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Essay / Research Paper Abstract
A 6 page research paper that explores, first of all, the standards set by New York State in regards to English Language Arts. Then, the writer discusses how these goals can be obtained through the implementation of professional development. Bibliography lists 8 sources.
Page Count:
6 pages (~225 words per page)
File: D0_khpronys.rtf
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Unformatted sample text from the term paper:
have been established for all disciplines. This research will examine the standards for literacy established by NYS and possible models for professional development that will enable teachers, particularly new teachers,
to meet these standards. The four NYS standards for English Language Arts include, first of all, "Language for information and understanding," which means that students should be able to
"listen, speak, read and write for information and understanding (NYSLS, 2004). The second standard encompasses the students ability to read or listen to texts and be able to relate these
texts to their own lives, while also developing understanding of the diverse social, historical, and cultural dimensions of text (NYSLS, 2004). The third standard the need for students to be
able to analyze experiences, ideas, and information using oral and written language and the fourth standard addresses the ability of students to be able to use Standard English, following
the accepted conventions of the language for effective social communication (NYSLS, 2004). The issuance of standards has brought about increased pressure on public schools and teachers for accountability. This has,
in turn, brought about increased appreciation for the central role professional development plays in reaching these goals. The goal of professional development is to contribute to "creating schools in
which all students and staff members are learners who continually improve their performance" (NYCPDS, 2004). According to Sparks (2002), professional development can provide a variety of functions. It can
surround "teachers and principals with a culture and support them with structures that encourage professional learning, innovation, experimentation and collegial sharing of new ideas and practices" (p. 8). Furthermore, it
can expand "teachers repertoire of research-based instructional skills to teach that content" (Sparks, 2002, p.8). In this age of educational accountability, every teacher requires an expanded variety of tools
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