This article reports the findings of a study examining the National Council of Teachers of English (NCTE) members' perceptions of what is required to become and to remain a highly-qualified teacher of the English language arts. An online survey was conducted to ten NCTE members: five teachers, and five university-based teacher educators. Findings…

Most English teachers are as ill-prepared to teach writing as to teach reading. (JH)

Discusses the guidelines provided by "A Statement on the Preparation of Teachers of English and Language Arts," published by the National Council of Teachers of English. (DD)

Discusses the activities and accomplishments of the Canadian Council of Teachers of English (CCTE), especially with regard to its Teacher Education Commission's "Statement on the Preparation of Teachers of English and the Language Arts." (MS)

Argues that a teacher must develop activities for the classroom with the uniqueness of a particular group of students in mind and that a set of activities that works in one setting should not become a static curriculum, uncritically adopted as a formula. (SRT)

Offers tips that can help teacher supervisors grow and develop even when faced with financial restrictions. (FL)

Argues that teaching a unit on death provides an opportunity to focus students' reading, writing, and thinking on a subject area in which they are vitally interested. Suggests activities and describes the extensive literature available on death suitable for elementary through college students. (AEA)

Methodology and results of a survey on the amount of time devoted to locally sponsored inservice teacher education pertinent to English and language arts, the features of these programs, and their effectiveness are reported. (HTH)

Reflections on the annual conference of the Canadian Council of Teachers of English (CCTE) and the development of language study in Canadian education are given. (HTH)

Uses anecdotes to illustrate suggestions on how to involve reluctant learners in the study of English. (DD)

Makes eight suggestions on how to keep abreast of language arts teaching techniques, methods, and materials; provides evaluative criteria for language arts materials. (DD)

Suggests ways to enlist parents' support of language arts instruction, to provide parents with materials to develop their children's language skills, and to offer workshops for parents. (DD)

Suggests ways teachers can keep abreast of professionally relevant techniques, research, and ideas. (DD)

Relates how the Standing Committee on Teacher Preparation and Certification of the National Council of Teachers of English (NCTE) came together and worked together to develop guidelines on English and language arts teacher education which will stand from 1996-2006. Discusses getting from drafts to a published document. (PA)

Considers the schools of thought in language and learning, and examines how their theories and propositions affect teachers. Characterizes the teacher as a professional manager and discusses what it means to be such a person. Investigates what managers and teachers know and need to know-in-practice. (KEH)