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SACE draft Professional Teaching Standards questions
May 2018 questionnaire used for Professional Teaching Standards consultations
Standards Framework for teachers and school leaders
Contains the integrated standards framework for teachers and school leaders developed between 2011 and 2013, a set of methodological guidelines for the development and implementation of professional standards, and a brief overview of the combined consultative workshop.
SS_SalzburgGlobal_Statement_586_-_Multilingual_World_siSwati.pdf
ST_SalzburgGlobal_Statement_586_-_Multilingual_World_Sesotho.pdf
Why Jaydon can't read: the triumph of ideology over evidence in teaching reading
A lively discussion of the entrenched rate of illiteracy among Australian children which identifies a failure in the institutions teaching reading educators to accept evidence-based science on the effective teaching of reading which has five main components: phonemic awareness, phonics, fluency, vocabulary and comprehension..
TN_SalzburgGlobal_Statement_586_-_Multilingual_World_Setswana.pdf
TS_SalzburgGlobal_Statement_586_-_Multilingual_World_Xitsonga.pdf
Core Academic Language Skills Instrument (CALS-I): Final Report
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners
Beyond Vocabulary: Exploring cross-disciplinary Academic-Language Proficiency and its association with Reading Comprehension
Academic language across content areas: lessons from an innovative assessment and from students’ reflections about language
Van Rooyen 1990 The disparity between English as a subject and English as MOL.pdf
VE_SalzburgGlobal_Statement_586_-_Multilingual_World_Tshivenda.pdf
XH_SalzburgGlobal_Statement_586_-_Multilingual_World_isiXhosa.pdf
ZU_SalzburgGlobal_Statement_586_-_Multilingual_World_Zulu.pdf
Crucial choices to be made when devising standards
SACE presentation to the Joint Standards Working Group meeting of 30 August 2017
Joint Standards Working Group meeting of 30 August 2017 - summary note
A brief report on the meeting of the Joint Standards Working Grouop meeting held on 30 August 2017. It includes a glossary for standards nomenclature as well as some guidelines for standards architecture.
Promoting teacher education quality through standards
A presentation made by Whitfield Green of the Department of HIgher Education and Training to the meeting of the Joint Standards Working Group on 30 August 2017
assessment-literacy-in-teacher-preparation.pdf
azu_etd_13596_sip1_m.pdf
Dual language learner teacher competencies Notes.pdf
DualLanguageLearnerTeacherCompetenciesReport.pdf
ECYA-ENL.pdf
edu_stds.pdf
Educator-Competencies-081015-FINAL.pdf
EMC-LRLA.pdf
English teacher standards, Virginia state uniform performance standards 2011.pdf
Evidence based research.pdf
exeter.pdf
ILA standards 2016 draft.pdf
ILA standards 2017 draft.pdf
leong.pdf
lifelong-literacy-integration-key-competencies-reading.pdf
literacy-professionals-research-brief.pdf
Literacy Teaching and Learning in Victorian schools.pdf
Literacy_Competencies_for_PreK-5th_Grade_Teachers.pdf
Literacy_Competencies_for_SC_Reading_Coaches_2014-11-25.pdf
Medwell et al 1998.pdf
Professional-standards-for-teachers-in-wa.pdf
Standards-for-the-assessment-of-reading-and-writing.pdf
Teacher competencies envisaged for ITE programmes ex UNISA.pdf
Teacher-preparation-report.pdf
The Competencies of an English Teacher_ Beginning Student Teacher.pdf
The_Reflective_Profession_3rd-edition.pdf
The_Teaching_Practices_of_Effective_Teachers_of_Li.pdf
The_theoretical_beliefs_of_effective_teachers_of_l.pdf
What_teachers_should_know.pdf
PrimTEd Consolidated Literacy Working Group conceptualisation of standards
Presentation on the initial conceptualisations of the Literacy working group of PrimTEd on literacy teacher standards
A provisional glossary of language and literacy terms
This glossary was compiled by members of the Consolidated Literacy Working Group in the course of their working on various projects of the group. It has no definitional authority but it may prove useful to academics working in the education of language and literacy teachers.