Teacher Preparation Program Standards

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1 Teacher Preparation Program Standards Overview Program Standards for Multiple/Single Subject, Education Specialist and Career Technical Education Teacher Preparation I: Program Design Standards I: Program Design, 1. Program Design, Rationale and Governance, and Coordination Qualities 2. Professional, Legal and Ethical 1. Program Design and Practices Rationale 3. Educating Diverse Learners 2. Equity, Diversity and 4. Effective Communication and Access to the Curriculum Collaborative Partnerships for All Students 5. Assessment of Students 3. Early Orientation 6. Using Educational and Assistive 4. Collaboration with Local Technology Educators 7. Transition and Transitional Planning 5. Beginning Teacher 8. Participating in ISFP/IEPs and Post- Support and Advisement Secondary Transition Planning 6. Determination of CTE Teacher Competence 7. Advanced Programs of Preparation Category A: Program Design, Governance, and Qualities 1. Program Design 2. Communication and Collaboration 3. Foundational Educational Ideas and Research 4. Relationships Between Theory and Practice 5. Professional Perspectives Toward Student Learning and the Teaching Profession Category B: Preparation to Teach Curriculum to All Students in California Schools 6. Pedagogy and Reflective Practice 7. Preparation to Teach Reading-Language Arts 8. Pedagogical Preparation for Subject-Specific Content Instruction Category C: Preparation to Teach All Students in California Schools 9. Equity, Diversity and Access to the Curriculum for All Children 10. Preparation for Learning to Create a Supportive, Healthy Environment for Student Learning 11. Using Technology in the Classroom 12. Preparation to Teach English Learners 13. Preparation to Teach Special Populations Students with Special Needs in the General Education Classroom II: Preliminary Education Specialist Teaching Program Standards 9: Preparation to Teach Reading/Language Arts 10: Preparation to Teach English Language Learners 11: Typical and Atypical Development 12: Behavioral, Social, and Environmental Supports for Learning 13: Curriculum and Instruction of Students with Disabilities II: Preparation to Teach Curriculum to All Students in California Schools 8: Curriculum 9: Learning and Instruction 10: Assessing Student Learning 11: Using Education 1

2 Teacher Preparation Program Standards 14: Creating Healthy Learning Environments 15: Field Experience in a Broad Range of Service Delivery Options 16: Assessment of Candidate Performance Category D: Supervised Fieldwork in the Program 14: Learning to Teach through Supervised Fieldwork 15: Qualifications of Individuals who Provide School Site Support Category E: Teaching Performance Expectations and the Teaching Performance Assessment 16: Learning, Applying, and Reflecting on the Teaching Performance Expectations 17: Program Administration Processes 18: Candidate Preparation and Support 19: Assessor Qualifications, Training, and Scoring Reliability III. Mild/Moderate Disabilities (M/M) 1. Characteristics of Students with Mild/Moderate Disabilities 2. Assessment and Evaluation of Students with Mild/Moderate Disabilities 3. Planning and Implementing Mild/Moderate Curriculum and Instruction 4. Positive Behavior Support 5. Specific Instructional Strategies for Students with Mild/Moderate Disabilities 6. Case Management Technology in the Classroom 12: Classroom and Laboratory Management 13: Foundations 14: Professional, Legal, and Ethical Responsibility 15: Teaching English Learners 16: Teaching Students with Special Needs 2

3 1: Program Design, Rationale and Coordination Each program of professional preparation is coordinated effectively in accordance with a cohesive design and sound evidence-based practices relevant to the contemporary conditions of schools. The design must reflect the full range of service delivery options, including general education, and the knowledge and skills to meet the needs of students in the specific areas authorized by the credential. The program has an organizational structure that forms a logical sequence between the instructional components and field work, and that provides for coordination of the components of the program. The program describes a plan that allows for multiple points of entry. 1: Program Design The preliminary teacher preparation program and its prerequisites include a purposeful, interrelated, developmentally-designed sequence of coursework and field experiences, as well as a planned process for comprehensive assessment of candidates that effectively prepare candidates to teach all K-12 students and to understand the contemporary conditions of schooling, including attention to California public education. The sequenced design of the program is based on a clearly stated rationale that has a sound theoretical and scholarly foundation anchored to the knowledge base of teacher education and informed by adult learning theory and research. By design, the program provides extensive opportunities for candidates (a) to learn to teach the content of the state adopted K-12 academic content standards to all students; to use state-adopted instructional materials, to assess student progress, and to apply these understandings in teaching K-12 students; (b) to know and understand the foundations of education and the functions of schools in society; and (c) to develop pedagogical competence utilizing a variety of strategies as defined by the Teaching Performance Expectations (TPEs) (provided in the appendix). A fair, valid, and reliable assessment of the candidate s status with respect to the TPEs is embedded in the program design. 1: Program Design and Rationale The program of teacher preparation for the Career Technical Education Teaching Credential includes a purposeful, developmentally designed sequence of coursework that effectively prepares CTE teachers to successfully teach all students in public education to perform in a competitive workplace. The program consists of 9 semester units of approved program course work or 135 hours of approved professional preparation through a local education agency. The program is based on a clearly stated rationale that has a sound theoretical and practical foundation anchored to the knowledge base of teacher education. The program is aligned to the state-adopted 7-12 CTE curriculum standards and framework and bases CTE teachers competence on 3

