform adequately on content certification measures evaluating their preparation as elementary or secondary teachers of social sciences or history;
be able to engage in historical interpretation in order to become more fluent in their spoken and written language as they analyze disparate types of sources;
be able to transmit their historical knowledge and oral and written skills to their students;
engage in historical interpretation in order to become more fluent in their spoken and written language as they analyze disparate types of sources;
be able to transmit their historical knowledge and oral and written skills to their students;
be able to transmit the social lessons of history to their students.

MDE Standards - History

#
Standard/Guideline

1.0

Standard 1: Have Content Area Knowledge

The program will provide candidates with a minor (20 semester hour minimum) or a major (30 semester hour minimum) providing in-depth knowledge of the content specified in Michigan Curriculum Framework standards for history.

Taking into account the educational needs of students, the teacher candidate is able to:

1.1

describe the major eras within United States history to 1877 and key events within those eras in order to examine relationships and to explain cause and effect;

1.2

describe the major eras within United States history since 1877 and key events within those eras in order to examine relationships and to explain cause and effect;

1.3

describe the major eras within world history to 1500 and key events within those eras in order to examine relationships and to explain cause and effect;

1.4

describe the major eras within world history since 1500 and key events within those eras in order to examine relationships and to explain cause and effect;

1.5

understand narratives about major eras of United States history by identifying the people involved, describing the setting, and sequencing events;

1.6

understand narratives about major eras of world history by identifying the people involved, describing the setting, and sequencing events;

1.7

reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence;

1.8

evaluate key decisions made at critical turning points in United States history by assessing their implications and long-term consequences;

1.9

evaluate key decisions made at critical turning points in world history by assessing their implications and long-term consequences;

1.10

formulate historical questions and obtain historical data from a variety of sources to construct sound historical narratives and interpretations; and

1.11

identify gaps in the available records, use contextual knowledge, and appropriate research techniques to construct sound historical interpretations.

2.0

Standard 2: Make Interdisciplinary Connections

The program will ensure that candidates understand the fundamental ideas, concepts, and facts that provide the basis of the K-12 content standards in each of the four core social studies disciplines, as specified in the Michigan Curriculum Framework. Programs may include courses required as general education requirements; for example, an American Government course could supplement a history minor. An interdisciplinary course could be taught as part of a major or minor, such as an economic history course for a history major. Clear indications of interdisciplinary connections should be evidenced in the course syllabi and measures of candidate performance.

Taking into account the discipline of history, the teacher candidate is able to:

2.1

describe the five themes of geography and apply them to basic world geography;

2.2

explain the structure and function of American government, core democratic values, and the rights and responsibilities of citizens;

2.3

describe the market system and apply basic economic concepts as identified in the Michigan Curriculum Framework; and

2.4

describe the roles that women and minorities have played in American history.

3.0

Standard 3: Can Apply Social Science Perspectives

The program will help candidates develop skills in the crosscutting themes presented in the Michigan Curriculum Framework social studies content standards (inquiry, public discourse and decision making, and citizen involvement).

The teacher candidate is able to:

3.1

acquire information from books, maps, newspapers, data sets, and other sources; organize and present the information in maps, graphs, charts, and time lines; interpret the meaning and significance of information; and use a variety of electronic technologies to assist in assessing and managing information;

3.2

conduct investigations including the ability to formulate a clear statement of questions, gather and organize information from a variety of sources, analyze and interpret information, formulate and test hypotheses, report results both orally and in writing, and make use of appropriate technology;

3.3

state issues clearly as questions of public policy, trace the origins of the issues, analyze various perspectives people bring to the issue, and evaluate possible ways to resolve the issue;

3.4

engage in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions;

3.5

compose coherent written essays that express positions on public issues and justify the positions with reasoned arguments; and

3.6

consider the effects of an individual’s actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society.

4.0

Standard 4: Can Provide Social Studies Instruction

The program will teach candidates how to design, present, and assess social studies instruction. (Programs should provide evidence in field experiences or content area methods classes that students have developed instructional skills specifically related to history.)

