A CALIFORNIA PERSPECTIVE Credentialing for world language teachers Thanks to Sally Mearns, Helene Chan Phyllis Jacobson, California Commission on Teacher.

A CALIFORNIA PERSPECTIVE

Credentialing for world language teachers

Thanks to Sally Mearns, Helene Chan Phyllis Jacobson, California Commission on Teacher Credentialing

Essential Questions

What should a World Language Teacher know?

What should a World Langauge Teacher be able to do

What should a World Language Teacher know?

CONTENT KNOWLEDGE:

General Linguistic Linguistic of the Target Language Literary and Cultural Texts and Traditions Cultural Analysis and Comparison Language Skills: Listening, Speaking, Reading,

Writing

Content Knowledge for All World Language Teachers

TWO NCLB-Compliant Routes to show SUBJECT MATTER COMPETENCE in California:

1. College or University Coursework2. Examination

Assessing the Content Knowledge of World Language Teachers

Complete college/university coursework that covers all of the domains

Assessing the Content Knowledge of World CSET

CSET= California’s standardized Exams for World Languages Language Teachers

Pass a subject-matter examination that covers all of the domains

CSET

Based on the five content domains Combination of multiple choice items

and constructed response items (including listening, speaking, reading, and writing)

Passing Score Standard based on ACTFL Proficiency levels (Advanced-Low for Western languages and Intermediate-High for non-Western languages)

Available now for twenty languages

Three Major Subtests: General Linguistics and Linguistics of

the Target Language Literary and Cultural Texts and

Traditions, Cultural Analysis and Comparisons

Language and Communication (Listening, Speaking, Reading, Writing)

What Should World Language Teachers Be Able to Do?

TPEs: Teaching Performance Expectations

Making subject matter comprehensible to students

Assessing student learning Engaging and supporting students in

learning Planning instruction and designing

learning experiences for students Creating and maintaining effective

environments for student learning Developing as a professional educator

TPA: Assessing the Classroom Performance of World Language Teacher Candidates

California requires ALL beginning elementary and secondary teachers to demonstrate by actual classroom performance with K-12 students that they have mastered the integrated set of knowledge, skills, and abilities required by the Teaching Performance Expectations

PACT: Performance Assessment for California Teachers

Overview Developed by Stanford in Consortia with

Representatives from Several UC and CSU Teacher Preparation Programs.

Key Features Authentic performance assessment of

candidates’ developing instructional practices Focuses on Candidates’ Planning, Teaching,

Assessing and Reflecting on the Teaching Event It is a state requirement for licensure

INDUCTION

Induction” refers to the support and assessment provided to teachers in their first two years of practice with a Preliminary Credential in California.

BTSA (Beginning Teacher Support and Assessment) provides job-embedded formative assessment system of support and professional growth.

Requirements to Enter an Induction Program

Bachelor’s Degree CBEST—Basic Skills Test Completion of a Preliminary Credential in a

teacher preparation program Teaching Performance Assessment (TPA)

scores and/or summary information from a teacher preparation program (as available)