4 California s Teaching Performance Expectations (TPEs). 2: Communication and Collaboration Sponsors of the preliminary teacher preparation program establish collaborative partnerships that contribute substantively to the quality and effectiveness of the design and implementation of candidate preparation. Partnerships address significant aspects of preliminary preparation, and include collaboration between (a) subject matter preparation providers and pedagogical preparation providers; and (b) these pedagogical preparation providers and at least one local education agency that sponsors an induction program for beginning teachers where program completers are likely to be hired. In each partnership, collaboration includes purposeful, substantive dialogue in which the partners contribute to the structured design of the preliminary preparation program and monitor its implementation on a continuing basis. These partnerships would include developing program policies and reviewing program practices pertaining to the recruitment, selection and advisement of candidates; development of curriculum; delivery of instruction; selection of field sites; design of field experiences; selection and preparation of cooperating teachers; and assessment and verification of teaching competence. Participants cooperatively establish and review the terms and agreements of partnerships, including (a) partners well-defined roles, responsibilities, and relationships; and 4: Effective Communication and Collaborative Partnerships The program provides instruction in communicating, collaborating and consulting effectively with (1) individuals with disabilities and their parents, and primary caregivers, (2) general/special education teachers, and co-teachers, related service personnel, and administrators, (3) trans-disciplinary teams including but not limited to multi-tiered intervention strategies, Section 504, IEP/IFSP/ITP. The program provides opportunities for the candidate to establish and work in partnerships to design, implement, and evaluate appropriate, integrated services based on individual student needs. The program informs candidates of the importance of communicating effectively with the business community, public and nonpublic agencies, to provide the cohesive delivery of services, and bridge transitional stages across the life span for all learners. 4: Collaboration with Local Educators The program sponsor collaborates with the employer in the implementation of the preparation program for CTE teachers, including the selection of supervisors and/or support teachers. The cooperative relationship between the program sponsor and local school administrators and teachers sets up a system of support and supervision that provides the beginning CTE teacher with the opportunity to develop all the necessary components of successful teaching. 4

5 (b) contributions of sufficient resources to support the costs of effective cooperation. The program-based fieldwork component offers opportunities for purposeful involvement in collaborative partnership(s) for the design and delivery of programs by parent and community organizations, county offices of education, educational research centers, business representatives, and teachers bargaining agents. 3: Foundational Educational Ideas and Research Through planned prerequisites and/or professional preparation, candidates learn major concepts, principles, theories and research related to: (a) child and adolescent development (cognitive, linguistic, social, emotional, and physical); (b) human learning; and (c) social, cultural, philosophical, and historical foundations of education. The program provides opportunities for candidates to examine how selected concepts and principles are represented in contemporary educational policies and practices in California schools No comparable standard No comparable standard 5

6 4: Relationships Between Theory and Practice The teacher preparation program provides extensive opportunities for candidates to analyze, implement and reflect on the relationships between foundational issues, theories, and professional practice related to teaching and learning. In coursework, classroom observations, and supervised fieldwork candidates examine research-based theories and their relationships to (a) principles of human learning and development; (b) pedagogical strategies and options; (c) curriculum, instruction, and assessment; and (d) student accomplishments, attitudes, and conduct. Working collaboratively, course instructors, program field supervisors, and district support personnel explain and illustrate a variety of models of teaching and the application of these models contextually. They instruct and coach candidates to use and reflect on their understanding of relevant theory and research in making instructional decisions and improving pedagogical practices and how these theories and practices inform school policies and practices. No comparable standard No comparable standard 5: Professional Perspectives Toward Student Learning and the Teaching Profession The preparation program ensures that each candidate explores a variety of perspectives and begins to develop a professional perspective on teaching that includes an ethical commitment to teach every student effectively and to develop as a professional educator. Candidates study different perspectives on teaching and learning, and explore alternative concepts of education. 2: Professional, Legal and Ethical Practices Each program must provide instruction in the philosophy, history and legal requirements, and ethical practices of special education. This curriculum includes state and federal mandates, legal requirements for assessment, Individualized Family 13: Foundations Candidates study essential themes, concepts, and skills related to the teaching profession, including knowledge of the history and traditions of CTE, its role in the curriculum of public education, and its current ethical issues. Candidates 6