The teacher candidate:

4.1

is knowledgeable about teaching methods, curriculum organization, and instructional materials in history;

4.2

can design, present, and assess instructional activities in history as described in the Michigan Curriculum Framework teaching and learning standards (higher order thinking, deep knowledge, substantive conversations, and connections to the world beyond the classroom);

4.3

#	Standard/Guideline
1.0	HISTORICAL PERSPECTIVE
1.1	Time and Chronology
1.1.a	The teacher candidate is able to sequence chronologically major eras within United States and world history and key events within those eras in order to examine relationships and to explain cause and effect.
1.1.b	The teacher candidate is able to assist students to sequence chronologically major eras within United States and world history and key events within those eras in order to examine relationships and to explain cause and effect.
1.2	Comprehending the Past
1.2.a	The teacher candidate is able to understand narratives about major eras of American and world history by identifying the people involved, describing the setting and sequencing events.
1.2.b	The teacher candidate is able to assist students in understanding narratives about major eras of American and world history by identifying the people involved, describing the setting and sequencing events.
1.3	Analyzing and Interpreting the Past
1.3.a	The teacher candidate is able to reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence.
1.3.b	The teacher candidate is able to assist students to reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence.
1.4	Judging Decisions from the Past
1.4.a	The teacher candidate is able to evaluate key decisions made at critical turning points in history by assessing their implications and long-term consequences.
1.4.b	The teacher candidate is able to assist students to evaluate key decisions made at critical turning points in history by assessing their implications and long-term consequences.
2.0	GEOGRAPHIC PERSPECTIVE
2.1	People, Places and Cultures
2.1.a	The teacher candidate is able to describe, compare and explain the locations and characteristics of places, cultures and settlements.
2.1.b	The teacher candidate is able to assist students to describe, compare and explain the locations and characteristics of places, cultures and settlements.
2.2	Human/Environment Interaction
2.2.a	The teacher candidate is able to describe, compare and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationships among them.
2.2.b	The teacher candidate is able to assist students to describe, compare and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact and the interrelationships among them; describe, compare and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow and the interrelationships among them.
2.3	Location, Movement and Connections
2.3.a	The teacher candidate is able to describe, compare and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow and the interrelationships among them.
2.3.b	The teacher candidate is able to assist students to describe, compare and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow and the interrelationships among them.
2.4	Regions, Patterns and Processes
2.4.a	The teacher candidate is able to describe and compare characteristics of ecosystems, states, regions, countries, major world regions and patterns and explain the processes that created them.
2.4.b	The teacher candidate is able to assist students to describe and compare characteristics of ecosystems, states, regions, countries, major world regions and patterns and explain the processes that created them.
2.5	Global Issues and Events
2.5.a	The teacher candidate is able to describe and explain the causes, consequences and geographic context of major global issues and events.
2.5.b	The teacher candidate is able to assist students to describe and explain the causes, consequence and geographic context of major global issues and events.
3.0	CIVIC PERSPECTIVE
3.1	Purposes of Government
3.1.a	The teacher candidate is able to identify the purposes of national, state and local governments in the United States, describing how citizens organize government to accomplish their purposes and assessing their effectiveness.
3.1.b	The teacher candidate is able to assist learners in identifying the purposes of national, state and local governments in the United States, describing how citizens organize government to accomplish their purposes and assessing their effectiveness.
3.2	Ideals of American Democracy
3.2.a	The teacher candidate is able to explain the meaning and origin of the ideas, including the core democratic values, expressed in the Declaration of Independence, the Constitution and other foundational documents of the United States.
3.2.b	The teacher candidate is able to assist students to explain the meaning and origin of the ideas, including the core democratic values, expressed in the Declaration of Independence, the Constitution and other foundational documents of the United States.
3.3	Democracy in Action
3.3.a	The teacher candidate is able to describe the political and legal processes created to make decisions, seek consensus and resolve conflicts in a free society.
3.3.b	The teacher candidate is able to assist students to describe the political and legal processes created to make decisions, seek consensus and resolve conflicts in a free society.
3.4	American Government and Politics
3.4.a	The teacher candidate is able to explain how American governmental institutions at the local, state and federal levels provide for the limitation and sharing of power and how the nation’s political system provides for the exercise of power.
3.4.b	The teacher candidate is able to assist students to explain how American governmental institutions at the local, state and federal levels provide for the limitation and sharing of power and how the nation’s political system provides for the exercise of power.
3.5	American Government and World Affairs
3.5.a	The teacher candidate is able to understand how the world is organized politically, how American foreign policy is formed and to understand the roles the United States plays in the international arena.
3.5.b	The teacher candidate is able to assist students to understand how the world is organized politically, how American foreign policy is formed and to understand the roles the United States plays in the international arena.
4.0	ECONOMIC PERSPECTIVE
4.1	Individual and Household Choices
4.1.a	The teacher candidate is able to describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use and disposal of goods and services and affect the economic well-being of individuals and society.
4.1.b	The teacher candidate is able to assist students to describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use and disposal of goods and services and affect the economic well-being of individuals and society.
4.2	Business Choices
4.2.a	The teacher candidate is able to explain and demonstrate how businesses confront scarcity and choice when organizing, producing and using resources and when supplying the marketplace.
4.2.b	The teacher candidate is able to assist students to explain and demonstrate how businesses confront scarcity and choice when organizing, producing and using resources and when supplying the marketplace.
4.3	Role of Government
4.3.a	The teacher candidate is able to describe how government decisions on taxation, spending, public goods and regulation impact what is produced, how it is produced and who receive the benefit of production.
4.3.b	The teacher candidate is able to assist students to describe how government decisions on taxation, spending, public goods and regulation impact what is produced, how it is produced and who receive the benefit of production.
4.4	Economic Systems
4.4.a	The teacher candidate is able to explain how a free-market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution and consumption of goods and services.
4.4.b	The teacher candidate is able to assist students to explain how a free-market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution and consumption of goods and services.
4.5	Trade
4.5.a	The teacher candidate is able to describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individuals, producers and government.
4.5.b	The teacher candidate is able to assist students to describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individuals, producers and government.
5.0	INQUIRY
5.1	Information Processing - The teacher candidate is able to assist students to acquire information from books, maps, newspapers, data sets and other sources; organize and present the information in maps, graphs, charts and time lines; interpret the meaning and significance of information and use a variety of electronic technologies to assist in assessing and managing information.
5.2	Conducting Investigations - The teacher candidate is able to assist students to conduct investigations by formulating a clear statement of questions, gather and organize information from a variety of sources, analyze and interpret information, formulate and test hypotheses, report results both orally and in writing and make use of appropriate technology.
6.0	PUBLIC DISCOURSE AND DECISION MAKING
6.1	Identifying and Analyzing Issues - The teacher candidate is able to assist students in stating issues clearly as questions of public policy, trace the origins of the issues, analyze various perspectives people bring to the issue and evaluate possible ways to resolve the issue.
6.2	Group Discussion - The teacher candidate is able to assist students in engaging their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences and working toward making decisions.
6.3	Persuasive Writing - The teacher candidate is able to assist students in composing coherent written essays that express positions on public issues and justify the positions with reasoned arguments.
7.0	CITIZEN INVOLVEMENT
7.1	Responsible Personal Conduct - The teacher candidate is able to assist students in considering the effects of an individual’s actions on other people, how one acts in accordance with the rule of law and how one acts in a virtuous and ethically responsible way a a member of society.

