Credentialing for World Language Teachers A California Perspective Sally Mearns, with thanks to: Phyllis Jacobson, California Commission on Teacher Credentialing Helene Chan, PACT Guru
Jan 12, 2016
Credentialing for World Language TeachersA California Perspective
Sally Mearns, with thanks to: Phyllis Jacobson, California Commission on Teacher CredentialingHelene Chan, PACT Guru
The Essential Questions
What should a World Language Teacher know?
What should a World Language Teacher be able to do?
What Should World Language Teachers Know?
Content Knowledge for All World Language Teachers
General LinguisticsLinguistics of the Target
LanguageLiterary and Cultural Texts and
TraditionsCultural Analysis and
ComparisonsLanguage Skills: Listening,
Speaking, Reading, Writing
Assessing the Content Knowledge of World Language Teachers
Two NCLB-Compliant Routes to Demonstrating Subject Matter Competence in California: College/University Coursework 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 Language Teachers
Pass a subject-matter examination that covers all of the domains
California’s Standardized Exams for World Languages (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
A Closer Look at the Examination
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?
Teaching Performance Expectations
The integrated set of knowledge, skills, and abilities California expects each beginning teacher, including new World Language teachers, to have
Based on California’s Standards for the Teaching Profession as adapted for beginning rather than veteran practice
How do the TPEs Define Pedagogical Competence?
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
What Are the Benefits of the TPEs?
Allow for common definition and common understanding of our expectations for teachers, including world language teachers
Provide a legally defensible basis for evaluation of the performance of teacher candidates
Can be used across, and have the same meaning in, all teacher preparation programs in the state
Teaching Performance Assessment
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
What is a Teaching Performance Assessment?
An assessment that requires candidates to demonstrate with their performance with K-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs).
Common Features of the Approved TPA Models
Based on the Teaching Performance Expectations (TPEs)
Require candidates to perform specified tasks/activities with K-12 students
Require candidate orientation and practice in the TPA tasks/activities
Embed tasks within the teacher preparation program sequence
Provide assessor training, calibration and recalibration
We ask candidates to:
Learn about their students Plan standards-based world
language lessons for the whole class based on what they know about the students and their progress
Indicate lesson adaptations for English learner students and for special education students
We ask candidates to:
Develop student assessments, including adaptations, to determine student learning based on the lessons
Teach the lesson Give the assessment(s) Reflect on the lesson and the
assessment results Integrate Academic Language
Performance Assessment for California Teachers (PACT)
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
Architecture of the Teaching Event
Task What to do What to submit1. Context for
Learning•Provide relevant information about your instructional context
Context form Context commentary
2. Planning, Instruction, and Assessment
• Select a learning segment…• Create lesson plans…• Write commentary…• Record daily reflections…
Lesson Plans Instructional materials Planning commentary
Architecture of the Teaching Event
Task What to do What to submit3. Instructing
Students and Developing Communicative Proficiency
• Review your plans…• Videotape the lesson(s)…• Select 2 video clips…• Write commentary….
Video clips Lesson plan Instruction
commentary
4. Assessing Student Learning
• Analyze whole-class performance…
• Select student samples…• Write commentary…
Student work samples Evaluation criteria or
rubric Assessment
commentary
Architecture of the Teaching Event
Task What to do What to submit5. Reflecting on
Teaching and Learning
• Write daily reflections…• Write overall commentary…
Daily reflections Reflective
commentary
Performance Scoring
• Each task has a specific scoring rubric describing the characteristics of a candidate’s performance relative to that task and the TPEs
• Each rubric has four score levels, ranging from a low of 1 to a high of 4
• Scorers (assessors) are trained and calibrated to apply each rubric to candidate performance
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)
Induction and the Learning To Teach Continuum
Learning to Teach is a continuum of practice with defined sets of competencies at each level of practice
An initial credential is only the beginning of the licensing and teacher development processes
Induction into the profession comes next
Credentialing for World Language TeachersThe Word from the Rest of the Country
Join your colleagues from your home state. Fill out as much as you can on the
worksheet Credentialing for World Language Teachers
If you do not know or are unsure of an answer, you may search online. Go first to our Wikispace for state-specific reference material: http://startalkcooperatingteachers.wikispaces.com/Credentialing+Requirements
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