7 Service Program (IFSP), develop a professional Individualized Education Program perspective by examining (IEP) development and monitoring, contemporary education policies services, and instruction of students and teaching practices in relation with disabilities. The program to fundamental issues, theories provides candidates information on and research in education. laws and regulations as they pertain to promoting teacher behavior that is positive and self-regulatory as well as promoting safe educational environments. The program provides opportunities for demonstration of ethical standards, of teaching, of evidence based educational practices in relation to theories, research and regulations necessary to the provision of services to individuals with disabilities and their families. The program provides opportunities for candidates to examine research on relationships between (a) the background characteristics of students and inequities in academic outcomes of schooling in the United States, and (b) teacher expectations and student achievement. The program educates candidates on laws pertaining to health, safety, protection, access and educational equity for all students. During interrelated coursework and fieldwork, candidates learn how social, emotional, cognitive, cultural, and pedagogical factors impact student learning outcomes, and how a teacher s beliefs, expectations, and behaviors strongly affect learning on the part of student groups and individuals. The program provides opportunities for each candidate to promote student academic progress equitably and conscientiously, and fosters the intellectual, social, and personal development of all children and adolescents, while emphasizing the teacher s unique role in advancing each student s academic achievements and advocating for students. Through formal instruction, coaching, and supervision candidates assume the responsibility to maximize each learner s achievements by building on students prior instruction and experience. The program provides opportunities for candidates to learn the importance of challenging students to set and meet high academic expectations for themselves. They learn to use multiple sources of information, including qualitative and quantitative data, to assess students existing knowledge and abilities, and to establish 14: Professional, Legal, and Ethical Responsibility Candidates take responsibility for providing learning opportunities for all students. They recognize ways in which personal and institutional biases and values affect the teaching and learning of students. Candidates ethically manage their professional time and resources in teaching responsibilities and strive to ensure that instructional goals are met. They understand and honor legal and professional obligations to protect the privacy, health and safety of students, families, and other school professionals, including laws relating to professional misconduct and moral fitness for teachers. 7

8 ambitious learning goals for students. Individually and collaboratively with colleagues, candidates examine and reflect on their teaching practices and professional behaviors in relation to principles of classroom equity and the professional responsibilities of teachers. Candidates collaborate with colleagues to design and deliver effective, coordinated instruction. 6: Pedagogy and Reflective Practice To maximize student learning, candidates learn to create and maintain well-managed classrooms that foster students physical, cognitive, emotional, and social wellbeing. They learn to develop safe, inclusive, positive learning environments that promote respect, value difference, and mediate conflicts according to state laws and local protocol. By design, the preliminary teacher preparation program fosters the ability of candidates to evaluate instructional alternatives, articulate the pedagogical reasons for instructional decisions, and reflect on teaching practices. The program fosters each candidate s realization that the analysis and assessment of practices promote a teacher s professional growth. In the program, candidates read, analyze, discuss, and evaluate professional literature pertaining to important contemporary issues in California schools and classrooms, and use sources of professional information in making decisions about teaching and learning. Candidates learn how to use and interpret student assessment data from multiple measures of student academic performance to inform instruction. They learn 5: Assessment of Students The program provides opportunities for candidates to acquire the knowledge and skills necessary to assess students in a comprehensive manner within the breadth of the credential authorization. Each candidate understands and uses multiple sources of information in order to participate in progress monitoring and in decision making regarding eligibility and services. The program provides candidates with the knowledge and skill to assess students from diverse backgrounds and varying language, communication, and cognitive abilities. The program provides opportunities for using both formal and informal assessments to evaluate students' needs and strengths for the purpose of making accommodations, modifications, instructional decisions and ongoing 10: Assessing Student Learning Candidates identify student prior achievement, establish appropriate instructional objectives, assess student progress, and evaluate the overall effectiveness of their curriculum plan. The program prepares candidates to identify the needs and abilities of students in order to guide their learning and plan instruction relevant to the needs of the occupation. Candidates use multiple measures of assessing student achievement to improve instruction. 8