#	Standard/Guideline
1.0	Standards for the Structure of the English Teacher Education Program
1.1	The English teacher education program will model effective pedagogical practices and provide opportunities for analysis of pedagogy, reflection on pedagogy, and implementation of effective pedagogy in pre-service teachers’ own planning and instruction.
1.2	The English teacher education program will embody a philosophy consistent with the Michigan Curriculum Framework (its Content Standards and Benchmarks, Teaching and Learning Standards, Assessment Standards, and Professional Development Standards).
1.3	The English teacher education program will maintain an articulated and coordinated curriculum involving content, pedagogy, and professionalism, that is aligned with standards from NCATE, Michigan Council of Teachers of English (MCTE), NCTE/IKRA Standards, and Michigan’s Guidelines for the Professional Development of Teachers of English Language Arts.
1.4	The English teacher education program will promote curriculum integration and cross-disciplinary applications.
1.5	The English teacher education program will provide multiple school-based experiences in environments where effective practices are modeled and supported, including experiences with varied populations.
1.6	The English teacher education program will maintain a system of evaluation that includes demonstration and documentation (e.g., a comprehensive portfolio) of teaching and learning processes and abilities.
2.0	Standards for Professionalism
2.1	English teachers demonstrate professional practices when they respect the worth, contributions, abilities, language of all learners.
2.2	English teachers demonstrate professional practices when they help students understand their own and others’ cultures, abilities, and language.
2.3	English teachers demonstrate professional practices when they develop students’ effective use of oral, written, and visual literacy in their daily lives.
2.4	English teachers demonstrate professional practices when they develop students’ effective use of critical thinking.
2.5	English teachers demonstrate professional practices when they promote students’ appreciation of and engagement in a wide variety of media and genre.
2.6	English teachers demonstrate professional practices when they engage regularly in professional growth, through participation in conferences and other professional development opportunities; the reading and/or writing of professional materials; and the reading, writing, or performing of literary pieces.
2.7	English teachers demonstrate professional practices when they work with colleagues, parents, community members, and professional organizations to develop an appreciation and understanding of the English language arts.
2.8	English teachers demonstrate professional practices when they join and participate in professional organizations, such as the Michigan Council of Teachers of English, the National Council of Teachers of English, the Michigan Reading Association, the International Reading Association, the Michigan Association of Speech Communication, the Journalism Education Association, the Whole Language Umbrella; and the Michigan Association for Media in Education.
3.0	Standards for Knowledge of Content and Curriculum
3.1	Meaning and Communication
3.1.1	English teachers will know and understand the instructional application of the elements of effective communication in a variety of rhetorical situations and the use of appropriate communication modes and behaviors.
3.1.2	English teachers will know and understand the instructional application of the acquisition and development processes of first and second language learners in speaking, reading, and writing.
3.1.3	English teachers will know and understand the instructional application of the integrated nature of the English language arts (listening, speaking, reading, writing, critical thinking, viewing, and visually representing).
3.1.4	English teachers will know and understand the instructional application of a variety of communication models and an awareness of the interdependence of their components.
3.1.5	English teachers will know and understand the instructional application of the history and evolution of the English language.
3.1.6	English teachers will know and understand the instructional application of the social, cultural, and dynamic nature of language, particularly the reciprocal relationship between language, culture, and individual identity, and how language choices advance and constrain people.
3.1.7	English teachers will know and understand how students' culture and language can influence their learning and literacy.
3.2	Literature and Understanding
3.2.1	English teachers will know and understand the instructional application of literature as oral, written, enacted, and visual texts that reflect cultures, values, and perspectives.
3.2.2	English teachers will know and understand the instructional application of a wide variety of quality contemporary and classic (works which have been widely recognized over time for their excellence) literature appropriate for different developmental levels and student needs, including multicultural/world literature, literature by women, and literature for young adults.
3.2.3	English teachers will know and understand the instructional application of key issues and recurring themes in classic and contemporary literature in a variety of cultural contexts.
3.2.4	English teachers will know and understand the instructional application of the use of oral, visual, enacted, and written texts to explore and address important issues and problems in communities beyond the classroom.
3.2.5	English teachers will know and understand the instructional application of varied critical approaches to textual analysis.
3.2.6	English teachers will know and understand the instructional application of the historical/social contexts of and relationships among texts.
3.2.7	English teachers will know and understand the instructional application of the varied purposes for reading that foster life-long reading practices.
3.2.8	English teachers will know and understand the instructional application of issues of censorship.
3.3	Genre and Craft of Language
