April 2011 Issue
May 03, 2012

Call for Proposals for Educator's Voice, Vol. VI

Source: Educator's Voice

Call for Article Proposals for Educator's Voice, Vol. VI: Implementing the NYS Common Core Learning Standards English Language Arts & Literacy (P-12)

Instructional Shifts

Educator's Voice is NYSUT's Journal of Best Practices in Education - a series dedicated to highlighting research-based classroom and school/district-wide strategies that make a difference in student achievement. The theme for our next volume, to be published in spring 2013, is Implementing the NYS P-12 Common Core Learning Standards for English Language Arts & Literacy. As New York state moves into full implementation of the Standards, we seek descriptions of exemplary standards-based teaching practices to share with the field. Tell us what you have designed and implemented in relationship to the Standards, and specifically, the "Six Shifts" in ELA/Literacy. [For more information on Instructional Shifts, go to NYSED.gov and search: Instructional Shifts, or go to http://engageny.org/resource/common-core-shifts]

  • Balancing Information and Literary Texts (PK-5)
  • Building Knowledge and Literacy in the Content Disciplines (6-12)
  • The concept of "Staircase of Complexity" (i.e., students read the central, grade- appropriate text around which instruction is centered-while teachers provide scaffolding and supports for students as needed)
  • Focus on teaching students to develop "Text-Based Answers" (i.e., offer evidence from the text in speaking and writing)
  • Writing from Sources
  • Continuous building of Academic Vocabulary to access complex texts

Editorial Guidelines

  • Authors: Authors must be active or retired members of NYSUT or an affiliate (e.g., United University Professions, Professional Staff Congress). If there are multiple authors, at least one author must be a current or retired NYSUT member. The Editorial Board encourages articles by individual authors, teams of teachers, and higher education faculty working with teachers in P-12 schools.
  • Grade and Content Area: Author(s) can represent any area of the curriculum and any P-12 setting. For example, a fourth-grade teacher and special education teacher may address their literacy approaches as a teaching team; a high school social studies, math, or health teacher may discuss incorporating the ELA Learning Standards into instruction.
  • Audience: Classroom teachers, school-related professionals, union leaders, parents, administrators, higher education faculty, researchers, legislators and policymakers. Deadline for proposals: June 8, 2012.
  • Article length: Approximately 2,000 words (or 7-8 double-spaced pages plus References).
  • Writing style: Authors are encouraged to write in a direct style designed to be helpful to both practitioners and to others committed to strengthening education. Education terms (i.e., jargon) should be defined for a broad audience.
  • Manuscript: American Psychological Association (APA) style with references at end of article. (Graphics/photographs may be submitted - with permissions as necessary. Please do not submit copyrighted material unless you obtain permission from the publisher.)
  • Rights: Acceptance of a proposal is not a guarantee of publication. Publication decisions are made by the Editorial Board. NYSUT retains the right to edit articles. The author will have the right to review changes and if not acceptable to both parties, the article will not be included in Educator's Voice. NYSUT may also retain the article for possible use on the NYSUT website (www.nysut.org) or for future publication in NYSUT United.

Content Guidelines

Authors are asked to describe:

  • The context for the reader (area of curriculum, grade, class composition).
  • The standards you targeted for instruction, and which of the Instructional Shifts are represented in your description (may be several).
  • The research-based practice(s) you chose and materials you used or developed.
  • Outcomes your students achieved, and a description of how you collected assessment information.
  • How you accommodated students with disabilities, students who are English language learners, or other students with unique learning needs.
  • Why you view your instructional design as successful in addressing the Common Core ELA Standards, and what you might modify in the future.
  • A description of how you brought parents and caregivers in as partners in ensuring that students achieve the new Learning Standards - or a description of how you plan to in the coming year.
  • A variation of the above related to the new Learning Standards (e.g., description of professional development program at your school/district/BOCES).


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