9 program improvements. The program provides the opportunities for each candidate to demonstrate the knowledge of required statewide assessments and local, state and federal accountability systems. how to plan and differentiate instruction based on student assessment data and diverse learning needs of the full range of learners (e.g., struggling readers, students with special needs, English learners of varied proficiency levels, educational and cultural backgrounds, speakers of non-dominant varieties of English, and advanced learners). Candidates learn to select, assess, make pedagogical decisions, and reflect on instructional practices in relation to (a) state-adopted academic content standards for students and curriculum frameworks, (b) principles of human development and learning, (c) the observed effects of different practices, and (d) consultation with colleagues. 7/9: Preparation to Teach Reading-Language Arts Reading, Writing, and Related Language Instruction The preparation program provides substantive, research-based instruction that effectively prepares each candidate to teach reading/language arts. Each candidate will be prepared to deliver a comprehensive program of systematic instruction in reading, writing, listening, and speaking aligned to the state-adopted English Language Arts Content Standards and the Reading/Language Arts Framework (2007). The program provides candidates with systematic, explicit instruction to meet the needs of the full range of learners (including struggling readers, students with special needs, typologies of English learners, speakers of non-dominant varieties of English, and advanced learners) who have varied reading levels and language backgrounds, as referenced in the Reading Instruction Competency Assessment (RICA) Content Specifications and Chapter 7 of the Reading/Language Arts Framework (2007). Language Arts encompasses the domains of: Reading, Writing, Written and Oral English-Language Conventions, and Listening and Speaking. The preparation program provides each candidate for a multiple subject teaching credential with experience in a classroom where beginning reading is taught. The program places all candidates in field experience sites and student teaching assignments with teachers whose instructional No comparable standard 9

10 approaches and methods in reading are consistent with the Reading/Language Arts Framework (2007). The Multiple Subject/Education specialist credential program prepares candidates to do the following: Instructional Planning/ Object-ives/ Design Instructional Delivery Reading Writing Listening and Speaking Strategically select and sequence the curricula to be taught as outlined in the Reading/ Language Arts Framework (2007) with opportunities for application using State Board of Education (SBE)-adopted core instructional materials for both instruction and intervention during fieldwork experience. Understand features of instructional design including what to teach and when to introduce skills and concepts, how to select examples, how to integrate standards, and how to teach for transference and generalization of skills. Demonstrate knowledge of reading content as described in the RICA Content Specifications and grade level standards as outlined in the Reading/Language Arts Framework (2007). These strands include: word analysis fluency vocabulary, academic language, and background knowledge reading comprehension literary response and analysis Demonstrate knowledge of components of Demonstrate knowledge of components of effective instructional delivery in writing as described in the Reading/Language Arts Framework (2007). For example: The systematic progression of instruction and application of foundational writing strategies, applications, conventions, and Demonstrate knowledge of components of effective instructional delivery in listening and speaking as described in the Reading/Language Arts Framework (2007). For example: The systematic progression of instruction and application to develop listening and speaking strategies and speaking applications that parallel and reinforce instruction in reading and writing Listening and speaking strategies that include listening comprehension, No comparable standard 10

11 Assessment effective instructional delivery in reading as described in the CA Reading/Language Arts Framework (2007). For example: orientation (e.g., engagement, teacher demonstration) presentation (e.g., explicit instruction, modeling, pacing) structured practice (e.g., reinforcement, questioning, feedback) guided practice (e.g., questioning, feedback, corrections, peermediated instruction) independent practice and application independent practice (e.g. opportunities for students to show level of mastery) processes Writing applications according to purposes, audiences, and grade-level appropriate genres (incorporating their corresponding language functions, forms, and vocabulary) Writing conventions appropriate to grade level standards (i.e. sentence structure, grammar, punctuation, capitalization, and spelling) organization and delivery of oral communication, analysis and evaluation of oral and media communication (grade-level appropriate) No comparable standard Understand that assessment and instruction are linked within any curriculum. Therefore, candidates must demonstrate knowledge and ability to use multiple monitoring measures within the three basic types of assessments (as listed below) to determine students progress towards state adopted content standards, as referenced 11