3.3.1	English teachers will know and understand the instructional application of grammars and conventions of English, e.g., morphology, phonology, semantics, and syntax.
3.3.2	English teachers will know and understand the instructional application of differences between descriptive and prescriptive conventions of usage.
3.3.3	English teachers will know and understand the instructional application of the diversity of language uses, patterns, and dialects in spoken, written, and visual discourse.
3.3.4	English teachers will know and understand the instructional application of the effects of style, voice, and language choices as determined by context, purpose, and audience in print and non-print texts.
3.3.5	English teachers will know and understand the instructional application of the characteristics, forms, and appropriate use of a variety of genre, e.g., narration, drama, poetry, exposition, and persuasion.
3.3.6	English teachers will know and understand the instructional application of the appropriate use of a variety of artistic and stylistic techniques and devices.
3.3.7	English teachers will know and understand the instructional application of writing processes, including inventing, revising, and publishing.
3.4	Skills and Processes
3.4.1	English teachers will demonstrate a mastery of and understand the instructional application of the effective use of the English language, both written and oral, in a variety of rhetorical contexts, including the mechanical and technical conventions of standard written and spoken English (e.g. grammar, punctuation, and spelling).
3.4.2	English teachers will demonstrate a mastery of and understand the instructional application of independent reading and viewing and the critical consideration of texts with reasonable comprehension and interpretation.
3.4.3	English teachers will demonstrate a mastery of and understand the instructional application of the use of research and reference resources for inquiry-based learning in literacy education.
3.4.4	English teachers will demonstrate a mastery of and understand the instructional application of critical standards for analyzing and assessing the craft, aesthetics, and significance of their own, students’ and other authors’ texts.
3.4.5	English teachers will demonstrate a mastery of and understand the instructional application of the processes of and strategies for reading and writing.
4.0	Standards for Pedagogy (Instruction and Assessment)
4.1	Instructional Design
4.1.1	English teachers will be able to examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recording, and software which support the teaching of English language arts.
4.1.2	English teachers will be able to design and sequence literature, writing, and language assignments which support standards-based integrated units of instruction.
4.1.3	English teachers will be able to set meaningful goals as part of short and long term planning for literacy instruction.
4.1.4	English teachers will be able to plan for literacy instruction to accommodate the range of learners and different learning needs.
4.1.5	English teachers will be able to plan instruction that takes into account students’ personal backgrounds and experiences, students’ prior curricular experiences in language and literacy, and students’ cross-disciplinary curricular experiences.
4.2	Instructional Strategies
4.2.1	English teachers will be able to use discussion for a variety of purposes, e.g., to engage students in literacy tasks, to develop interpretations and understanding of multiple points of view, to promote critical thinking, and to promote an understanding of their own and others’ perspectives and experiences.
4.2.2	English teachers will be able to ask questions as a means of probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk taking and problem-solving, facilitating recall of information, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question.
4.2.3	English teachers will use small group work and collaborative learning to facilitate critical thinking as students construct meaning in the English language arts, i.e., peer revision, collaborative group writing, dramatic performance, readers’ theatre, and literature discussion groups.
4.2.4	English teachers will be able to work with students individually through such activities as conferencing and facilitating independent projects.
4.2.5	English teachers will be able to present or explain information to support literacy learning, i.e., assignments, criteria for evaluation, information about an author or period, terms or concepts in language, rhetorical strategies, revision strategies, etc.
4.2.6	English teachers will be able to create environments that support respectful approaches to individual differences in culture, race, gender, religion, ethnicity, and heritage.
4.2.7	English teachers will be able to model the use of technology as an effective component of learning for conducting research and for the processes of writing.
4.2.8	English teachers will be able to use means to encourage student goal-setting, reflection, meta-cognitive understanding, and assessment.
4.3	Assessment Strategies
4.3.1	English teachers will be able to respond effectively and constructively on an ongoing basis to student’s literacy efforts, i.e., student’s contributions to discussion, writing, and oral presentations.
4.3.2	English teachers will be able to design rubrics appropriate for literacy tasks.
4.3.3	English teachers will be able to recognize students’ oral and written miscues and their underlying causes as a means of informing curricular choices for individual and group instruction.
4.3.4	English teachers will be able to design a variety of assessment tools, i.e., essay tests, portfolios, objective measures, individual projects, performance criteria, reflective self-evaluation, etc.
4.3.5	English teachers will be able to interpret and report assessment methods and results to students, administrators, parents, and the public.
4.3.6	English teachers will be able to use assessment results to shape or revise instructional design and/or strategies.
4.3.7	English teachers will be able to use the requirements of state and national assessment programs to inform curricular choices and instructional strategies.

