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…

Implications of the Conference on College Composition and Communication position paper on The Students' Right to Their Own Language are considered. (JH)

Claims that there are many writing teachers, not just a few English/language arts teachers who are so designated, and that writing is already taught across the curriculum. Argues that teacher educators must reconsider their exclusive concern with methods and focus on teachers' theories of teaching and learning. (MS)

Describes a model of inservice education that is consistent with current view of language and learning, is capable of uncovering teachers' current beliefs about the nature of learning and the translation of those beliefs into practices, and has the potential for promoting and building alternative perspectives. (HOD)

Staff development programs that use models and simulated practice, as well as feedback and coaching, can motivate English teachers to implement methods that research indicates are effective in teaching the various aspects of English. (HOD)

Identifies critical factors in the acceptance and continuance of any inservice teacher education program. (HOD)

Summarizes information from the ERIC database on the subject of writing instruction as a common responsibility of teachers from all disciplines. Focuses on the role of English teachers in promoting schoolwide writing programs. (RL)

Outlines desirable teacher characteristics outlined in the National Council of Teachers of English "Statement on the Preparation of Teachers of English and the Language Arts" and discusses research on the effect of teacher characteristics on students, focusing on a study of the effects of teachers' belief systems on classroom environments and on…

Analyzes the on-line teacher network, Write for Your Life (WFYL), that sought to facilitate transformative experiences for its K-12/university participants that would result in changed practices across the network, and in increased learning for the students of those practitioners. Analyzes the dialogic "web" the teachers spun across five years.…

Suggests reasons why a gap exists between what is taught in methods class and what is found in many English classrooms, including the methods instructor's credibility, how methods classes themselves are conducted, and accountability of process-based teaching. Suggests ways the gap might be bridged. (SR)