12 Universal Access/ Differentiated Instruction in Chapter Six of the Reading Language Arts Framework (2007). Candidates need to be able to analyze and interpret results to plan effective and differentiated instruction and interventions. Knowledge of the following assessments is crucial to achieving the English Language Arts Content Standards: entry level assessment for instructional planning monitoring student progress post-test or summative assessment Demonstrate knowledge of how to organize and manage differentiated reading instruction and interventions to meet the needs of the full range of learners, including recognizing that students should be grouped for interventions according to their assessed instructional needs For example: using all components of California SBE-adopted core instructional materials to make grade-level content accessible to all students using flexible grouping, individualized instruction, and whole-class instruction as needed using selections listed in Recommended Literature, Pre-Kindergarten Through Grade Twelve, including culturally and linguistically responsive literature providing additional explicit ELD for English learners at all proficiency levels as needed 7-B: Single Subject Reading, Writing and Related Language Instruction The single subject teaching credential teacher preparation program provides substantive, research-based content literacy instruction (defined below) that effectively prepares each candidate to teach content-based reading and writing skills to a full range of students including struggling readers, students with special needs, typologies of English learners, speakers of non-dominant varieties of English, and advanced learners. The single subject No comparable standard No comparable standard No comparable standard 12

13 credential program prepares candidates to do the following: demonstrate knowledge of components for effective instructional delivery in reading as described in the CA Reading/Language Arts Framework. For example: No comparable standard Orientation (e.g., engagement, teacher demonstration) Presentation (e.g., explicit instruction, modeling, pacing) Structured practice (e.g., reinforcement, questioning, feedback) Guided practice (e.g., questioning, feedback, corrections, peer-mediated instruction) provide content-based literacy instruction (i.e., reading, writing, speaking, and listening) to facilitate learning of subject matter for the full range of learners in the classroom identify California Content Standards for their subject that require literacy strategies and approaches (e. g., using historical research to interpret events in historysocial science, using professional journal articles for science research) be aware of and understand research-based instructional approaches that build fluency, comprehension and background knowledge; develop academic language, develop study and research skills, and teach writing in the discipline use assessments (diagnostic, formative, and summative) for individualized content-based reading 13

14 instruction in order to monitor student progress and demonstrate the linkage between assessment and instructional needs of all students, including students with special needs, English learners, speakers of nondominant varieties of English, and advanced learners) Research-based content literacy instruction includes: Systematic vocabulary development of words and terminology with general academic utility, as well as specialized vocabulary specific to the subject. Candidates will be prepared to teach the full range of students to do the following: No comparable standard No comparable standard use derivations from Greek, Latin, and Anglo- Saxon roots and affixes in reading assignments (when applicable) utilize cross-linguistic resource sharing (e.g., connections to cognates from students home languages, use of home language for clarification) learn new and important content vocabulary and review cumulatively and periodically during the school year read independently (at skill level) in the content areas in order to promote vocabulary development use of context clues, apposition, and word structure/analysis Academic language appropriate to the subject that allows students to read, discuss, interpret, and understand content area texts and other instructional materials. Candidates will be prepared to teach the full range of students to do the following: 14

15 recognize a variety of content-specific text structures (language functions and forms) to allow students to read and write a wide variety of texts practice content-specific academic language with the support of oral and written scaffolding to facilitate initiating and participating in higherlevel academic speaking and writing activities engage in independent reading from a variety of sources to become familiar with a wide variety of academic vocabulary and discourse structure. Reading comprehension strategies and skills that allow students to access grade-level content material in order to activate background knowledge, make connections within and across disciplines, synthesize information, build fluency, and evaluate content area documents. Candidates will be prepared to teach the full range of students to: read a variety of informational texts and reference works, including but not limited to magazines; newspapers; online information; instructional manuals; consumer, workplace, and public documents; signs; and selections listed in Recommended Literature, Pre-Kindergarten Through Grade Twelve interact with the text based on teacher modeling (e.g., predicting, summarizing, clarifying, questioning) respond to texts using appropriate critical thinking skills (e.g., synthesizing, paraphrasing, connecting 15