#	Standard/Guideline
1.0	Standard 1: Have Content Area Knowledge The program will provide candidates with a minor (20 semester hour minimum) or a major (30 semester hour minimum) providing in-depth knowledge of the content specified in Michigan Curriculum Framework standards for history.
	Taking into account the educational needs of students, the teacher candidate is able to:
1.1	describe the major eras within United States history to 1877 and key events within those eras in order to examine relationships and to explain cause and effect;
1.2	describe the major eras within United States history since 1877 and key events within those eras in order to examine relationships and to explain cause and effect;
1.3	describe the major eras within world history to 1500 and key events within those eras in order to examine relationships and to explain cause and effect;
1.4	describe the major eras within world history since 1500 and key events within those eras in order to examine relationships and to explain cause and effect;
1.5	understand narratives about major eras of United States history by identifying the people involved, describing the setting, and sequencing events;
1.6	understand narratives about major eras of world history by identifying the people involved, describing the setting, and sequencing events;
1.7	reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence;
1.8	evaluate key decisions made at critical turning points in United States history by assessing their implications and long-term consequences;
1.9	evaluate key decisions made at critical turning points in world history by assessing their implications and long-term consequences;
1.10	formulate historical questions and obtain historical data from a variety of sources to construct sound historical narratives and interpretations; and
1.11	identify gaps in the available records, use contextual knowledge, and appropriate research techniques to construct sound historical interpretations.
2.0	Standard 2: Make Interdisciplinary Connections The program will ensure that candidates understand the fundamental ideas, concepts, and facts that provide the basis of the K-12 content standards in each of the four core social studies disciplines, as specified in the Michigan Curriculum Framework. Programs may include courses required as general education requirements; for example, an American Government course could supplement a history minor. An interdisciplinary course could be taught as part of a major or minor, such as an economic history course for a history major. Clear indications of interdisciplinary connections should be evidenced in the course syllabi and measures of candidate performance.
	Taking into account the discipline of history, the teacher candidate is able to:
2.1	describe the five themes of geography and apply them to basic world geography;
2.2	explain the structure and function of American government, core democratic values, and the rights and responsibilities of citizens;
2.3	describe the market system and apply basic economic concepts as identified in the Michigan Curriculum Framework; and
2.4	describe the roles that women and minorities have played in American history.
3.0	Standard 3: Can Apply Social Science Perspectives The program will help candidates develop skills in the crosscutting themes presented in the Michigan Curriculum Framework social studies content standards (inquiry, public discourse and decision making, and citizen involvement).
	The teacher candidate is able to:
3.1	acquire information from books, maps, newspapers, data sets, and other sources; organize and present the information in maps, graphs, charts, and time lines; interpret the meaning and significance of information; and use a variety of electronic technologies to assist in assessing and managing information;
3.2	conduct investigations including the ability to formulate a clear statement of questions, gather and organize information from a variety of sources, analyze and interpret information, formulate and test hypotheses, report results both orally and in writing, and make use of appropriate technology;
3.3	state issues clearly as questions of public policy, trace the origins of the issues, analyze various perspectives people bring to the issue, and evaluate possible ways to resolve the issue;
3.4	engage in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions;
3.5	compose coherent written essays that express positions on public issues and justify the positions with reasoned arguments; and
3.6	consider the effects of an individual’s actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society.
4.0	Standard 4: Can Provide Social Studies Instruction The program will teach candidates how to design, present, and assess social studies instruction. (Programs should provide evidence in field experiences or content area methods classes that students have developed instructional skills specifically related to history.)
	The teacher candidate:
4.1	is knowledgeable about teaching methods, curriculum organization, and instructional materials in history;
4.2	can design, present, and assess instructional activities in history as described in the Michigan Curriculum Framework teaching and learning standards (higher order thinking, deep knowledge, substantive conversations, and connections to the world beyond the classroom);
4.3