16 to related topics, and extending ideas through original analysis, evaluation, and elaboration in all academic areas. develop comprehension skills through writing (e.g., writing reports on historical investigations), speaking (e.g., delivering multimedia presentations), and listening (e.g., identifying logical fallacies in oral arguments) read a variety of culturally responsive texts that support content instruction Writing that allows students to consolidate their subject matter understanding and demonstrate their knowledge using discipline-specific formats. Candidates will be prepared to teach students to: - use effective research methodologies (e.g., computer and library searches, notetaking, outlining, summarizing) - use the writing process as described in the English Language Arts Content Standards and the Reading Language Arts Framework (prewriting, writing, revising, editing, and presenting) develop strategies for organizing and giving focus to their writing with increased emphasis given to supporting documentation (e.g., provide support for all statements and claims, provide support for major ideas (e.g., through the use of anecdotes, descriptions, facts, statistics, and specific examples) establish a coherent controlling theme that conveys a clear and distinctive perspective on the subject 16

17 and maintains a consistent tone and focus throughout the piece of writing craft writing at the depth and complexity necessary for their subject matter and grade level present research via multiple pathways in their writing, orally, and through technology, in accordance with state standards Effectively incorporate content-specific language, vocabulary, and structures. Make linguistic choices in their writing that signal awareness of different audiences and purposes. 17

18 Standard 8-A: Pedagogical Preparation for Subject- Specific Content Instruction by Multiple Subject (MS) Candidates In subjects other than Reading-Language Arts, the preliminary teacher preparation program provides introductory coursework and supervised practice that begin to prepare each candidate for a Multiple Subject (MS) teaching credential to plan and deliver contentspecific instruction consistent with state-adopted academic content standards for students and curriculum frameworks in the following major subject areas: mathematics, science, history-social science, visual and performing arts, physical education, and health. In the program, MS candidates apply the appropriate Teaching Performance Expectations (TPEs) to the teaching of each major subject area. They learn and use specific pedagogical knowledge and skills that comprise the subject-specific TPEs for multiple subject candidates. In each major subject area, MS candidates demonstrate basic ability to plan and implement instruction that fosters student achievement of state-adopted academic content standards for students, using appropriate instructional strategies and materials. In the program, candidates begin to interrelate ideas and information within and across the major subject areas. {Note: Subject Specific Pedagogy for 8 content areas can be found in Part C.} 13: Curriculum and Instruction of Students with Disabilities The program provides opportunity for candidates to demonstrate the ability to develop, implement, adapt, modify, and evaluate a variety of pedagogical approaches to instruction, including instructional sequences, unit and lesson plans, that provide students with disabilities with equitable access to the content and experiences found in the state-approved core curriculum. Candidates acquire and demonstrate strategies and best practices to develop differentiated lessons and instructional sequences that are appropriate for individuals with diverse strengths and needs in a variety of educational environments. Candidates must be able to apply these skills as they pertain to their specific area of specialization and credential authorizations across age and grade levels. Candidates must be able to co-teach, collaborate, consult and work in instructional teams to enhance curriculum and instruction of Standard 8: Curriculum Program coursework includes curriculum development and instructional planning skills relating to the significant aspects of the occupation being taught, including but not limited to thinking abilities, positive attitudes about work, teamwork, interpersonal skills, effective communication, the role of the persons doing the work, and the quality of the work produced. The program promotes appreciation of and ability to assist all students in the development of the manipulative skills appropriate to the occupation. Each CTE teacher prepares unit and lesson plans aligned to CTE content standards that include outcomesbased goals and objectives, instructional strategies that engage students in learning, safety considerations, industrystandard materials and 18

19 students with disabilities. equipment, and appropriate student assessment techniques. Standard 8-B: Pedagogical Preparation for Subject- Specific Content Instruction by Single Subject (SS) Candidates In the subject to be authorized by the single subject teaching credential, the preliminary teacher preparation program provides substantive instruction and supervised practice that effectively prepare each candidate for an SS Credential to plan and deliver content-specific instruction that is consistent with (a) the state-adopted academic content standards for students and/or curriculum framework in the content area, and (b) the basic principles and primary values of the underlying discipline. The program provides multiple opportunities for each SS candidate (a) to learn, practice and reflect on the specific pedagogical knowledge and skills that comprise the Commission adopted subject-specific Teaching Performance Expectations (TPE 1B), and (b) to apply the TPEs to instruction in the subject to be authorized by the credential. In the program, each SS candidate demonstrates basic ability to: plan and organize instruction to foster student achievement of state-adopted K-12 academic content standards for students in the subject area; use instructional strategies, materials, technologies and other resources to make content accessible to students; and interrelate ideas and information within and across major subdivisions of the subject. {Note: Subject Specific Pedagogy for 14 content areas can be found in Part C.} Standard 9: Learning and Instruction CTE teachers implement a variety of standards-based pedagogical strategies and select materials appropriate for students with diverse needs and learning styles. CTE teachers plan instruction that addresses common traits and individual developmental differences that characterize adolescents and adults. CTE teachers present ideas, concepts, and procedures using clear and meaningful language to facilitate students efforts to learn. CTE teachers use formative assessments to adapt instruction to student learning. 19