Language Arts Major - BS in Ed

Social Science

Social Studies - BA, BS, BS in Ed, Elementary

Social Studies - BS in Ed, Secondary

Women's Studies Major

English Major - BA, BS

English Major, Concentration in Creative Writing - BA, BS

English Major, Concentration in World Literature - BA, BS

English K-12 ESL - BS in Ed

Psycholinguistics

English - BS in Ed, Elementary & Secondary

MA in English Composition and Communication

MA in Teaching English to Speakers of Other Languages

French Major - BA and BS

1. LANGUAGE STRUCTURE AND VOCABULARY

2. LISTENING

3. READING

4. SPEAKING

5. WRITING

French Major - BS in Ed

1. LANGUAGE STRUCTURES AND VOCABULARY

2. LISTENING

3. READING

4. SPEAKING

5. WRITING

1. LANGUAGE STRUCTURES AND VOCABULARY

2. LISTENING

3. READING

4. SPEAKING

5. WRITING

German Major - BA and BS

LANGUAGE STRUCTURES AND VOCABULARY

LISTENING

SPEAKING

READING

WRITING

German Major - BS in Ed

LANGUAGE STRUCTURES AND VOCABULARY

LISTENING

READING

SPEAKING

WRITING

Spanish Major - BA and BS

LANGUAGE STRUCTURE AND VOCABULARY

LISTENING

SPEAKING

READING

WRITING

Spanish Major - BS in Ed

LANGUAGE STRUCTURES AND VOCABULARY

LISTENING

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Spanish Major: Spanish for Business Concentration - BA, BS

Upon graduation, students earning this degree should be able to:

LANGUAGE STRUCTURES AND VOCABULARY

LISTENING

SPEAKING

READING

WRITING

MA in Spanish

History Major - BA, BS

History - BS in Ed, Elementary