20 Standard 9: Equity, Diversity and Access to the Curriculum for All Children Candidates examine principles of educational equity, diversity, cultural and linguistic responsiveness and their implementation in curriculum content and school practices for all students. Candidates provide all students equitable access to the core curriculum and all aspects of the school community. The program provides opportunities for candidates to learn how to maximize academic achievement for students from all ethnic, race, socio-economic, cultural, academic, and linguistic or family backgrounds; gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs. Candidates are prepared to effectively teach diverse students by increasing candidates knowledge and understanding of the background experiences, home languages, skills and abilities of student populations; and by teaching them to apply appropriate pedagogical practices informed by sound theory and research that provide access to the core curriculum and lead to high achievement for all students. Candidates study and discuss the historical and cultural traditions of the cultural and ethnic groups in California society, and examine effective ways to include cultural traditions and community values and resources in the instructional program of a classroom. Candidates develop the ability to recognize and eliminate bias in order to create an equitable classroom community 3: Educating Diverse Learners The program provides instruction in understanding and acceptance of differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served. In addition, the program provides knowledge and application of pedagogical theories, development of academic language and principles/practices for English language usage leading to comprehensive literacy in English. The program ensures each candidate is able to demonstrate knowledge, skills and abilities to become proficient in implementing evidence based and multifaceted methodologies and strategies necessary in teaching and engaging students with disabilities from diverse populations. Standard 2: Equity, Diversity and Access to the Curriculum for All Students Each beginning CTE teacher in the professional teacher preparation program examines the protections of California laws for educational equity and diversity and their relevance in curriculum content and school practices for all students. The program prepares CTE teachers to provide all students with equitable access to the program s curriculum. CTE teachers in the program learn about the ways in which teaching practices and student learning are impacted by diversity in California, including socioeconomic status. CTE teachers learn to identify, analyze, and minimize personal and institutional bias. 20

21 that contributes to the physical, social, emotional, and intellectual safety of all students. The program includes a series of planned experiences in which candidates learn to identify, analyze, and minimize personal and institutional bias. Candidates have the opportunity to systematically examine his/her stated and implied beliefs, attitudes and expectations about diverse students, families, schools, and communities, and to apply pedagogical practices that foster high expectations for academic performance from all participants in all contexts. Standard 10: Preparation for Learning to Create a Supportive, Healthy Environment for Student Learning Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: Candidates are provided multiple opportunities to learn how personal, family, school, community, and environmental factors are related to students academic, physical, emotional, cultural and social well-being. Candidates have knowledge of diverse family structures, community cultures, and child rearing practices in order to develop respectful and productive relationships with families and communities and more effectively engage with families and communities. Candidates have knowledge of major laws and principles that address student rights and parent rights pertaining to student placements. Candidates learn about the effects of student health, safety, and accident prevention on student learning. Candidates study the legal responsibilities of 14: Creating Healthy Learning Environments Candidates learn how personal, family, school, community and environmental factors are related to students academic, physical, emotional, cultural and social wellbeing. Candidates learn about the effects of student health and safety on learning and study the legal responsibilities of teachers related to student health and safety. Programs provide professional development for candidates to understand and utilize universal precautions designed to protect the health and safety of the candidates themselves. Candidates acquire knowledge of diverse family structures, community cultures, and 12: Classroom and Laboratory Management Candidates use effective classroom management strategies to promote learning and preserve student safety. Candidates demonstrate proficiency in the operation and maintenance of a facility for career technical education that contains sophisticated and dangerous equipment, machines, and instruments. The program provides candidates with a thorough grounding in the theory, practice, and legal implications of safe facility management and the development of an effective 21

22 child rearing practices in order to learning environment. develop respectful and productive relationships with families and communities. Candidates understand the effects of family involvement on teaching, learning, and academic achievement, including an understanding of cultural differences in home-school relationships. Candidates understand when and how to access site-based and community resources and agencies in order to provide integrated support to meet the individual needs of each student, including social, health, educational, language and other services. teachers related to student health, safety, and the reporting requirements relating to child abuse and neglect. Candidates have opportunities to learn and practice effective strategies and techniques for crisis prevention, conflict management, and resolution in ways that contribute to respectful, effective learning environments, including recognizing and defusing situations that may lead to student conflict or violence. Candidates understand the effects of family involvement on teaching, learning and academic achievement, including an understanding of cultural differences in home-school relationships. Candidates learn and apply skills for communicating and working constructively with students, their families and community members, including the effective use of interpreters. Candidates understand when and how to access site-based and community resources and agencies, in order to provide integrated support to meet the individual needs of each student, including social, health, educational, language services, and other resources. Candidates learn how decisions and common behaviors of children and adolescents can enhance or compromise their health and safety. Candidates learn common chronic and communicable diseases of children and adolescents, and how to make referrals when these diseases are recognizable at school. Candidates learn effective strategies for encouraging the healthy nutrition of children and youth. Candidates have knowledge and understanding of the Candidates learn how decisions and common behaviors of children and adolescents can enhance or compromise their health and safety. Candidates learn common, chronic and communicable diseases of children and adolescents, and how to make referrals when these diseases are recognizable at school. Candidates learn effective strategies for encouraging the healthy nutrition of children and youth. Candidates have knowledge and understanding of the 22

23 physiological and sociological effects of alcohol, narcotics, drugs and tobacco and of ways to identify, refer, and support students and their families who may be at risk of physical, psychological, emotional or social health problems. Candidates complete infant, child and adult cardiopulmonary resuscitation (CPR) certification that meets the criteria of the American Heart Association or the American Red Cross. physiological and sociological effects of alcohol, narcotics, drugs and tobacco and ways to identify, refer and support students and their families who may be at risk of physical, psychological, emotional or social health problems. Candidates complete infant, child and adult cardiopulmonary resuscitation (CPR) certification that meets the criteria of the American Heart Association or the American Red Cross. 23

24 Standard 11: Using Technology in the Classroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: Candidates are familiar with basic principles of operation of computer hardware and software, and implements basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support. Candidates use appropriate technology to facilitate the teaching and learning process. Candidates are able to evaluate and select a wide array of technologies for relevance, effectiveness, and alignment with stateadopted academic content standards, and the value they add to student learning. Candidates demonstrate knowledge and understanding of the legal and ethical issues related to the use of technology, including copyright issues and issues of privacy, security, safety, and acceptable use. Candidates demonstrate knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis, and management in the instructional setting. Candidates demonstrate competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered. Candidates analyze best practices and research on the use of technology to deliver lessons that enhance student learning. Candidates integrate technology-related tools into the 6: Using Educational and Assistive Technology The program provides opportunities for candidates to acquire the ability to use computer-based technology to facilitate the teaching and learning process. Each candidate demonstrates knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting. Candidates demonstrate knowledge of assistive technology including low and high equipment and materials to facilitate communication, curriculum access, and skill development of students with disabilities. Standard 11: Using Education Technology in the Classroom CTE teachers select and use computer-based technology to facilitate the teaching and learning process in the CTE classroom. CTE teachers demonstrate understanding of the legal and ethical issues concerned with the use of education technology for CTE. CTE teachers appropriately use computer-based technology for information collection, analysis, and management in the instructional setting. 24

25 educational experience and provide equitable access to available resources to the full range of learners. Candidates understand that students come with varying degrees of technological knowledge and skills. Candidates encourage the use of technology with students in their research, learning activities, and presentations, and explore options for students who do not readily have access to technology in their homes and classrooms. Candidates use computer applications to manipulate and analyze data as a tool for assessing student learning, informing instruction, managing records, and providing feedback to students and their parents. Candidates learn to use a variety of technologies to collaborate and communicate with students, colleagues, school support personnel, and families to provide the full range of learners with equitable access to all school and community resources. Standard 10/12: Preparation to Teach English Learners Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: Candidates learn foundations for successful English learner achievement: Candidates have opportunities to acquire knowledge of linguistic development, first and second language acquisition, positive and negative language transfer, and how home language literacy connects to second language development. Candidates learn from current research and practice how cognitive, pedagogical, and individual factors affect students language acquisition. Candidates acquire skills for managing and organizing a classroom with first- and secondlanguage learners. Candidates acquire skills to collaborate with specialists and paraprofessionals. Candidates learn and understand the importance of students family and cultural backgrounds, Standard 15: Teaching English Learners Candidates know and apply specially designed academic instruction in English (SDAIE) to make curriculum content comprehensible to English learners. The program provides information on how to access assessment data on English learner students to design appropriate instruction. The program includes information 25

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